# Day 173 · Two ways to play the same job 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 Generate meaningfully different play mechanisms for the same purpose; choose with an own reason. ## Before you start Read [Preparation](PREPARE.html), choose suitable available broad parts or a no-object route, and select [C05](../contexts/C05.html) / [C06](../contexts/C06.html) if useful. Keep first ideas before examples. ## The session 1. Revisit the child's retained purpose, or offer a new purpose if none is wanted. A previous product or completed worksheet is not assumed. 2. Save one own proposal before an adult model. Ask what a cue, broad part or arrangement would help someone do. 3. Use a mechanism below to express a meaningfully different possibility. A different colour alone need not change the operation. 4. After both own possibilities, demonstrate unrelated ordinary options for selecting a story: place a cue beside a drawing, or read a spoken cue and tell the choice. Neither is declared universally better. 5. Invite a choice/reason linked to purpose, a preference or actual available materials. One may choose neither and revise the purpose. 6. Keep both ideas and the reason. If alternatives are only renamed, use an unrelated sequence-versus-choice comparison, then invite a real action/relationship difference in the child's work. ## Choose an engagement route - **Draw two actions:** Sketch one route and one matching proposal for your own purpose. Point to what the player would do differently. - **Direct two rehearsals:** Describe two proposed arrangements to a willing helper. They can mark them as directed; keep both and choose for your own reason. - **Tell two routines:** Use a fixed described sequence and a free next-choice story for the same job. Tell/sign/AAC the difference; no object is needed. ## Notice and teach next **Contexts:** C05 route or matching plan; C06 fixed sequence or own-next-choice story. **Observe:** a meaningful alternative and a real choice; a trial is unnecessary. **Next teaching:** describe what would differ for the user, rather than demanding more decorated copies. [Child start](../child/day-173.html) · [Home offer](../home/H03.html) · [Extra project](../projects/X03.html) [Whole visual and text alternative](../aids/ordinary-two-mechanisms-alternative.html) · [Direct original SVG](../aids/ordinary-two-mechanisms.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)