Day 175 · A new game jobFoundation Design Tech · T4 W35–36 · Teacher · Teacher / Day 175 · Text version

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

Offer selected A or B first components after actual purpose/alternatives/material/step teaching. Select, split and postpone freely.

Before you start

Read Preparation, choose suitable available broad parts or a no-object route, and select C09 / C10 if useful. Keep first ideas before examples.

The session

1. Privately check actual teaching and source exposure. Choose A-first or B-first only for components the child has had appropriate opportunities to learn.
2. Present its complete story neutrally, including all given/unknown information. Provide the matching empty own page or equivalent blank paper/usual communication.
3. Use one mechanism below. Save each original selected component before hints or feedback; no activity quota or all-case requirement.
4. Optional suitable making/use comes after original capture. Name actual actors and support; the source plan has not become a real trial merely because it was read.
5. Use the exact source-specific criterion and unrelated next-teaching story on the A-first staff page or B-first staff page. Staff examples remain off the child route while original components are uncollected.
6. Keep the chosen next instruction and actual later eligibility. If exposure occurred, retain the supported label; do not claim a secure unseen or calibrated test.

Choose an engagement route

• Draw your new idea: A helper neutrally reads a selected eligible source. Draw a response to one prompt; keep it before feedback.
• Direct a faithful scribe: A helper reads the whole selected source and one prompt. Dictate or direct your response without the helper supplying a layout.
• Tell one part privately: Point, sign or use AAC for one source prompt at a time. Keep offered words or directions; pause or finish without an invented response.

Notice and teach next

Contexts: C09 ordinary blank-own idea invitation; C10 faithful support versus a design hint. Observe: source-specific captured components, not a full-standard grade. Next teaching: teach the exact missing relationship with the unrelated worked example, then keep evidence of what was actually taught.

Child start · Home offer · Extra project

Whole visual and text alternative · Direct original SVG · Complete terms

Select A-first or B-first only after relevant actual teaching. B-first prompt 4 permits a taught preference response; a reset response needs reset teaching. Do not assume Day 177 has occurred.