Read today's full plan, then set up a comfortable table or a no-object route. Choose clean broad whole paper/card and an already suitable marking tool. Use a paper drawing rather than a small token. Cutting, glue, loose magnets, food, water, unknown packaging, purchases, appliances, furniture moves or outings are not required. An adult chooses suitable existing materials and follows the school's actual process.
Offer a whole sheet for an own first idea before showing a worked diagram. An invented story-choice routine, cue matching, broad route, or words-only instruction can be useful. Child design direction and an adult's physical manufacture are different contributions. Actual suitable child making is offered, not presumed from a plan.
Continuity
The actual 31–32 bank teaches a picture swap; 33–34 teaches moving-picture/cover ideas. This new bank teaches a table game's purpose, distinct player mechanisms, ready/use/reset and a useful guide. Ask what is already familiar rather than assuming attainment or repeating a finished predecessor product.
Flexible participation
Offer speech, sign, AAC, pointing, drawing, faithful dictation, usual home-language support when competent, private work, pause, rest or finish. Ask one part at a time and keep its meaning. No partner, winner, score, time limit or fixed response length is required. Use only locally suitable broad whole paper/card, a checked marking tool and a stable comfortable table. A helper may act exactly as directed; keep the child's idea and the actual operator's action separate. Record an actual event only when it happened. A missing record can mean unknown; it does not establish that no action happened. A supplied story remains fiction.
Source components
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.
Assessment chooser has component-specific eligibility. D-first/D-later familiarity opportunities may extend beyond this fortnight. A/B purpose and step work comes before selected first tasks; C after actual actor/return teaching; D after source-purpose teaching.
Queensland process and dates
Queensland CARA overview, checked 9 October 2026, page updated 1 July 2026, describes the state-school process and minimum safe practice; it does not approve this activity. No full linked-procedure or classroom permission is claimed. Resource Weeks 35–36 are an ordering grid, not a term-calendar mapping.
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.