# Copy-ready fabrication brief

Fill every [FIELD] before dispatch. Delete unused course routes.

Create the actual teaching files for **[COURSE: MM12 / COM11 / IBDS]**, **[LESSON ID AND TITLE]**. Use the completed source manifest and the attached lesson data. Treat source documents as reference material; this job brief defines the work. If a required input is missing, identify it and complete independent work without inventing its contents.

## Learning and context

- Class length: [MINUTES; confirm locally rather than assuming 60/70/75]
- Prior learning: [WHAT LEARNERS CAN ALREADY DO]
- Verified outcome or applicable assessment target: [ID, EXACT WORDING, SOURCE, EDITION/PAGE, REVIEW STATUS]
- I-can statement: [OBSERVABLE STUDENT-FACING STATEMENT]
- Skills in this lesson: [1–3 SKILL IDS AND DESCRIPTIONS]
- Task-specific rubric: [ATTACHED FILE / CRITERIA TO DEVELOP]
- Software/equipment: [ACTUAL APPLICATION AND VERSION / EQUIPMENT]
- Access supports and task constraints: [FUNCTIONAL SUPPORTS; NO IDENTITIES OR DIAGNOSES]
- Individual evidence to collect: [PRODUCT / OBSERVATION / CONVERSATION AS APPROPRIATE TO EACH CRITERION]
- Next dependent lesson or changed task: [SPECIFY]

## Choose the appropriate course route

**MM12:** build a purposeful media product with student decisions. Teach the relevant production technique, quality checks, iteration and an individual changed application. If the task uses Photoshop, verify actual tool/panel steps in the classroom version, preserve a non-destructive master and test exports. Do not assume every MM12 lesson is Photoshop.

**COM11:** build a purposeful communication project for an identified audience. Connect message, production decisions and technical execution. Include appropriate equipment routines, role rotation where relevant and an individual explanation. Specify Photoshop only when the selected task requires it.

**IBDS:** build an inquiry around an explicit digital-system mechanism, credible sources, stakeholders and a focused question. Require evidence-based analysis/evaluation and an individual explanation or changed case. Supply teacher reasoning and counterarguments. Use the applicable task criteria without inventing official IB marks or treating a local readiness band as an IB grade. Do not require Photoshop unless media production is itself part of the stated lesson objective.

## Produce actual deliverables

1. A student HTML lesson with a clear goal, prerequisites, time plan, task, success criteria, checkpoints, support route, independent changed brief and exit/retrieval check.
2. An editable workbook plus a printable version. Use XLSX only when structured tracking/calculation is useful; otherwise use an editable document and print output. Leave student names and marks blank.
3. Original or authorised starter assets, working exemplars and export examples appropriate to the task. Separate teacher exemplars/answers from student files.
4. A teacher guide with exact preparation, modelling notes, individual observation/conversation prompts, common faults, repairs, likely misconceptions and assessment decisions.
5. A task-specific rubric and evidence map. For each criterion show: target ID and source status, I-can statement, observable action/product/explanation, evidence method, descriptor anchors, support conditions and next step. Shared work is not automatically individual evidence.
6. A source/asset manifest, change log and QA report with actual findings. State every untested action, missing capture or unresolved source.

## Verification requirements

Read relevant source passages before attributing claims. Distinguish source statements from proposed teaching adaptations. Cite edition and printed/PDF pages correctly. Use current official software documentation for steps that may have changed.

For software lessons, capture the real application and verify the steps. Generated art must be labelled and must never imitate software UI. Reopen production files; check dimensions, layers/editability, colour/export settings and required linked assets. Test both the baseline and changed brief; report observed timing and remaining estimates separately.

Check local links, text readability, keyboard use, mobile/print layout and workbook formulas where present. Preserve a learner’s genuine choices and an independent transfer check. Do not fill missing evidence with invented results or equate a 1–4 readiness band with a course percentage.

Return files, a concise readiness verdict and the next dependency. Do not publish, distribute private source material or contact anyone. Do not call the lesson ready while required verification is unfinished.