Day 174 · Put the parts and steps together
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
Communicate a useful setup, first action and next action; safely assemble suitable broad components if wanted.
Before you start
Read Preparation, choose suitable available broad parts or a no-object route, and select C07 / C08 if useful. Keep first ideas before examples.
The session
- Read back the own chosen purpose and ask which parts are actually available. Check material/surface/action with the real adult before making.
- Capture proposed steps: setup, an intended player action and a stopping place. The child can tell or sign without handling.
- Choose a mechanism below. Actual child marking/placing, directing and adult physical action are separately noted. No join/tool purchase is needed.
- After original steps, an adult can model placing broad made-up cue cards beside unrelated dot drawings on a checked surface. These are the adult's steps and actions.
- Invite the child to explain which part does which job, and what would signal the start. Do not label proposed success as tested function.
- Keep a useful setup/step record. If 'make it' is the whole instruction, ask for one exact action and where its part would go; re-offer ordinary making only where suitable.
Choose an engagement route
- Make a broad layout: With suitable available whole parts, communicate a first and next step. Make one suitable part if wanted and keep the actual actor.
- Give exact directions: Tell a willing helper where one broad part should go and what to mark. Record who actually marked or placed it; play remains open.
- Draw a setup guide: Draw a ready view and proposed first/next view. Add or dictate the operator for each step. The views can remain plans.
Notice and teach next
Contexts: C07 real suitability chosen locally versus unknown packaging; C08 fictional director/physical-operator distinction. Observe: actual safe production only where seen; communicated proposed steps and component relationship otherwise. Next teaching: model a complete first instruction using an unrelated broad picture cue, not a held source design.
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.