# Day 172 · People chose those parts 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 Explore a genuinely familiar designed feature when available; distinguish a noticed feature from an attributed use or guessed maker intention. ## Before you start Read [Preparation](PREPARE.html), choose suitable available broad parts or a no-object route, and select [C03](../contexts/C03.html) / [C04](../contexts/C04.html) if useful. Keep first ideas before examples. ## The session 1. Ask whether an actual suitable game, instruction routine or table arrangement is already familiar. The child need not name a household or recount personal play. 2. With an adult-approved example, notice one feature: a marked start, separate places or a cue. If no genuinely familiar example is offered, use a new original practice model and leave K01 actual familiarity open. 3. Select a mechanism below and preserve what the child actually points out. A picture description can support exploration without making an invented source personally familiar. 4. Offer an agreeing arranger's exact use account only if actually available. Keep who said it separate from observed form. Otherwise retain a question. 5. After own noticing, show C03/C04 ordinary fiction: a maker says why they chose a cue; another plan has no maker account. Ask what each source can tell us. 6. Keep one useful feature/question for the child's own new game. If purpose is guessed as fact, model 'I notice… / this person says… / I still wonder…' on a different ordinary object. ## Choose an engagement route - **Find a familiar feature:** With an approved genuinely known setup, point to one feature. Draw or describe it, then keep one question. - **Ask an arranger:** Ask a willing actual arranger about a feature they chose. Keep their exact reply if given; otherwise keep the question. - **Read two stories:** Read C03 and C04. Place or tell what each says and what it leaves open. A new story does not become your familiar game. ## Notice and teach next **Contexts:** C03 invented broad-card chooser account; C04 pretend board plan with unknown intent. **Observe:** the real example and actual exploration for K01 only if offered; source interpretation separately. **Next teaching:** point to one noticed mark without claiming why every maker used it. [Child start](../child/day-172.html) · [Home offer](../home/H02.html) · [Extra project](../projects/X02.html) [Whole visual and text alternative](../aids/ordinary-actor-result-alternative.html) · [Direct original SVG](../aids/ordinary-actor-result.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)