Day 176 · What would you look for?
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
Connect one wanted function to a suitable optional ordinary check and distinguish actor/action/result/preference.
Before you start
Read Preparation, choose suitable available broad parts or a no-object route, and select C11 / C12 if useful. Keep first ideas before examples.
The session
- Begin with an own new or retained purpose. Ask one check question before showing an adult event model.
- Agree actual suitable broad material, surface, operator, action and stopping point. No repeated-trial minimum, score or prescribed outcome.
- Use a mechanism below. If an action occurs, keep its actual actor and only the observed or attributed reported result. If none occurs, retain the plan.
- Read an unrelated ordinary source where one broad cue was placed and a chooser named a picture. Its single fictional event is not the class's result or proof about all games.
- Invite an own keep/change preference separately from the observed event. A disliked result can be useful; a preference need not wait for a failed trial.
- If result and prediction merge, use a before/proposed-action/actual-after strip. An unrecorded outcome after an action stays unknown, not automatically unperformed.
Choose an engagement route
- Try one placement: Choose a question about suitable own parts, make one wanted action and retain the actual observed result without promising success.
- Direct a checker: Ask an agreeing helper for one suitable action. Record your question, who acted and what was actually seen or reported.
- Plan a check: Draw or tell what you would look for and who would act. Leave the after result open; you can interpret C12 without conducting a trial.
Notice and teach next
Contexts: C11 one fictional result, next result unknown; C12 an explicitly unperformed check plan. Observe: actual performance only where observed, honest reported/unknown event separately. Next teaching: distinguish 'I hoped' from 'this time I noticed' on an unrelated cue.
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.