# Day 175 · A new game 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 Offer selected A or B first components after actual purpose/alternatives/material/step teaching. Select, split and postpone freely. ## Before you start Read [Preparation](PREPARE.html), choose suitable available broad parts or a no-object route, and select [C09](../contexts/C09.html) / [C10](../contexts/C10.html) 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](../staff/A-first.html) or [B-first staff page](../staff/B-first.html). 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](../child/day-175.html) · [Home offer](../home/H05.html) · [Extra project](../projects/X05.html) [Whole visual and text alternative](../aids/purpose-own-alternative.html) · [Direct original SVG](../aids/purpose-own.svg) Select [A-first](../checks/A-first-source.html) or [B-first](../checks/B-first-source.html) 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.
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)