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, Prep standard elaborations and Prep techniques and conditions, © State of Queensland (QCAA) 2023, CC BY 4.0 with item exceptions. Guidance summaries are adapted; proposed SubjectNest stories, choices, tasks, criteria and teaching moves are original. No endorsement.