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Staff criteria · A plan with no arranger wordsFoundation Design Tech · T4 W37–38 · Staff · Staff / D later

Complete supplied source

Fiction: a new drawing labelled PLAN shows one broad empty work area and a separate broad unlabelled sheet beside it. No arranger words, specific purpose, making, ready/use/return labels, event, user report or real-child familiarity are supplied. It is a people-designed proposal, not an actual setup already known to this child. It does not say what the separate sheet is for.

Exact question and source-specific next teaching

1. What people-designed parts are shown? What is untold about why they were chosen?

Own heading: Shown parts and unknown reason

D5: Look for broad empty work area and separate unlabelled sheet, with actual arranger reason/purpose unknown. Worked response: describe the form and keep the separate sheet's job open; an own intended purpose is separately labelled. Unrelated next account: “An invented PLAN shows a broad line and a loose sheet, with no arranger explanation.” Ask what is visible and what reason is absent. Teach form versus intention after capture, then return to the original drawing without turning a proposed keep place into source fact.

2. Does the source give actual use or a real child's familiarity?

Own heading: What is not told

D6: Look for neither actual use nor real-child familiarity supplied, not a claim no use ever occurred. Worked response: a drawing is provided but no use/encounter record. Unrelated next account: “An invented work-space sketch has two broad areas but no operator, event or child account.” Ask which evidence is present. Compare an explicit unperformed sentence on another practice plan after capture, then return to D-later's missing evidence. Genuine familiar exploration remains a separate optional opportunity.

3. What would you keep, change or leave out for your own job? Why?

Own heading: My feature and reason

D7: Look for an own feature/purpose or preference reason with proposal/function distinction. Worked possibility: choose a wide drawing area for an own pretend label job, or add an own start cue; actual effectiveness remains untried. Unrelated next account: “Ida proposes a separate wide blank space for an invented comic picture because she prefers space. No use occurs.” Ask what feature and reason belong to Ida. Teach an own purposeful decision after capture, then return to the learner's own D-later choice without imposing Ida's layout.

4. What could a helper check, or what could you explore in a suitable setup you already know?

Own heading: My familiar-feature question

D8: Look for a useful neutral primary-source/familiar question or proposed actual exploration, with no invented reply/permission/familiarity. Worked possibility: ask a willing arranger about a genuinely known setup, or ask an adult to review one local listed feature with its dates/limits. Unrelated next account: “Adult Teo reads a primary Council page listing a picnic table. The listing gives no child's visit, maker-intention statement or current usability observation.” Ask what the source can support and what still needs an actual opportunity. Teach source/date boundaries after capture, then offer—not require—an own familiar doorway.

Conditions

A/B first requires actual purpose, alternative, material/actor steps and ready/use/return instruction, normally after Day184 or equivalent. C-first needs actual actor/action/result/unknown and return instruction, normally after Day187 or equivalent. D-first needs actual source/attribution/familiarity distinction instruction, normally after Day189 or equivalent. Later means the matching family after genuine targeted teaching and exposure review; C/D may extend beyond Day190. Changed contexts, cues and source complexity are not calibrated equal difficulty. Document access versus supplied design support and familiarity/exposure. No scores are converted to Prep AP/MC/WW/EX/BA bands; no source answer certifies real child familiarity, manufacture or use.

Source · Empty own work · Capture and actual next teaching.

Modified from Prep alignment, Prep standard elaborations and Prep techniques and conditions, © State of Queensland (QCAA) 2023, CC BY 4.0, subject to item exceptions. Original stories, tasks, criteria and pictures are SubjectNest work. No endorsement.

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