# A maker explains a start cue · Your ideas

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

## 1. Who tells us why the cue was made? What did they choose?

<label for="D-first-1">Your idea for question 1</label>
<textarea id="D-first-1" aria-label="Who tells us why the cue was made? What did they choose?" rows="4" autocomplete="off"></textarea>

## 2. Does the story tell us whether it was used? Does it tell us whether a real child knows it?

<label for="D-first-2">Your idea for question 2</label>
<textarea id="D-first-2" aria-label="Does the story tell us whether it was used? Does it tell us whether a real child knows it?" rows="4" autocomplete="off"></textarea>

## 3. What feature would you keep, change or leave out for your own game? What is your reason?

<label for="D-first-3">Your idea for question 3</label>
<textarea id="D-first-3" aria-label="What feature would you keep, change or leave out for your own game? What is your reason?" rows="4" autocomplete="off"></textarea>

## 4. What could you ask about a game or setup you already know, or keep as an unanswered question?

<label for="D-first-4">Your idea for question 4</label>
<textarea id="D-first-4" aria-label="What could you ask about a game or setup you already know, or keep as an unanswered question?" rows="4" autocomplete="off"></textarea>



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

after actual noticed/source/attributed-purpose/real-familiarity distinction instruction, normally after Day 179. This family can extend beyond Day 180. A correct source interpretation does not fill K01 actual familiar exploration.

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/D-first.html) · [Full notices](../SOURCE-NOTICE.html)

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