# Day 180 · Keep a useful game guide 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 Retain a usable handover and sample matched later components only after intervening targeted teaching/exposure review. ## Before you start Read [Preparation](PREPARE.html), choose suitable available broad parts or a no-object route, and select [C19](../contexts/C19.html) / [C20](../contexts/C20.html) if useful. Keep first ideas before examples. ## The session 1. Check what was actually taught after each selected first component. Choose the matching later A/B source where appropriate; C/D later may be offered beyond this fortnight. 2. Read the complete later source neutrally. Use its matching empty own spaces and usual access, saving originals before later hints. 3. Choose a mechanism below for ordinary handover after capture. A new source component and the child's ordinary game are separate. 4. Record actual making/action/help/result only where seen or faithfully attributed. Keep any private/unshared plan useful without invented success. 5. Give precise next teaching with a complete unrelated source. Compare only actually evidenced components and conditions; no calibrated difficulty, causal growth or full-year attainment claim. 6. Let the child choose to keep the guide, play privately, ask a new question, rest or return. Adult evidence/exposure notes stay behind help/staff doors. ## Choose an engagement route - **Keep a paper guide:** Save purpose, ready view, start/reset step and an open question on whole paper. It can stay an unperformed plan. - **Make an exact word guide:** Tell/sign/AAC/dictate your own handover. Name who would act and keep an actual reply only if supplied. - **Compare your own versions:** Use the empty Play Plan Bench or faithful paper twin to keep two own versions. Compare their words and choose what you want; no auto-grade. ## Notice and teach next **Contexts:** C19 entirely new quiet game plan; C20 child's design and adult assembly separately named. **Observe:** exact selected components and practical contribution when actually offered. **Next teaching:** use the specific later source guide or one own missing step; do not require every family as a completion gate. [Child start](../child/day-180.html) · [Home offer](../home/H10.html) · [Extra project](../projects/X10.html) [Whole visual and text alternative](../aids/guide-own-alternative.html) · [Direct original SVG](../aids/guide-own.svg) [Assessment chooser](ASSESSMENT.html) · [Play Plan Bench](../interactive/index.html) · [Paper twin](../interactive/PAPER.html). Later C/D may need sessions beyond this resource fortnight.
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)