Select a component only after the actual relevant teaching. Read the full supplied story neutrally, let the child give an own response, and keep keys/models separate until that component is collected. Split prompts across sessions if helpful.
A-first · Pick a pretend picnic place
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.
Source · Empty own page · Separate criteria and next teaching
A-later · Choose a pretend workshop job
matching A-first components after actual targeted instruction and exposure review. The changed purpose/context is not calibrated equal difficulty.
Source · Empty own page · Separate criteria and next teaching
B-first · An animal-story cue game
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.
Source · Empty own page · Separate criteria and next teaching
B-later · A make-believe weather-story cue game
matching B-first after actual targeted ready/use/alternative/reset teaching and exposure review. Retain changed demands and support; no equal-difficulty claim.
Source · Empty own page · Separate criteria and next teaching
C-first · One choice, no return account
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.
Source · Empty own page · Separate criteria and next teaching
C-later · Returned, one later choice supplied
matching C-first after actual instruction focused on its missing component and exposure review. The different action/record complexity is explicit; not calibrated equivalence.
Source · Empty own page · Separate criteria and next teaching
D-first · A maker explains a start cue
after actual noticed/source/attributed-purpose/real-familiarity distinction instruction, normally after Day 179. This family can extend beyond Day 180. A correct source interpretation does not fill K01 actual familiar exploration.
Source · Empty own page · Separate criteria and next teaching
D-later · A plan with no maker account
matching D-first after targeted source-purpose/familiarity teaching and exposure review, often beyond the fortnight.
Source · Empty own page · Separate criteria and next teaching
B-first prompt 4 may use a taught preference response; a reset response needs actual reset teaching. C1 manufacture unknown is a source boundary, not an extra asked response. No source answer establishes real K01 familiarity or child physical making.
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.
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.