# Choose a pretend workshop job · Separate staff criteria

## Full supplied source

Priya wants a private table game for choosing a job in an imaginary workshop story. Suitable broad whole paper, a broad card and an appropriate marking tool are available in the fiction. The wanted job is to choose a pretend making task before telling the story. No actual tools, workshop visit, task choices, design, assembly, use or result are given.

## Selection and support

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.

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

**Look for:** own coherent choice/action linked to that job, not presumed real tool use.

**Teach next with an unrelated example:** unrelated Hadi wants a make-believe transport story chooser; ask what a player would do first, then let the child keep their own setting/task choices.

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

**Look for:** meaningful action/form alternative and own reason.

**Teach next with an unrelated example:** unrelated Bess proposes spoken choices versus broad picture places for selecting a story beginning; compare the relationship, not decoration alone.

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

**Look for:** plausible proposed setup/next action with actual/proposed roles honest.

**Teach next with an unrelated example:** unrelated adult Len places a suitable broad cue beside an own drawing; distinguish drawing, direction and actual placing while teaching one useful instruction.

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

**Look for:** specific useful preference/check with untried result open.

**Teach next with an unrelated example:** unrelated Aya keeps her own story-cue because its mark suits her purpose; no play event exists. Teach a named choice and leave actual success unknown.

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.

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