Public educator selection · preserve first work before criteria or later sources. These pages are public; record prior access.

Pick a pretend picnic place · Separate staff criteriaFoundation Design Tech · T4 W35–36 · Staff · Staff / A first

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Elan wants a little table game for choosing where to begin an imaginary picnic story. Elan has a clean broad whole card, two broad whole sheets and an appropriate pencil available in this fictional setup. The wanted job is to help a player choose a pretend place before telling a story. No places, design, instructions, assembly, use or reply are supplied. This is not a real outing, food activity or reported child event.

Selection and support

after actual purpose, meaningful alternatives, available-material steps and preference/check-question teaching, normally after Day 174. Making/use after capture is optional and separately observed.

Save an offered first idea before showing a worked example or a key. Record faithful access help separately from content/design help. Select only components actually taught and review exposure; the public forms are neither secure nor calibrated. Actual child making requires the child's own observed suitable action; adult manufacture is the adult's contribution. Actual familiar exploration is separate from interpreting a new fictional source. Never use response speed, handwriting, touch, compliance, sociability or length as design quality. These are original formative criteria, not official QCAA AP/MC/WW/EX/BA grading.

1. What is your game idea for choosing a pretend picnic place?

Look for: supplies an own purpose-linked arrangement/action, such as an own broad picture chooser; no particular picnic place is required.

Teach next with an unrelated example: ordinary unrelated Zed wants to choose a pretend reading spot; offer an open player-action invitation and distinguish a purpose from just naming 'a game'. Preserve Elan work before this model.

2. What is a different way to do that job? Which would you choose, and why?

Look for: a genuinely different form/action, chosen with a purpose or preference reason; an own oral-choice routine and an own laid-out cue route can differ.

Teach next with an unrelated example: unrelated Mira's story-place job could use a described cue or a drawn sequence; compare what the chooser would do, then return to own alternatives.

3. What could you use? What would you do first and next? Who would act?

Look for: sensible proposed material/steps/actor for own design using locally suitable available pieces, not an invented actual assembly.

Teach next with an unrelated example: unrelated adult Jo has checked broad whole paper; model placing an own cue at a start spot and naming the actual/proposed marker and placer, then invite a specific own first action.

4. What would you look for if you tried it, or what do you like about your idea?

Look for: own purpose-linked check question or specific preference; no successful trial invented.

Teach next with an unrelated example: unrelated Sami wants to know whether a chooser can locate the beginning; separate hoped-for use from actual observation, or invite a named preferred feature.

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.

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