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

One choice, no return account · Separate staff criteriaFoundation Design Tech · T4 W35–36 · Staff · Staff / C first

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In an imaginary table game, Uma directs an agreeing adult to put a broad arrow cue beside a START drawing. The adult places the cue. Uma points to one pretend mountain-story picture. The account says that picture was chosen in this one event. It says nothing about who made the parts, whether any part was returned, a second choice or anyone liking the game. This supplied fictional event is not this real child's performance.

Selection and support

after actual actor/step/result/unknown/reset distinction instruction and ordinary practice, normally after Day 177. May be later. Source values are not ordinary rehearsal material.

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. Who did which action in this story?

Look for: Uma directs and points; adult places; manufacture unknown. The missing manufacture account is a source limit, not an extra required response to this action question.

Teach next with an unrelated example: unrelated Niko directs an adult to place a broad circle cue and then signs a story choice. Name director, physical placer and chooser separately; don't credit adult placing as child production.

2. What choice is given? What does the story leave untold about getting ready again?

Look for: mountain-story picture chosen; return and next result unknown, not definitely unperformed.

Teach next with an unrelated example: unrelated Ari's account supplies a selected cloud picture but has no return line. Separate given event from missing record; do not reconstruct an absent action.

3. What would you keep or change, or what do you prefer about this game idea? Why?

Look for: purpose-linked/preference review of a named feature; no supplied liking or new success invented.

Teach next with an unrelated example: unrelated Tala keeps a clear cue because it fits her private purpose; the account has no user reply. Teach a reason at its actual scope.

4. What could you check next? Who would act, and what would you look for?

Look for: specific proposed suitable reset/next-action question with operator/observed-versus-unknown distinction.

Teach next with an unrelated example: unrelated adult Bea proposes returning a broad cue and seeing whether she can locate the start; no check occurs. Keep plan/result separate before inviting an own next check.

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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