Day 177 · Ready, used, ready again?Foundation Design Tech · T4 W35–36 · Teacher · Teacher / Day 177 · Text version

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

Make a reusable start/reset routine that supports the chosen play job. A proposed reset and an actually returned component are different.

Before you start

Read Preparation, choose suitable available broad parts or a no-object route, and select C13 / C14 if useful. Keep first ideas before examples.

The session

1. Retain the actual own purpose and current component positions, or describe proposed ones. Do not assume Day 176 yielded a game or result.
2. Ask which part/location signals ready. Capture an own reset instruction before demonstrating.
3. Choose a mechanism below: sequence strip, labelled home positions, or a short cue routine. There is no compulsory sequence length.
4. Model an unrelated invented story chooser: an adult returns a broad cue to its labelled place; the story gives no second play result. Resetting is not proof that later play works.
5. Invite a useful 'pause here/continue later' option. Preserve cherished work; a child can leave a setup intact or retain a sketch without dismantling it.
6. If 'ready again' is treated as a new success, identify which actual action and result are given. C-first can become eligible after this actual instruction and ordinary practice, with its own held case kept separate.

Choose an engagement route

• Draw three views: Make a ready, player-action and proposed return strip for your own game. Label or tell what has actually happened.
• Choose waiting places: Arrange suitable broad parts or direct a helper. Choose a ready place and return instruction. A second play is not inferred.
• Tell a pause and return cue: Use spoken/sign/AAC words for start, pause and return. Keep exact directions; no physical return is claimed from the words alone.

Notice and teach next

Contexts: C13 actual part returned but second result unknown; C14 planned waiting place, no actual return. Observe: communicated useful steps and actual reset if observed. Next teaching: teach one missing step with an unrelated story-card example; not an invented successful replay.

Child start · Home offer · Extra project

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