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

An animal-story cue game · Separate staff criteriaFoundation Design Tech · T4 W35–36 · Staff · Staff / B first

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Cass wants a table game in which an own pretend animal-story cue helps a player choose a story beginning. Three broad blank whole parts and a pencil are available in the fiction. A broad cue needs a clear ready place and a proposed place/action during choosing. No animal facts, chosen cue, layout, steps, actual play or reset result are supplied. Animals are invented story pictures, not specimens or identification work.

Selection and support

after actual component relationships, different layouts, ready/use views and suitable step teaching, normally after Day 174. This is a source task about a plan, not a supplied finished board.

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. Where would your parts be ready? What would a player do with them?

Look for: own communicated ready arrangement and intended player action fitting a story-choice purpose.

Teach next with an unrelated example: unrelated Tia's cloud-story cues need a ready place and a selected place; show two different proposed views after original capture, then invite the child's own positions.

2. What different arrangement or action could do that job? Which would you choose, and why?

Look for: meaningful component/layout/action alternative, selected with own reason.

Teach next with an unrelated example: unrelated Oren can place a broad cue beside a picture or point to a described cue; teach the changed relationship without revealing Cass's layout.

3. What could you use? Tell the setup, first action and who would act.

Look for: suitable proposed parts/steps/operators, with no fake physical trial.

Teach next with an unrelated example: unrelated adult Inez has checked suitable broad paper and marks a START cue herself; retain who marked/placed and practise an exact setup instruction.

4. How would you get ready again, or what do you prefer about your plan?

Look for: useful proposed reset or named preference; not invented second success.

Teach next with an unrelated example: unrelated Farah proposes a cue waiting place but has not returned it; teach 'could go back' versus actual return and invite an own reason.

For prompt 4, a taught preference response can be selected before reset teaching. Do not require reset knowledge merely because Day 174 has occurred; defer that response route if it has not been taught.

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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