teacher/day-173 | Foundation Design Tech · T4 W35–36 · Teacher

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

Resource Weeks 35–36 · Queensland Prep / national Foundation · flexible session, often 25–35 minutes with pauses. This is a resource sequence, not a school-term date claim.

Useful outcome

Generate meaningfully different play mechanisms for the same purpose; choose with an own reason.

Before you start

Read Preparation, choose suitable available broad parts or a no-object route, and select C05 / C06 if useful. Keep first ideas before examples.

The session

Revisit the child's retained purpose, or offer a new purpose if none is wanted. A previous product or completed worksheet is not assumed.
Save one own proposal before an adult model. Ask what a cue, broad part or arrangement would help someone do.
Use a mechanism below to express a meaningfully different possibility. A different colour alone need not change the operation.
After both own possibilities, demonstrate unrelated ordinary options for selecting a story: place a cue beside a drawing, or read a spoken cue and tell the choice. Neither is declared universally better.
Invite a choice/reason linked to purpose, a preference or actual available materials. One may choose neither and revise the purpose.
Keep both ideas and the reason. If alternatives are only renamed, use an unrelated sequence-versus-choice comparison, then invite a real action/relationship difference in the child's work.

Choose an engagement route

Draw two actions: Sketch one route and one matching proposal for your own purpose. Point to what the player would do differently.
Direct two rehearsals: Describe two proposed arrangements to a willing helper. They can mark them as directed; keep both and choose for your own reason.
Tell two routines: Use a fixed described sequence and a free next-choice story for the same job. Tell/sign/AAC the difference; no object is needed.

Notice and teach next

Contexts: C05 route or matching plan; C06 fixed sequence or own-next-choice story. Observe: a meaningful alternative and a real choice; a trial is unnecessary. Next teaching: describe what would differ for the user, rather than demanding more decorated copies.

Child start · Home offer · Extra project

Whole visual and text alternative · Direct original SVG · Complete terms

Grown-up help

Offer speech, sign, AAC, pointing, drawing, faithful dictation, usual home-language support when competent, private work, pause, rest or finish. Ask one part at a time and keep its meaning. No partner, winner, score, time limit or fixed response length is required. Use only locally suitable broad whole paper/card, a checked marking tool and a stable comfortable table. A helper may act exactly as directed; keep the child's idea and the actual operator's action separate. Record an actual event only when it happened. A missing record can mean unknown; it does not establish that no action happened. A supplied story remains fiction. 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](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. [Preparation](PREPARE.html) · [Selection and capture](CAPTURE.html) · [Full notices](../SOURCE-NOTICE.html)