# A plan with no maker account · Separate staff criteria

## Full supplied source

A new fictional drawing shows two broad picture places and a loose broad cue next to one of them. Its heading says PLAN. No maker words, ready/use labels, purpose, actual making/play event or real child's familiarity are supplied. The drawing is a people-designed proposal, not a real game known to this child.

## Selection and support

matching D-first after targeted source-purpose/familiarity teaching and exposure review, often beyond the fortnight.

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 people-made parts does the plan show? What is not told about why they were chosen?

**Look for:** two broad picture places and loose cue; maker's reason unknown.

**Teach next with an unrelated example:** unrelated Pia's drawing shows three broad unlabelled cue places but gives no reason. Describe form; retain purpose as question rather than promote a guess to source fact.

## 2. Does the story give an actual play event? Does it tell us whether a real child knows this game?

**Look for:** neither is supplied; not the same as explicit no event ever.

**Teach next with an unrelated example:** unrelated Omi's game sketch has no actor/event/child account. Teach missing evidence versus an explicit unperformed plan, keeping genuine familiarity separate.

## 3. What would you keep or change for your own purpose? Why?

**Look for:** a named own feature/reason with proposal/function boundary.

**Teach next with an unrelated example:** unrelated Ed prefers separate own cue places to fit a private story choice; they have not tested them. Invite a real reason without supplying a held layout answer.

## 4. What question could a helper check, or what could you notice in a suitable game or setup you already know?

**Look for:** relevant neutral question or proposed actual familiar exploration, with unknowns honest; no actual familiarity awarded unless offered.

**Teach next with an unrelated example:** unrelated adult Yun reviews an appropriate primary page for one stated feature, retaining source/date and unknown real use. A primary fact does not make the child's encounter familiar; ask which actual source/experience was available, or leave it open.

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/D-later-source.html) · [Empty own page](../responses/D-later.html) · [Capture guide](../teacher/CAPTURE.html) · [Full notices](../SOURCE-NOTICE.html)