Curriculum and Queensland scope
Retain the complete 19-row national selection, all 96 present cells, 94 nonempty and two present-empty values, original cell types/XML and full separate achievement standard. This is the predecessor's actual workbook selection: retrieved 8 October UTC / 9 October AEST, 2,049,917 bytes, SHA256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. No new workbook retrieval is claimed.
AC9TDEFP01 is the principal partial focus: generate, communicate and evaluate ideas, and use materials, equipment and steps to safely make a solution for a purpose. The proposed game makes purpose, alternative components, actual suitable assembly, communication and one useful evaluation concrete. P01 elaboration E6's assembly/check example helps illustrate a possible context; it is not an additional mandated outcome or a requirement to make a bowling, stacking or obstacle game. Other elaborations remain available as complete reference, not activities automatically taught here.
AC9TDEFK01 is offered only where a child genuinely explores how an actual familiar people-designed product, service or environment is designed. A real known game, an ordinary instruction routine or a familiar table setup can provide an opportunity when actually offered. A fictional maker's explanation, newly shown diagram, correct source answer or empty/declined own contribution cannot fill actual familiarity. Source interpretation can be useful without that additional evidence.
The full Foundation standard includes identifying familiar products/services/environments, creating a solution in a school-selected context, creating/communicating/choosing ideas, and following steps with materials/equipment to make safely. A plan, private directing or faithful adult manufacture can support relevant design/communication components but cannot certify the child's unobserved practical making. This one fortnight cannot establish the whole standard, all technologies contexts, all state frameworks or a year's retained learning.
Current QCAA Prep alignment (one page), November 2023 standard elaborations (four pages) and October 2023 techniques/conditions (three pages) have been read in their full indexed text on 9 October. They support school-local context, appropriate response modes, components across lessons, faithful reading/scribing and teacher-observed practical work during class. Folio/on-balance judgement across the year is different from our original source-specific formative components. Do not convert these 32 prompts into the official AP/MC/WW/EX/BA levels. Response length, speed, handwriting, touch, compliance and sociability are not design quality measures.
Modified from Prep alignment, Prep standard elaborations and Prep techniques and conditions, © State of Queensland (QCAA) 2023, CC BY 4.0 with item exceptions. Guidance summaries are adapted; proposed SubjectNest stories, choices, tasks, criteria and teaching moves are original. No endorsement.
What each session contributes
- 171 own purpose and first idea;172 actual familiar feature opportunity and attributed-source distinction.
- 173 different action/form alternatives;174 available parts and safe proposed/actual steps.
- 175 selected new own purpose/alternative/material/choice components only after relevant teaching.
- 176 a purpose-linked check question and actual/unknown result;177 ready/use/return distinction.
- 178 evaluation through own keep/change/preference/question;179 useful start communication and narrow source/familiarity distinctions.
- 180 an own guide and selected eligible later components, possibly extending beyond this fortnight.
All 19 literal national meanings · Original full annual plan
The historical annual plan is retained unchanged for context, not silently rewritten as a claim that this exact new table-game sequence was already scheduled or taught. New placement is this resource 35–36 ordering. Conditions/support/folio judgement are adapted QCAA guidance; the stories and 32 matched formative criteria are original.