A make-believe weather-story cue game · Separate staff criteria
Full supplied source
Noel wants a private table game for choosing a made-up weather-story beginning. Suitable broad whole paper/card and a marking tool are available in the fiction. One own broad story cue will have a ready arrangement and a proposed use action. No weather measurement, real forecast, named weather choice, component layout, assembly, actual use or return is supplied.
Selection and support
matching B-first after actual targeted ready/use/alternative/reset teaching and exposure review. Retain changed demands and support; no equal-difficulty claim.
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. Show or tell how your game would be ready. What would the player do next?
Look for: own purpose-linked ready view and intended use action.
Teach next with an unrelated example: unrelated Uma's pretend-space-story cue waits beside an own START label; show its ready/selected proposal after capture, not a real result.
2. What is a different way to arrange or use the parts? Which do you want, and why?
Look for: meaningful alternative with purpose/preference reason.
Teach next with an unrelated example: unrelated Felix contrasts pointing to a cue with placing a broad cue at an own picture; discuss what changes for the user rather than simply swapping colour.
3. Which available parts would you choose? What would happen first and next? Who would act?
Look for: suitable planned material/steps/operators, no real forecast/equipment introduced.
Teach next with an unrelated example: unrelated adult Remi follows a child's exact instruction to place suitable broad paper; separate direction and physical placement, then practise one own clear step.
4. How could the game be ready again, or what do you like about your plan? What remains untried?
Look for: own reset/preference with actual status honest.
Teach next with an unrelated example: unrelated Jules likes an own cue shape but has not used the setup; teach preference without inventing return/use.
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.