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Day 178 · Keep it, change it, or askFoundation Design Tech · T4 W35–36 · Teacher · Teacher / Day 178

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

Evaluate a specific feature for purpose/preference; communicate a meaningful revision without assuming its improvement.

Before you start

Read Preparation, choose suitable available broad parts or a no-object route, and select C15 / C16 if useful. Keep first ideas before examples.

The session

Invite one own feature to keep/change. A new plan is available if no old game exists; no failure must be invented.
Ask for the reason: purpose, preference or a real event. Keep each at its own scope.
Use a mechanism below. Compare original and intended revision, or retain a chosen existing feature without changing anything.
After original choice, show unrelated fictional Noor changing a cue's position to make finding it easier. Noor has not tried the new position; easier use is a hope, not a measured result.
If wanted, choose one suitable real recheck with the same question and note any changed material/operator/support. No second check is compulsory and no before-after causal gain is claimed.
Keep the reason and what remains open. If 'better' appears without an event, ask what is hoped for; if someone demands redesign, return to the child's chosen purpose/preference.

Choose an engagement route

Mark your decision: On an own layout, circle/point to a feature and keep its reason, or sketch an intended change beside it.
Direct one wanted change: Tell a willing helper an exact suitable broad-part change. Record their actual action; a changed position does not prove improved play.
Review with no objects: Say/sign/AAC one feature to keep, change or question, with a purpose/preference reason. A change is optional.

Notice and teach next

Contexts: C15 keeping is evaluation; C16 changed plan, no second result. Observe: actual chosen feature/reason and exact action status. Next teaching: match a choice to its purpose using an unrelated pattern board rather than awarding more decoration.

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, 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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