# Day 179 · Help someone find the start 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 Communicate useful own instructions; use a narrow actual source question without inventing another person's reply or maker intention. ## Before you start Read [Preparation](PREPARE.html), choose suitable available broad parts or a no-object route, and select [C17](../contexts/C17.html) / [C18](../contexts/C18.html) if useful. Keep first ideas before examples. ## The session 1. Begin with the child's chosen self-use or willing-person purpose. No sharing, performance or named recipient is required. 2. Choose what the guide needs: actual components, ready setup, first action or a stopping/reset instruction. Save own wording before adult models. 3. Choose a mechanism below. The guide may remain private/unshared. An actual recipient's exact words, if offered, are kept separately from the maker's interpretation. 4. An adult can review the [narrow Kershaw Gardens fact and six-field source sheet](../references/LOCAL.html) and keep source/date/unknown limits. Its listed features are not a miniature playground design plan, attendance record or proof of this child's familiarity. 5. Offer D-first only after actual source/attribution/familiarity distinction teaching. Keep the real familiar-object exploration doorway explicit and separate; an empty/declined actual contribution leaves it open. 6. If a recipient or local promise is invented, return to what was said/checked. Preserve a useful unanswered question and select an unrelated next instruction. ## Choose an engagement route - **Draw a start guide:** Make a picture guide showing own start and first action. Keep it for private self-use or offer it to a willing helper. - **Ask for one reply:** Give exact usual-communication instructions to a willing person. Keep only the reply they actually supply; no audience is required. - **Ask a local feature question:** With an adult, use the six blank source fields for one checked feature or an open question. Create an own guide without claiming a visit. ## Notice and teach next **Contexts:** C17 exact reply does not mean everyone liked it; C18 prepared invitation with nobody asked. **Observe:** communicated own design/guide and actual source/recipient limits. **Next teaching:** distinguish 'says they found the start' from 'likes the game', using an unrelated fictional reply. [Child start](../child/day-179.html) · [Home offer](../home/H09.html) · [Extra project](../projects/X09.html) [Whole visual and text alternative](../aids/guide-own-alternative.html) · [Direct original SVG](../aids/guide-own.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)