Day 179 · Help someone find the start
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
Communicate useful own instructions; use a narrow actual source question without inventing another person's reply or maker intention.
Before you start
Read Preparation, choose suitable available broad parts or a no-object route, and select C17 / C18 if useful. Keep first ideas before examples.
The session
- Begin with the child's chosen self-use or willing-person purpose. No sharing, performance or named recipient is required.
- Choose what the guide needs: actual components, ready setup, first action or a stopping/reset instruction. Save own wording before adult models.
- Choose a mechanism below. The guide may remain private/unshared. An actual recipient's exact words, if offered, are kept separately from the maker's interpretation.
- An adult can review the narrow Kershaw Gardens fact and six-field source sheet and keep source/date/unknown limits. Its listed features are not a miniature playground design plan, attendance record or proof of this child's familiarity.
- Offer D-first only after actual source/attribution/familiarity distinction teaching. Keep the real familiar-object exploration doorway explicit and separate; an empty/declined actual contribution leaves it open.
- If a recipient or local promise is invented, return to what was said/checked. Preserve a useful unanswered question and select an unrelated next instruction.
Choose an engagement route
- Draw a start guide: Make a picture guide showing own start and first action. Keep it for private self-use or offer it to a willing helper.
- Ask for one reply: Give exact usual-communication instructions to a willing person. Keep only the reply they actually supply; no audience is required.
- Ask a local feature question: With an adult, use the six blank source fields for one checked feature or an open question. Create an own guide without claiming a visit.
Notice and teach next
Contexts: C17 exact reply does not mean everyone liked it; C18 prepared invitation with nobody asked. Observe: communicated own design/guide and actual source/recipient limits. Next teaching: distinguish 'says they found the start' from 'likes the game', using an unrelated fictional reply.
Child start · Home offer · Extra project
Whole visual and text alternative · Direct original SVG
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.