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, choose suitable available broad parts or a no-object route, and select C05 / C06 if useful. Keep first ideas before examples.
The session
- Revisit the child's retained purpose, or offer a new purpose if none is wanted. A previous product or completed worksheet is not assumed.
- Save one own proposal before an adult model. Ask what a cue, broad part or arrangement would help someone do.
- Use a mechanism below to express a meaningfully different possibility. A different colour alone need not change the operation.
- 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.
- Invite a choice/reason linked to purpose, a preference or actual available materials. One may choose neither and revise the purpose.
- 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 · Home offer · Extra project
Whole visual and text alternative · Direct original 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, 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.