Public educator selection · preserve first work before criteria or later sources. These pages are public; record prior access.

Staff after capture · C-firstFoundation Design Tech · T4 W39–40 · Staff · Staff / C first

Whole neutral source

Original fiction. Kit’s display drawing has a front face carrying an invented cloud mark and two broad wings. Kit wants it to be put flatter while keeping the wanted picture. Adult Luz actually closes the wings inward once. The source records that closing action but gives no observation of whether the cloud was visible or protected after closing, and no later opening result. Kit’s own proposed new storage design has not been supplied.

Select after

Actual show/stored view relationships, content-preservation steps and actual/proposed/missing-result teaching (Day197 plus196 or equivalent); faithful source reading and unexposed case.

Empty own page · Source · Selection and access

C-first-C1

Exact prompt: Which transformation happened, and which results are not supplied?

Own heading: My component 1: Which transformation happened, and which results are not supplied?

Criterion: Luz’s closing action is actual in fiction; post-closing picture visibility/protection and later opening results are unknown. Missing results do not mean the action was unperformed.

Possible response: Luz closed the wings once. The source gives no picture-after or reopening result; it is not proof of damage or successful preservation.

Different next-teaching account: Kori’s unrelated star face is flattened by adult Mai. A record notes only the flattening, not whether the star was still seen or a later opening occurred.

Teach next: Mark the action record and each missing result separately. Contrast with another explicitly unperformed plan, then invite an own event/status record.

Look for next: Next evidence is accurate action/result distinction in a new source or own recorded event, not a guessed success.

New own offer

C-first-C2

Exact prompt: Create own show and stored views, telling what wanted content you mean to keep.

Own heading: My component 2: Create own show and stored views, telling what wanted content you mean to keep.

Criterion: Two own purpose-related views with a content/form preservation relationship. Drawing a kept mark is a proposal, not a demonstrated preservation test.

Possible response: An own show face and flatter view that names the cloud/content to retain can fit. A different own fold/storage plan may fit; no mandatory layout.

Different next-teaching account: Leni draws an unrelated invented fish sign and a stored-flat plan. Leni labels the fish as content to keep, but nobody folds or stores it.

Teach next: Point to Leni’s shown/stored relationship and retained content, then invite views for a new own card without copying the cloud wings.

Look for next: Next evidence is own communicated form/content relationship and its actual/proposed status.

New own offer

C-first-C3

Exact prompt: Give material/actor steps for putting your own display flatter while keeping wanted work.

Own heading: My component 3: Give material/actor steps for putting your own display flatter while keeping wanted work.

Criterion: Specific own transformation steps tied to content/parts, proposed actor and locally suitable material. No forced dismantling or generic tidy score.

Possible response: “With an adult-approved whole sheet, I would flatten my proposed lower fold and keep the marked face intact” may fit an own form. Name the actor and stop if unsuitable.

Different next-teaching account: Mori’s fictional person proposes flattening a broad lower crease while leaving an invented dot face whole. They have not performed that plan.

Teach next: Name Mori’s particular part/action and keep condition. Invite a step for a new own display and allow a drawing if real work should remain intact.

Look for next: Next evidence is a precise purposeful own transformation instruction, with actual operator if performed.

New own offer

C-first-C4

Exact prompt: What one check would help you learn about your own stored design? Keep any result honest.

Own heading: My component 4: What one check would help you learn about your own stored design? Keep any result honest.

Criterion: Purpose-linked next question/action about content/form after storage or reopening, without inventing the source’s missing result. A plan is valid.

Possible response: “After suitable flattening, could my wanted mark still be found?” is one possible question. No result exists until a relevant real or attributed check is supplied.

Different next-teaching account: Nori’s unrelated fictional label plan asks whether its invented path mark would still be seen after one broad fold. Nobody performs the check.

Teach next: Locate Nori’s question and an agreed possible actor/action; offer a different own stored-card question and leave its result open.

Look for next: Next evidence is an own relevant check and accurate unknown/actual result, not another held-source retry.

New own offer

Modified from Prep alignment, Prep standard elaborations and Prep techniques and conditions, © State of Queensland (QCAA) 2023, CC BY 4.0, subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.