# Day 171 · What should your game do? Resource Weeks 35–36 · Queensland Prep / national Foundation · flexible session, often 25–35 minutes with pauses. This is a resource sequence, not a school-term date claim. ## Useful outcome Create an own useful play job before a model. Materials: whole paper and usual communication; a game need not yet exist. ## Before you start Read [Preparation](PREPARE.html), choose suitable available broad parts or a no-object route, and select [C01](../contexts/C01.html) / [C02](../contexts/C02.html) if useful. Keep first ideas before examples. ## The session 1. Invite a quiet self-use game, a pretend story choice or an own small challenge. Keep the purpose open; do not begin by handing out a finished adult board. 2. Ask who/what the game is for and what a person would do. Save the child's first mark, arrangement or exact words. Rest/private planning can be the finish. 3. Offer the selected mechanism below. Ask one useful question: “Where would someone start?” Do not fill in the child's purpose. 4. After the first idea, show an unrelated ordinary adult example: broad cards labelled sun and rain can cue a pretend story choice. This is original fiction, not weather or a completed child's game. 5. Invite one own feature or a different purpose. A helper may draw exactly as directed; name the actual marker separately. 6. Retain the purpose and one open design question. If it remains vague, point to a proposed player action and ask what it would help them do next. ## Choose an engagement route - **Sketch your path:** On whole paper, draw an own route or arrangement. Point to the first player action and add or tell its job. - **Direct a cue maker:** Choose two own story cues. Ask a willing helper to draw broad parts exactly as directed. Keep your words and their physical actions separately. - **Tell a game with no objects:** Invent a described cue that starts an imagined action. Say/sign/use AAC for the start and one choice. No actual play is presumed. ## Notice and teach next **Contexts:** C01 choose an invented garden-path picture job; C02 make a quiet soundless pattern-choice job. **Observe:** an actual own purpose and idea, not a neat template. **Next teaching:** use an unrelated adult leaf-picture choosing example to separate 'a game' from 'choose a picture to start a story'; return to the child's idea without replacing it. [Child start](../child/day-171.html) · [Home offer](../home/H01.html) · [Extra project](../projects/X01.html) [Whole visual and text alternative](../aids/ordinary-purpose-alternative.html) · [Direct original SVG](../aids/ordinary-purpose.svg)
Grown-up help 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. 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. 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. [Preparation](PREPARE.html) · [Selection and capture](CAPTURE.html) · [Full notices](../SOURCE-NOTICE.html)