# Staff after capture · A-later

## Whole neutral source

Original fiction. Ora wants a small display showing Ora’s invented shell pattern at a chosen table-edge viewing position, and wants a plan for putting the display flatter afterwards. Two whole blank paper parts are available in the story; both stay uncut. Ora has not chosen a form, marked, bent or placed either part. Nobody has checked visibility, standing or storage. Any own plan must name its proposed material and actors; a viewer or result must not be invented.

## Select after

A-first matching selected originals actually retained, precise intervening teaching for the selected relationship, actual interval/access/exposure recorded; genuinely new current source unexposed. Not automatic Day200 eligibility.

[Empty own page](../responses/A-later.html) · [Source](../checks/A-later-source.html) · [Selection and access](../teacher/ASSESSMENT.html)

## A-later-A1

**Exact prompt:** Give an own purpose for showing the shell pattern and a face/position that connects to that purpose.

**Own heading:** My component 1: Give an own purpose for showing the shell pattern and a face/position that connects to that purpose.

**Criterion:** Own purpose-feature/view relationship for this changed table-edge job, with storage a proposed additional constraint rather than assumed success.

**Possible response:** An own face aimed towards the chosen looking place with “so the pattern can be found there” may fit. The child chooses the form; no guaranteed visibility is inferred.

**Different next-teaching account:** Xia’s unrelated fictional moon-sign job is to find a mark from a selected side of a table. Xia draws a proposed face towards that side and leaves its result open.

**Teach next:** Locate Xia’s desired viewer action and planned position, then ask for a new own job’s feature connection; do not rehearse Ora’s answer.

**Look for next:** Next evidence is a new own purpose-position relationship, with any real visibility observation recorded separately.

[New own offer](../next/A-later-A1.html)

## A-later-A2

**Exact prompt:** Create two different arrangements for showing the pattern and putting the parts flatter. Explain a real form/action difference.

**Own heading:** My component 2: Create two different arrangements for showing the pattern and putting the parts flatter. Explain a real form/action difference.

**Criterion:** Two own meaningful alternatives responding to the changed purpose/constraint. A single drawing with different colours does not establish a second operation; no physical flattening is claimed from sketches.

**Possible response:** One proposed joined-looking pair of faces and another separate flat-face layout might differ in viewing/storage action; other purposeful alternatives can fit without joining or cutting.

**Different next-teaching account:** Yun draws an unrelated two-picture gallery plan: two separate flat faces, or a broad winged face that would be flattened. Both are unmade.

**Teach next:** Use Yun’s two proposals to identify what the viewer or keeper would do differently. Invite alternatives for a separate own picture job and retain them before later feedback.

**Look for next:** Next evidence is an explicit changed relationship in own alternatives, not a duplicate of a held design.

[New own offer](../next/A-later-A2.html)

## A-later-A3

**Exact prompt:** Choose a form, combine ideas, or reject them. Why does the choice fit your purpose or preference?

**Own heading:** My component 3: Choose a form, combine ideas, or reject them. Why does the choice fit your purpose or preference?

**Criterion:** Actual own choice/reason that considers the shell-pattern viewing or keeping job, personal preference or available material without a forced best answer.

**Possible response:** “I would keep two flat parts separate because I want to choose their position” is a possible reason. Different own reasons may be suitable; this is not a prescribed solution.

**Different next-teaching account:** Zoe keeps a fictional wide landscape face because Zoe wants room for the invented scene; Zoe asks rather than assumes whether it will fold to fit the agreed space.

**Teach next:** Separate Zoe’s chosen reason from the unanswered storage question; offer a new own choice and ask for its intended job.

**Look for next:** Next evidence is an own supported reason and an honest open constraint, not an official grade.

[New own offer](../next/A-later-A3.html)

## A-later-A4

**Exact prompt:** Communicate material/actor steps to make or arrange your idea, and one step for keeping the parts flatter.

**Own heading:** My component 4: Communicate material/actor steps to make or arrange your idea, and one step for keeping the parts flatter.

**Criterion:** Specific proposed material and actor/actions for the own form and keeping relationship. Safe practical performance is assessed only if the learner actually performs locally suitable steps.

**Possible response:** The child could propose marking an agreed face, placing it for viewing, then moving or flattening appropriate whole parts. Name actors/status; no instruction to damage wanted work.

**Different next-teaching account:** Ari proposes a separate original animal-card job: mark a broad face, place it flat, and keep the whole face on an agreed shelf. No action is performed in the account.

**Teach next:** Identify Ari’s exact actions and who would act. For a different own job, ask for one making/arranging and one keeping step; offer actual making only if suitable and wanted.

**Look for next:** Next evidence is own precise steps plus a separately observed practical contribution when genuinely available.

[New own offer](../next/A-later-A4.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.