# Day 178 · Keep it, change it, or ask 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 Evaluate a specific feature for purpose/preference; communicate a meaningful revision without assuming its improvement. ## Before you start Read [Preparation](PREPARE.html), choose suitable available broad parts or a no-object route, and select [C15](../contexts/C15.html) / [C16](../contexts/C16.html) if useful. Keep first ideas before examples. ## The session 1. Invite one own feature to keep/change. A new plan is available if no old game exists; no failure must be invented. 2. Ask for the reason: purpose, preference or a real event. Keep each at its own scope. 3. Use a mechanism below. Compare original and intended revision, or retain a chosen existing feature without changing anything. 4. After original choice, show unrelated fictional Noor changing a cue's position to make finding it easier. Noor has not tried the new position; easier use is a hope, not a measured result. 5. If wanted, choose one suitable real recheck with the same question and note any changed material/operator/support. No second check is compulsory and no before-after causal gain is claimed. 6. Keep the reason and what remains open. If 'better' appears without an event, ask what is hoped for; if someone demands redesign, return to the child's chosen purpose/preference. ## Choose an engagement route - **Mark your decision:** On an own layout, circle/point to a feature and keep its reason, or sketch an intended change beside it. - **Direct one wanted change:** Tell a willing helper an exact suitable broad-part change. Record their actual action; a changed position does not prove improved play. - **Review with no objects:** Say/sign/AAC one feature to keep, change or question, with a purpose/preference reason. A change is optional. ## Notice and teach next **Contexts:** C15 keeping is evaluation; C16 changed plan, no second result. **Observe:** actual chosen feature/reason and exact action status. **Next teaching:** match a choice to its purpose using an unrelated pattern board rather than awarding more decoration. [Child start](../child/day-178.html) · [Home offer](../home/H08.html) · [Extra project](../projects/X08.html) [Whole visual and text alternative](../aids/ordinary-keep-question-alternative.html) · [Direct original SVG](../aids/ordinary-keep-question.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](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)