Day 177 · Ready, used, ready again?
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
Make a reusable start/reset routine that supports the chosen play job. A proposed reset and an actually returned component are different.
Before you start
Read Preparation, choose suitable available broad parts or a no-object route, and select C13 / C14 if useful. Keep first ideas before examples.
The session
- Retain the actual own purpose and current component positions, or describe proposed ones. Do not assume Day 176 yielded a game or result.
- Ask which part/location signals ready. Capture an own reset instruction before demonstrating.
- Choose a mechanism below: sequence strip, labelled home positions, or a short cue routine. There is no compulsory sequence length.
- Model an unrelated invented story chooser: an adult returns a broad cue to its labelled place; the story gives no second play result. Resetting is not proof that later play works.
- Invite a useful 'pause here/continue later' option. Preserve cherished work; a child can leave a setup intact or retain a sketch without dismantling it.
- If 'ready again' is treated as a new success, identify which actual action and result are given. C-first can become eligible after this actual instruction and ordinary practice, with its own held case kept separate.
Choose an engagement route
- Draw three views: Make a ready, player-action and proposed return strip for your own game. Label or tell what has actually happened.
- Choose waiting places: Arrange suitable broad parts or direct a helper. Choose a ready place and return instruction. A second play is not inferred.
- Tell a pause and return cue: Use spoken/sign/AAC words for start, pause and return. Keep exact directions; no physical return is claimed from the words alone.
Notice and teach next
Contexts: C13 actual part returned but second result unknown; C14 planned waiting place, no actual return. Observe: communicated useful steps and actual reset if observed. Next teaching: teach one missing step with an unrelated story-card example; not an invented successful replay.
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.