# Teacher scripts · ten 25-minute sessions

Use [briefs](BRIEF-CARDS.md), the [learner page](LEARNER.md), [routes](DAILY-CHOICES.md), [extras](DAILY-EXTRAS.md), and four [print aids](print/TEXT-ALTERNATIVES.md). Preparation: print or display the named brief and aid; set out plain paper, large full-word cards and thick pens. For a diagram target, offer magnetic/cardboard labelled pieces or a zoomable drawing canvas. Collect one dated artefact or voice transcript and note any **content** prompting separately from access support. Times total 25 minutes each. Days 5 and 10 use first-encounter fictional files; the [teacher key](teacher/ANSWER-AND-NEXT.md) is public.

### Day 1 · Who designs for whom?

**Target:** Link two plausible design professions to different parts of one brief, name a stakeholder and the evidence limit. **Prepare:** Card A, [Evidence ladder](print/evidence-ladder.svg).

**Launch · 2 min.** Ask: “Is a shelf sign the whole library problem?” Accept “no” and point to sign, physical token and space as separable work. **Model · 4 min.** Underline Card A's existing colour-dot sign. Say a graphic designer might change the information, an industrial designer the tokens, and an interior designer the shelf layout; each needs more information. **Guided reading · 5 min.** Learners identify borrower and volunteer needs and flag that the scripted librarian comment gives no frequency. Prompt, “Which exact words support that?” **Practice route · 7 min.** Let each choose a [Day 1 route](DAILY-CHOICES.md); require two role/output links, one stakeholder need and one unknown. **Audit · 4 min.** Swap or self-check: each role has a distinct output and the unknown is not presented as fact. **Exit · 3 min.** Complete: “I would ask ___ before claiming ___.” Use the [Day 1 key](teacher/ANSWER-AND-NEXT.md).

### Day 2 · A scripted voice is not a population

**Target:** Separate stated fictional brief information, cautious inference and unsupported claim about a stakeholder. **Prepare:** Cards A/B, [Evidence ladder](print/evidence-ladder.svg).

**Launch · 2 min.** Read Card B's two scripted statements. **Model · 4 min.** Sort “one performer wants a non-audio way” as stated in the fiction, “labels may help” as a possible design inference, and “all performers need labels” as unsupported. **Guided reading · 5 min.** Groups mark the source for A's lighting question and B's doorway-reader context, then circle missing real-world evidence. **Practice route · 7 min.** Use [Day 2 choices](DAILY-CHOICES.md): two stated items, one conditional inference, one overclaim rewritten. **Audit · 4 min.** Ask “How many people did this fictional note sample in reality?” Answer: none. A preference here can guide a paper exercise only. **Exit · 3 min.** Write or say a useful next stakeholder question without requesting private disability details. Record next move from the key.

### Day 3 · Turn a complaint into a design problem

**Target:** Frame a bounded problem with stakeholder, needed function, existing design and constraints. **Prepare:** Card B, [Problem to criteria](print/problem-criteria.svg).

**Launch · 2 min.** Contrast “make a nice sign” with a problem that names whom it serves. **Model · 4 min.** Draft: “How might a doorway reader find either side room using an A4 black-print board when the present L/R plan has no legend?” Mark A4/black print as brief constraints, not universal rules. **Guided reading · 5 min.** Learners test whether a loudspeaker-only idea would meet the scripted performer's stated need; it would not. They identify one unknown (sightline). **Practice route · 7 min.** Use [Day 3 choices](DAILY-CHOICES.md) to make one problem sentence, two constraints and one question. **Audit · 4 min.** Remove invented dimensions or diagnoses; specify both destinations. **Exit · 3 min.** Peer/teacher asks “Could I tell when you solved this?” If not, identify a future criterion.

### Day 4 · Criteria that could actually be checked

**Target:** Convert Card C's need into two checkable paper-prototype criteria and distinguish a requirement needing later measurement. **Prepare:** Card C, [Problem to criteria](print/problem-criteria.svg).

**Launch · 2 min.** Show three identical unlabelled boxes; ask what the sorter would inspect. **Model · 4 min.** “Exactly three spaces, each named in words” can be checked on paper. “Real tools fit safely” cannot be checked without dimensions/testing; list it as an open verification. **Guided reading · 5 min.** Identify label size versus compartment area as a tradeoff; do not assert a fit. **Practice route · 7 min.** Use [Day 4 choices](DAILY-CHOICES.md) for two criteria, one constraint and one evidence gap. **Audit · 4 min.** For each criterion ask “show me where I would look on a prototype”; tighten vague “easy” language. **Exit · 3 min.** Students identify one thing a real stakeholder might decide differently.

### Day 5 · First transfer: Paper Path check

**Target:** Independently source a fictional stakeholder need, state a bounded design problem and two checkable criteria without claiming real user evidence. **Prepare:** Give [File G](STUDENT-CHECKS.md) alone; any [Day 5 route](DAILY-CHOICES.md) is available. Keep the public key off the display until collection.

**Launch · 2 min.** Remind learners that fictional lines must not become real research claims. **Source access · 4 min.** Read File G silently, by neutral read-aloud, zoom or full-word tactile cards. Explain only vocabulary, not which answer to choose. **Independent plan · 5 min.** Learners mark stakeholder, existing design, constraint and unknown. **Independent response · 7 min.** Complete the four File G prompts through the chosen route. **Self-audit · 4 min.** Check each criterion against the given two-sheet/greyscale brief and qualify the untested claim. **Submit · 3 min.** Collect first responses. Use the [G key/next moves](teacher/ANSWER-AND-NEXT.md) after submission; log any content help.

### Day 6 · Make the first low-fidelity layout

**Target:** Represent a spatial information hierarchy using a labelled sketch, movable full-word pieces or zoomable diagram, with one annotation tied to stakeholder need. **Prepare:** Card D, [Idea loop](print/idea-loop.svg), A4 blank frame.

**Launch · 2 min.** Say “a rough diagram can test arrangement before polish.” **Model · 4 min.** Place four group-name placeholders in rows, a heading above, and an update-date box; annotate that the date serves the updater and readers. Avoid real pool times. **Guided reading · 5 min.** Learners locate Card D's two competing needs and note actual reading distance is unknown. **Practice route · 7 min.** Use [Day 6 modes](DAILY-CHOICES.md) to represent the same hierarchy and mark a possible revision. **Audit · 4 min.** Can another person find group and date without relying on colour? Read the layout in order; fix a missing relation. **Exit · 3 min.** Submit a labelled prototype and one still-unanswered user question.

### Day 7 · Two genuinely different ideas

**Target:** Devise two alternative low-fidelity layouts for Card E, changing a meaningful design attribute while preserving the stated corridor. **Prepare:** Card E, [Idea loop](print/idea-loop.svg).

**Launch · 2 min.** Draw Entrance → Room 1 → Room 2 → Room 3 as the fictional route. **Model · 4 min.** Contrast a number-led map and a room-name-led map; moving only the title is not a new wayfinding idea. **Guided reading · 5 min.** Learners decide what the mock curator, volunteer and visitor each might use; separate those brief statements from unverified visitor preference. **Practice route · 7 min.** Use [Day 7 choices](DAILY-CHOICES.md) to produce two layouts with room labels, desk and valid corridor. **Audit · 4 min.** Trace both routes and check that no arrow invents a doorway. **Exit · 3 min.** Label the difference between the two ideas and the criterion each could serve.

### Day 8 · Compare, then disclose what you cannot know

**Target:** Compare two Card F mock options against two criteria, identifying one strength, one limitation and an evidence need. **Prepare:** Card F, [Decision grid](print/decision-grid.svg).

**Launch · 2 min.** Ask why “looks best” cannot settle whether a new reader follows three steps. **Model · 4 min.** Option X has pictures but no words; Option Y has words but tiny numbers. A paper check can see whether full-word steps and large numbers appear, not whether every reader understands them. **Guided reading · 5 min.** Build two criteria: exactly three numbered steps, each described in words; “paper game only” visible. **Practice route · 7 min.** Use [Day 8 routes](DAILY-CHOICES.md) to compare X/Y, cite a visible feature and propose one combined change. **Audit · 4 min.** Cross out any “users preferred…” statement unsupported by the invented card. **Exit · 3 min.** State what a consented future user review should check.

### Day 9 · Revise for a stakeholder, and show the change

**Target:** Show before/after low-fidelity Card F concept, justify one refinement against a criterion and name an unverified outcome. **Prepare:** Card F, [Decision grid](print/decision-grid.svg), [Idea loop](print/idea-loop.svg).

**Launch · 2 min.** Re-read the three-step and game-label constraints. **Model · 4 min.** Replace small numbers with large 1/2/3 and pair each with a worded action; annotate how a reader could locate the order. This is a concept, not a user-tested success. **Guided reading · 5 min.** Learners point to a feature carried from X/Y and a feature changed; ask whose requirement it addresses. **Practice route · 7 min.** Use [Day 9 choices](DAILY-CHOICES.md) to make a before/after representation, one evidence-linked reason and an open test question. **Audit · 4 min.** Check that “after” is visibly different and the reasoning cites the criterion, not taste alone. **Exit · 3 min.** Write a 20-second proposal to the fictional organiser, with a limit statement.

### Day 10 · Second transfer: Studio Swap check

**Target:** Independently define a fresh fictional design problem, devise two distinct diagram ideas, select/refine one against criteria and state the evidence limit. **Prepare:** [File H](STUDENT-CHECKS.md), blank paper or equivalent accessible layout materials; keep the public key unseen until first response.

**Launch · 2 min.** Name the explore-to-develop move without giving File H answers. **Source access · 4 min.** Read H through an access route only. **Independent plan · 5 min.** Mark roles, what is stated, constraints and unknowns. **Independent response · 7 min.** Produce two labelled spatial alternatives, pick one and annotate a change using [Day 10 routes](DAILY-CHOICES.md). **Self-audit · 4 min.** Confirm each idea respects the stated position/order and that no real feedback is claimed. **Submit · 3 min.** Collect, then consult the [H key/next moves](teacher/ANSWER-AND-NEXT.md). This check is not a QCAA/school instrument.