# Educator desk · D-first · Two uses of a shared model place

Hold until first response capture; public sources are not presumed unseen. Record actual support and known exposure. Component notes are not QCAA grades.

## Whole source and exact prompts

Original invented D1 proposal for Willow Model Park. Current drawing has one open games area and one seat beside it. Proposal: use the whole open area for a timed paper treasure game. Fictional note from Noor: “I want room to practise a ball game.” Fictional note from Bay: “I want to sit and talk without game clues beside the seat.” No measurements, permission, timetable, voting, actual users or trial given. Usual preferences are not diagnoses. This is a paper civic enquiry, no outdoor game required.

1. What does the proposal change from the current drawing?
2. What do Noor and Bay each ask for? Use exact notes.
3. What relevant information is missing before a real-place decision?
4. Propose a keep/change/defer response and consider one possible effect for the stated uses.

## Component criteria and matched next teaching

**Component D-first-1: What does the proposal change from the current drawing?**

Original criterion/acceptable meaning: Identifies the proposal to allocate the whole current open games area to a timed paper treasure game, without claiming actual adoption. Description of the unchanged seat is optional background, not a requirement for this change question.

Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.

**Matching next entrance D-first-1:** Compare current drawing with proposed use; proposal is not an observed event. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.

**Unrelated next teaching D-first-1 — after first capture.**

**New supplied account.** A fictional model library-room drawing has an open making area and a bookcase. A proposal would allocate the whole open making area to a paper train display. The bookcase is not proposed to change. No work or permission is recorded.

**Teacher move.** Identify the proposed change before discussing retained features. Extra unchanged-feature description can be welcomed without becoming a condition for identifying the asked change.

**Learner invitation.** What change does this proposal make to the drawn open area?

**Staff worked possibility.** It proposes using the whole open making area for a paper train display. This identifies the change without needing a separate description of the unchanged bookcase or claiming adoption.

**Next help if useful.** If a completed change is reported, place CURRENT DRAWING and PROPOSED USE labels on two cards and try another unrelated model-room proposal.

Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.

**Component D-first-2: What do Noor and Bay each ask for? Use exact notes.**

Original criterion/acceptable meaning: Noor room for ball practice; Bay talk without clues beside seat. Faithful perspectives, no invented motives.

Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.

**Matching next entrance D-first-2:** Place notes separately and trace words supporting each stated use. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.

**Unrelated next teaching D-first-2 — after first capture.**

**New supplied account.** Two fictional model art-room notes say: Rowan, I want space to paint a large picture. Tali, I want space to read the making instructions without paint materials beside them. No motives, diagnoses or actual room use are supplied.

**Teacher move.** Keep each complete quote with its named speaker. The learner can direct placement, mark source words or explain through usual communication.

**Learner invitation.** What does each person ask for? Which words support your account?

**Staff worked possibility.** Rowan asks for painting space; Tali asks for instruction-reading space without nearby paint materials. The notes do not establish either person's reasons or a permanent learning preference.

**Next help if useful.** If motives are invented, make a STATED and NOT SUPPLIED split and practise retelling two new fictional requests using only their actual words.

Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.

**Component D-first-3: What relevant information is missing before a real-place decision?**

Original criterion/acceptable meaning: Permission/space/measurements/timetable/actual views/supervision or other justified relevant gap; no claim one gap proves impossibility.

Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.

**Matching next entrance D-first-3:** Name a decision question and the source that would be needed; keep unknown. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.

**Unrelated next teaching D-first-3 — after first capture.**

**New supplied account.** A fictional model hall proposal would put a large paper-card game beside a story table. It supplies no measurements, manager approval, booking times or actual user views. It is only a drawing.

**Teacher move.** Choose a decision question, then identify a relevant missing source. One useful gap is enough; do not turn unknown information into proof of danger or impossibility.

**Learner invitation.** What would need checking before a real-place decision, and why does it matter?

**Staff worked possibility.** Available space or manager approval could matter. The drawing does not provide them, so a relevant current source would be needed before making a real-place claim.

**Next help if useful.** If any blank becomes a firm negative answer, make UNKNOWN and KNOWN NOT POSSIBLE cards and explain what evidence each would require using an unrelated model.

Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.

**Component D-first-4: Propose a keep/change/defer response and consider one possible effect for the stated uses.**

Original criterion/acceptable meaning: Coherent response with supported reason/effect; may ask information or retain open area; no required compromise or real success.

Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.

**Matching next entrance D-first-4:** Ask how response relates to at least one stated use and notices another; later help not first response. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.

**Unrelated next teaching D-first-4 — after first capture.**

**New supplied account.** A fictional model club-room proposal would use the entire table for a paper music display. One note asks for room to arrange rhythm cards; another asks for an area to read a book without display cards nearby. No trial or approval is supplied.

**Teacher move.** Consider keep, change, ask and defer responses without requiring agreement or a single compromise. Ask how a chosen response relates to both stated uses.

**Learner invitation.** Choose a response and explain one possible effect for the stated uses.

**Staff worked possibility.** A smaller paper display could leave a separate reading area, subject to space checking. Asking about table use or deferring is also defensible. No response is a demonstrated solution.

**Next help if useful.** If one use disappears from the reasoning, place both exact notes beside the proposed response and invite one question about the overlooked use.

Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.

**Conditions note:** edition/date/source exposure; usual communication/source reading/neutral scribing; actual learner decisions versus adult marks; feedback after capture; chosen next move. Use roles only, no diagnoses/names. Record practical event only if it happened. Later interpretation belongs to its exact new source, not presumed memory or calibrated progress.

## Choose a next door

- [After-capture next-teaching menu](../teacher/NEXT.html)
- [This source](../checks/D-first-source.html)
- [Own response](../responses/D-first.html)