# Choose a pretend workshop job · Your ideas

[Read the whole story](../checks/A-later-source.html). Tell, draw, sign, point, use AAC or direct a faithful helper. You can do one part, pause, or finish.

## 1. What is your game idea for choosing a pretend workshop job?

<label for="A-later-1">Your idea for question 1</label>
<textarea id="A-later-1" aria-label="What is your game idea for choosing a pretend workshop job?" rows="4" autocomplete="off"></textarea>

## 2. What is another way to do that job? Which idea do you prefer, and why?

<label for="A-later-2">Your idea for question 2</label>
<textarea id="A-later-2" aria-label="What is another way to do that job? Which idea do you prefer, and why?" rows="4" autocomplete="off"></textarea>

## 3. Which available parts would you use? What are your steps? Who would do each action?

<label for="A-later-3">Your idea for question 3</label>
<textarea id="A-later-3" aria-label="Which available parts would you use? What are your steps? Who would do each action?" rows="4" autocomplete="off"></textarea>

## 4. What could you check, or what do you like about your idea? What is still unknown?

<label for="A-later-4">Your idea for question 4</label>
<textarea id="A-later-4" aria-label="What could you check, or what do you like about your idea? What is still unknown?" rows="4" autocomplete="off"></textarea>



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<summary>Grown-up help</summary>

matching A-first components after actual targeted instruction and exposure review. The changed purpose/context is not calibrated equal difficulty.

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](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/) with item exceptions. Guidance summaries are adapted; proposed SubjectNest stories, choices, tasks, criteria and teaching moves are original. No endorsement.

[Separate staff criteria](../staff/A-later.html) · [Full notices](../SOURCE-NOTICE.html)

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