# O02 · A known classroom label, if it really is known

**Complete ordinary source:** Uli says, “I know the name label on our classroom shelf. I looked at its folded base today.” Uli’s fictional arranger says, “I folded it so the name faces the shelf front.” In a different original sketch, a broad face has a base but there is no arranger account. These are supplied fictional sources, not this learner’s familiarity or a real shelf observation.

**Own task:** Choose a genuinely familiar approved display if available; notice one feature; ask a maker/use question or keep it open. A new diagram is a source-practice option.

**Choose a route:** Point and redraw a known feature; ask a willing actual arranger; compare the two fictional accounts.

**Look for:** Record real familiarity/exploration only when supplied; source form/account distinctions separately.

**Next teaching:** Use a separate table label with no maker note to teach noticing versus intention; then offer another genuine familiar-example opportunity.

[Your own job](../interactive/index.html) · [Original aid](../aids/V02-alternative.html)

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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.