# Pick a pretend picnic place · Separate staff criteria

## Full supplied source

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](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/curriculum/ac9_tech_design_prep_as_cd_alignment.pdf), [Prep standard elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_design_se_prep.pdf) and [Prep techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_design_technique_cond_prep.pdf), © State of Queensland ([QCAA](https://www.qcaa.qld.edu.au/copyright)) 2023, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/) with item exceptions. Guidance summaries are adapted; proposed SubjectNest stories, choices, tasks, criteria and teaching moves are original. No endorsement.

[Source](../checks/A-first-source.html) · [Empty own page](../responses/A-first.html) · [Capture guide](../teacher/CAPTURE.html) · [Full notices](../SOURCE-NOTICE.html)