Full supplied source
Fictional maker Quinn says, “I made this broad START cue so I can find where to begin my own picture game.” Quinn's account names the cue and its intended purpose. It contains no account of actual use, success, other users or any real child's familiarity. No photograph or real provider game is supplied.
Selection and support
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.
1. Who tells us why the cue was made? What did they choose?
Look for: Quinn's attributed maker words and broad START cue for their own beginning; not all makers' intent.
Teach next with an unrelated example: unrelated Mo says they made a NEXT card to remember their own story step. Attribute exact words to Mo; appearance alone does not supply another maker's reason.
2. Does the story tell us whether it was used? Does it tell us whether a real child knows it?
Look for: both remain unknown; missing record is not proof nobody used it.
Teach next with an unrelated example: unrelated fictional Lou's plan has no use or real-child account. Keep source scope apart from an optional actual familiar example.
3. What feature would you keep, change or leave out for your own game? What is your reason?
Look for: own purposeful/preference design decision, no required copying or proven function.
Teach next with an unrelated example: unrelated Rea proposes a different broad cue shape for her quiet game but has not made it. Save the own choice/reason rather than turning another maker's feature into a required answer.
4. What could you ask about a game or setup you already know, or keep as an unanswered question?
Look for: useful neutral actual-familiar question/proposed exploration or retained open question. An actual K01 record exists only when a genuine known example and exploration are offered.
Teach next with an unrelated example: unrelated adult Sal has a genuinely familiar approved card routine and notices its start place; their own account does not establish this child's familiarity. Offer—not require—a real doorway with exact child/source/actor notes.
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.