# Returned, one later choice supplied · Your ideas

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

## 1. Who did what with the cue in this story?

<label for="C-later-1">Your idea for question 1</label>
<textarea id="C-later-1" aria-label="Who did what with the cue in this story?" rows="4" autocomplete="off"></textarea>

## 2. What return and choice are given? What earlier or further play is not told?

<label for="C-later-2">Your idea for question 2</label>
<textarea id="C-later-2" aria-label="What return and choice are given? What earlier or further play is not told?" rows="4" autocomplete="off"></textarea>

## 3. What would you keep or change, or what do you like about the idea? Why?

<label for="C-later-3">Your idea for question 3</label>
<textarea id="C-later-3" aria-label="What would you keep or change, or what do you like about the idea? Why?" rows="4" autocomplete="off"></textarea>

## 4. What would you check next? Who would act? What would you record afterwards?

<label for="C-later-4">Your idea for question 4</label>
<textarea id="C-later-4" aria-label="What would you check next? Who would act? What would you record afterwards?" rows="4" autocomplete="off"></textarea>



<details>
<summary>Grown-up help</summary>

matching C-first after actual instruction focused on its missing component and exposure review. The different action/record complexity is explicit; not calibrated equivalence.

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/C-later.html) · [Full notices](../SOURCE-NOTICE.html)

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