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, choose suitable available broad parts or a no-object route, and select C19 / C20 if useful. Keep first ideas before examples.
The session
- 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.
- Read the complete later source neutrally. Use its matching empty own spaces and usual access, saving originals before later hints.
- Choose a mechanism below for ordinary handover after capture. A new source component and the child's ordinary game are separate.
- Record actual making/action/help/result only where seen or faithfully attributed. Keep any private/unshared plan useful without invented success.
- 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.
- 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 · Home offer · Extra project
Whole visual and text alternative · Direct original SVG
Assessment chooser · Play Plan Bench · Paper twin. 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, 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.