# A make-believe weather-story cue game · Separate staff criteria

## Full supplied source

Noel wants a private table game for choosing a made-up weather-story beginning. Suitable broad whole paper/card and a marking tool are available in the fiction. One own broad story cue will have a ready arrangement and a proposed use action. No weather measurement, real forecast, named weather choice, component layout, assembly, actual use or return is supplied.

## Selection and support

matching B-first after actual targeted ready/use/alternative/reset teaching and exposure review. Retain changed demands and support; no equal-difficulty claim.

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. Show or tell how your game would be ready. What would the player do next?

**Look for:** own purpose-linked ready view and intended use action.

**Teach next with an unrelated example:** unrelated Uma's pretend-space-story cue waits beside an own START label; show its ready/selected proposal after capture, not a real result.

## 2. What is a different way to arrange or use the parts? Which do you want, and why?

**Look for:** meaningful alternative with purpose/preference reason.

**Teach next with an unrelated example:** unrelated Felix contrasts pointing to a cue with placing a broad cue at an own picture; discuss what changes for the user rather than simply swapping colour.

## 3. Which available parts would you choose? What would happen first and next? Who would act?

**Look for:** suitable planned material/steps/operators, no real forecast/equipment introduced.

**Teach next with an unrelated example:** unrelated adult Remi follows a child's exact instruction to place suitable broad paper; separate direction and physical placement, then practise one own clear step.

## 4. How could the game be ready again, or what do you like about your plan? What remains untried?

**Look for:** own reset/preference with actual status honest.

**Teach next with an unrelated example:** unrelated Jules likes an own cue shape but has not used the setup; teach preference without inventing return/use.

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