# An animal-story cue game · Separate staff criteria

## Full supplied source

Cass wants a table game in which an own pretend animal-story cue helps a player choose a story beginning. Three broad blank whole parts and a pencil are available in the fiction. A broad cue needs a clear ready place and a proposed place/action during choosing. No animal facts, chosen cue, layout, steps, actual play or reset result are supplied. Animals are invented story pictures, not specimens or identification work.

## Selection and support

after actual component relationships, different layouts, ready/use views and suitable step teaching, normally after Day 174. This is a source task about a plan, not a supplied finished board.

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. Where would your parts be ready? What would a player do with them?

**Look for:** own communicated ready arrangement and intended player action fitting a story-choice purpose.

**Teach next with an unrelated example:** unrelated Tia's cloud-story cues need a ready place and a selected place; show two different proposed views after original capture, then invite the child's own positions.

## 2. What different arrangement or action could do that job? Which would you choose, and why?

**Look for:** meaningful component/layout/action alternative, selected with own reason.

**Teach next with an unrelated example:** unrelated Oren can place a broad cue beside a picture or point to a described cue; teach the changed relationship without revealing Cass's layout.

## 3. What could you use? Tell the setup, first action and who would act.

**Look for:** suitable proposed parts/steps/operators, with no fake physical trial.

**Teach next with an unrelated example:** unrelated adult Inez has checked suitable broad paper and marks a START cue herself; retain who marked/placed and practise an exact setup instruction.

## 4. How would you get ready again, or what do you prefer about your plan?

**Look for:** useful proposed reset or named preference; not invented second success.

**Teach next with an unrelated example:** unrelated Farah proposes a cue waiting place but has not returned it; teach 'could go back' versus actual return and invite an own reason.

For prompt 4, a taught preference response can be selected before reset teaching. Do not require reset knowledge merely because Day 174 has occurred; defer that response route if it has not been taught.

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.

[Source](../checks/B-first-source.html) · [Empty own page](../responses/B-first.html) · [Capture guide](../teacher/CAPTURE.html) · [Full notices](../SOURCE-NOTICE.html)