{
  "art_contract": [
    {
      "alternative": "aids/V01-alternative.md",
      "brief": "A three-panel original1400-wide landscape drawing: top large title and ORIGINAL FICTION badge; left proposed flat broad face with an invented simple moon-creature mark; middle one proposed broad-side bend with the same mark; right a separate text panel for Pia’s choice. Captions exactly “Flat proposal”, “Bent-side proposal”, “Pia chooses flat for looking down”, “No making or check is supplied”. Dashed outlines mark proposals; no standing or sightline-success arrows. Draw only broad empty surroundings, no real museum art or cultural motif. Keep caption boxes roomy, complete source beside the figure, wholealt and print routes.",
      "full_alt": "Left is Pia’s flat-face proposal with an invented moon-creature mark. Middle is Pia’s broad-side-bend proposal with the same mark; it is a proposal, not observed standing. Right states that Pia chooses flat for looking down. All panels remain unmade and untested; no performance result is pictured.",
      "height": 980,
      "id": "V01",
      "name": "V01",
      "panels": [
        [
          "Flat proposal",
          "A flat whole-sheet face with Pia’s invented moon-creature mark."
        ],
        [
          "Bent-side proposal",
          "One broad side is proposed to bend; no standing result."
        ],
        [
          "Pia chooses flat for looking down",
          "No making or check is supplied."
        ]
      ],
      "role": "ordinary",
      "source": "Pia invents a moon creature and wants to find its picture on her table. Her first proposal is a flat whole-sheet face with the creature mark in the middle. Her second proposal bends one broad side so that a face might stand. Pia chooses the flat idea because she wants to look down while drawing. Neither proposal has been made or checked; the drawing supplies no stand-up result.",
      "source_id": "O01",
      "svg": "aids/V01.svg",
      "title": "Two proposals for Pia’s private creature job",
      "width": 1400
    },
    {
      "alternative": "aids/V02-alternative.md",
      "brief": "Three separate panels: fictional shelf-label front/base feature; attributed arranger speech rectangle; new drawing with no maker account. Label fictional shelf feature, arranger says why, and no maker reason supplied. Keep the source’s real-familiar invitation beside the image, not drawn as this child’s experience. No portrait or school-photo likeness, no invented actor intention beyond exact source.",
      "full_alt": "The first panel shows the fictional broad label’s front and bent base. The second repeats the arranger’s exact reason from O02 in a separately labelled account. The third shows a new broad-face drawing with no maker explanation. Nothing identifies the learner as familiar with any real object.",
      "height": 1334,
      "id": "V02",
      "name": "V02",
      "panels": [
        [
          "Fictional shelf feature",
          "A front face and bent base are shown in Uli’s fictional account."
        ],
        [
          "Arranger says why",
          "I folded it so the name faces the shelf front."
        ],
        [
          "No maker reason supplied",
          "A new broad-face drawing has no arranger account."
        ]
      ],
      "role": "ordinary",
      "source": "Uli says, “I know the name label on our classroom shelf. I looked at its folded base today.” Uli’s fictional arranger says, “I folded it so the name faces the shelf front.” In a different original sketch, a broad face has a base but there is no arranger account. These are supplied fictional sources, not this learner’s familiarity or a real shelf observation.",
      "source_id": "O02",
      "svg": "aids/V02.svg",
      "title": "Noticing is different from an arranger’s words",
      "width": 1400
    },
    {
      "alternative": "aids/V03-alternative.md",
      "brief": "Two large proposed-form panels, flat face at left and front with broad open side wings at right. The invented price is shown as the literal word PRETEND, not a currency value. Lower source-status strip states no customer and no test. Do not draw a winner, stability badge or transaction. Distinguish two forms through line/shape labels, not colour alone.",
      "full_alt": "Left is a flat proposed card; right has a front face and two proposed broad side wings. Both are drawings for Bo’s invented stall-label job. PRETEND marks the fictional price role. No actual arrangement, transaction, customer or standing check is supplied.",
      "height": 980,
      "id": "V03",
      "name": "V03",
      "panels": [
        [
          "Flat proposal",
          "Bo’s imaginary fruit label; the price is invented."
        ],
        [
          "Two-wing proposal",
          "The mark would be shown at an angle. No customer and no test."
        ]
      ],
      "role": "ordinary",
      "source": "Bo draws a made-up stall label for one imaginary fruit. One idea lies on the table; another opens as two wings. The price is invented and is not a real shop price. Bo chooses the wing idea to show the mark at an angle but has not made it. The story gives no result about whether the wings stand.",
      "source_id": "O03",
      "svg": "aids/V03.svg",
      "title": "Flat and two-wing pretend price proposals",
      "width": 1400
    },
    {
      "alternative": "aids/V04-alternative.md",
      "brief": "Two wide labelled action/voice panels and one proposed-step panel. First has Dee’s picture idea/direction as plain source words; second has adult Paz’s actual marking of a whole sheet in fiction; third has “Dee describes a possible fold—unperformed” without drawing an invented specific fold geometry. Adult action is labelled, not animated. Original inventedpicture mark only.",
      "full_alt": "The idea panel attributes the cue choice and direction to Dee. The action panel attributes actual marking to Paz. A separate proposed-step panel states that Dee describes a fold which nobody performs. No picture claims Dee physically marked or folded the sheet.",
      "height": 1094,
      "id": "V04",
      "name": "V04",
      "panels": [
        [
          "Dee’s picture idea and direction",
          "Dee chooses the cue picture and directs Paz."
        ],
        [
          "Paz physically marks the whole sheet",
          "The adult’s marking is supplied in fiction."
        ],
        [
          "Dee describes a possible fold—unperformed",
          "Nobody folds or tests the proposal. No particular fold geometry is supplied."
        ]
      ],
      "role": "ordinary",
      "source": "Dee wants a pretend quiet-choice cue with one broad picture. Dee directs an adult, Paz, to mark the picture on a whole sheet. Paz actually marks it in this fictional account; Dee supplies the picture idea. Dee then describes a possible fold. Nobody folds or tests that proposal in the source.",
      "source_id": "O04",
      "svg": "aids/V04.svg",
      "title": "Idea and physical marker",
      "width": 1400
    },
    {
      "alternative": "aids/V05-alternative.md",
      "brief": "Three large narrative frames: Ena’s folded-face placement; one fictional tip illustrated with a clearly labelled action arrow; separate preference rectangle “Ena likes the large mark”. No actualanimal drawing resemblingproviderart; use an original invented animal icon. Footer “One fictional event; no revised base or second trial”. Keep words outside shapes with generous padding.",
      "full_alt": "Ena places a folded face in the supplied fictional account. A labelled arrow shows its one tip in that check. A separate rectangle records liking the large invented animal mark. No new base, second check, actual animal handling or universal display conclusion is pictured.",
      "height": 1334,
      "id": "V05",
      "name": "V05",
      "panels": [
        [
          "Ena places a folded face",
          "The invented animal mark is shown for Ena’s story."
        ],
        [
          "One fictional tip",
          "A labelled arrow shows the one tip in the stated check."
        ],
        [
          "Ena likes the large mark",
          "One fictional event; no revised base or second trial."
        ]
      ],
      "role": "ordinary",
      "source": "Ena invents an animal and wants its mark visible while telling a story. In the fiction Ena places a folded sheet on an agreed table; the face tips over once. Ena likes the large mark but gives no new base or second trial. There is no actual animal handling or fact about real animal care.",
      "source_id": "O05",
      "svg": "aids/V05.svg",
      "title": "One tip, one preference, no second result",
      "width": 1400
    },
    {
      "alternative": "aids/V06-alternative.md",
      "brief": "Show a large proposed story-sign front with hill mark and two broad wings at left. At right use a roomy proposal text panel for folding inward, not a fabricated after-view of hidden or preserved content. Lower panel asks what would remain to be checked. Labels exactly “Original proposed show view”, “Proposed inward fold”, “No closing or reopening is supplied”. All geometry/caption text fits fullwidth boxes.",
      "full_alt": "Left is Fin’s original proposed story-sign view: front hill mark and two broad wings. Right states the proposed inward folding action in words; it does not show a claimed post-fold outcome. The source supplies no closing, reopening or result about whether the mark would be hidden.",
      "height": 1094,
      "id": "V06",
      "name": "V06",
      "panels": [
        [
          "Original proposed show view",
          "Fin’s front hill mark has two broad side wings."
        ],
        [
          "Proposed inward fold",
          "This is a proposed action, with no after-view supplied."
        ],
        [
          "No closing or reopening is supplied",
          "Whether the mark would be hidden remains a question."
        ]
      ],
      "role": "ordinary",
      "source": "Fin’s original drawing shows a pretend story sign: a front face with one hill mark and two broad sides. Fin proposes folding the sides inward to keep it flatter. Fin has not closed or reopened the model. The picture does not reveal whether the hill mark would be hidden in that stored arrangement.",
      "source_id": "O06",
      "svg": "aids/V06.svg",
      "title": "Show-view and proposed stored-view question",
      "width": 1400
    },
    {
      "alternative": "aids/V07-alternative.md",
      "brief": "Two side-by-side original proposal panels show Gia’s narrow-base drawing and wider-base drawing, both explicitly untried; sameoriginalgenericspiral mark in each. Bottom clearly separates “Changed drawing” and “Hoped for standing”, followed by “No making or recheck”. Museumfact role is in adjacent text only, no realbuilding/artwork/logo.",
      "full_alt": "Gia’s two proposed drawings carry the same original spiral mark; the base changes from narrow to wider. The wider base is a hoped-for standing idea. Neither an actual revised product nor an observed improvement is shown. A linked museum note cannot supply this model’s result.",
      "height": 980,
      "id": "V07",
      "name": "V07",
      "panels": [
        [
          "Narrow-base proposal",
          "Gia’s original spiral is on an untried drawing."
        ],
        [
          "Wider-base proposal",
          "Changed drawing; hoped for standing. No making or recheck."
        ]
      ],
      "role": "ordinary",
      "source": "Gia makes an original card for a pretend gallery; it carries Gia’s own spiral mark, not an imported artwork or cultural motif. Gia changes a proposed base from narrow to wider because Gia hopes the face might stand. The revised drawing is untried. The real F1 museum note can prompt a display question but supplies no result about Gia’s model.",
      "source_id": "O07",
      "svg": "aids/V07.svg",
      "title": "A revised base with an untested effect",
      "width": 1400
    },
    {
      "alternative": "aids/V08-alternative.md",
      "brief": "Largeoriginalstar-guide panel; separate attributed Ren reply rectangle exactly “I found the sheet”; separate unshared-guide rectangle labelled no recipient reply. No smileyapproval/trophy/universalpeople icons. Fullcaption boxes and wholealt preserve found-versus-function meaning.",
      "full_alt": "One guide shows Hao’s invented star-mark face and proposed first placement words. Ren’s separate fictional reply says only “I found the sheet.” A different guide remains unshared and has no reply. The drawing supplies no standing, reading or all-user success.",
      "height": 1094,
      "id": "V08",
      "name": "V08",
      "panels": [
        [
          "Hao’s original star guide",
          "My face shows my own star mark. Put the flat sheet in my chosen place."
        ],
        [
          "Ren’s attributed reply",
          "I found the sheet"
        ],
        [
          "Another guide remains unshared",
          "No recipient reply. No standing, reading or all-user success supplied."
        ]
      ],
      "role": "ordinary",
      "source": "Hao keeps a pretend display guide: “My face shows my own star mark. Put the flat sheet in my chosen place.” Hao offers it to a willing fictional adult, Ren, who replies, “I found the sheet.” Ren does not say that the whole display worked. Another original guide remains unshared. No actual recipient is required for this learner.",
      "source_id": "O08",
      "svg": "aids/V08.svg",
      "title": "A useful guide and a narrow reply",
      "width": 1400
    },
    {
      "alternative": "aids/V09-alternative.md",
      "brief": "A large ordinary whole blank-paper rectangle labelled outside “One whole blank sheet available in the story”. Upper separate source-purpose box states Nuri’s invented comet display job and agreed tabletop view. Lower text states uncut/no idea supplied/no making/check. Do not draw cometface layout/fold options/supports/choice/check solution; no staffcriterion/next-account appears on this source art.",
      "full_alt": "There is one large completely blank whole-sheet rectangle; its label is outside. A separate source-purpose box gives Nuri’s comet-display job and agreed tabletop position. The sheet stays uncut in the story. No own idea, mark, fold, placement or result is shown.",
      "height": 876,
      "id": "V09",
      "name": "V09",
      "panels": [
        [
          "Nuri’s display job",
          "An invented comet mark for someone looking from an agreed tabletop position."
        ],
        [
          "One whole blank sheet available in the story",
          "Uncut. No idea, making or check supplied."
        ]
      ],
      "role": "held-source",
      "source": "Original fiction. Nuri wants a display to show one invented comet mark to someone looking from an agreed tabletop position. One whole blank paper sheet is available in the story; it will stay uncut. Nuri may propose a flat, folded or another communicated arrangement. No idea has been supplied, no sheet has been marked or folded, and nobody has checked a result. The story’s available sheet is not local approval of a learner’s actual materials.",
      "source_id": "A-first",
      "svg": "aids/V09.svg",
      "title": "One available whole sheet; the idea is still yours",
      "width": 1400
    },
    {
      "alternative": "aids/V10-alternative.md",
      "brief": "Two broad completely blank whole-paper rectangles in a neutral horizontal materials row, labelled outside Part1/Part2. Separate source-purpose box names Ora’s shell-pattern/table-edge/show-and-flatter request. No assembledmodel, foldlines, ownchosenview or solution arrows. Keep lack of making/result visible.",
      "full_alt": "Two blank whole-paper parts are supplied as available story materials, not an assembled display. The separate box names Ora’s shell-pattern viewing and keeping request. No form, mark, bend, placement, visibility or storage result is supplied.",
      "height": 914,
      "id": "V10",
      "name": "V10",
      "panels": [
        [
          "Ora’s new display job",
          "Invented shell pattern; chosen table-edge viewing and a plan for putting parts flatter."
        ],
        [
          "Two available whole parts",
          "Part1 and Part2 are blank, uncut materials, not an assembled display. No making or result."
        ]
      ],
      "role": "held-source",
      "source": "Original fiction. Ora wants a small display showing Ora’s invented shell pattern at a chosen table-edge viewing position, and wants a plan for putting the display flatter afterwards. Two whole blank paper parts are available in the story; both stay uncut. Ora has not chosen a form, marked, bent or placed either part. Nobody has checked visibility, standing or storage. Any own plan must name its proposed material and actors; a viewer or result must not be invented.",
      "source_id": "A-later",
      "svg": "aids/V10.svg",
      "title": "Two available parts for a new shell-pattern job",
      "width": 1400
    },
    {
      "alternative": "aids/V11-alternative.md",
      "brief": "Source-transcript composition: one wide box for Len’s wavechoice/direction, one for Ren’s actual mark/flatplacement, one for Len’s later described unperformedbend. The only illustratedsheet is sourceflatwithoriginalwave mark; no specificbendgeometryorownanswer. Footer nobody checked standing/viewing. Separate widecaptions ensure fullreadabletext.",
      "full_alt": "Len’s choice/direction box, Ren’s actual marking/flat-placement box and Len’s unperformed bend-description box are separate. The sheet illustration is flat and carries an invented wave. No learner practical action or folded performance is depicted.",
      "height": 1094,
      "id": "V11",
      "name": "V11",
      "panels": [
        [
          "Len’s choice and direction",
          "Len chooses the wave and tells Ren where to mark it."
        ],
        [
          "Ren’s actual mark and flat placement",
          "Ren marks and places the whole sheet in the supplied fiction."
        ],
        [
          "Len’s later bend description—unperformed",
          "Nobody checks standing or viewing. No specific bend geometry is supplied."
        ]
      ],
      "role": "held-source",
      "source": "Original fiction. Len chooses an invented wave mark and tells adult Ren where to put it on a whole paper sheet. Ren marks the wave and places the sheet flat. Len then describes a bend; no one makes that bend in this source. Nobody conducts a standing or viewing check. The source does not say that Len marked, folded or placed the paper. It gives no actual result about a folded display.",
      "source_id": "B-first",
      "svg": "aids/V11.svg",
      "title": "Len’s words and Ren’s actions",
      "width": 1400
    },
    {
      "alternative": "aids/V12-alternative.md",
      "brief": "Four separate broad source frames: Tal marking Mo’s chosen sun; Mo’s one actual fictional broadfold; Tal’s placement and one tip; text-only new flatchoice, unperformed. Exactlyname operators on their frames. Use one invented simple sunmark notsymbolicrealcountryart. Noflatperformanceafter-vieworimprovementbadge.",
      "full_alt": "Tal marks Mo’s chosen invented sun. Mo makes one broad fold in fiction. Tal places the face and it tips once during that check. A separate text-only panel records Mo’s unperformed flat choice. No tested flat version or real learner action is shown.",
      "height": 1792,
      "id": "V12",
      "name": "V12",
      "panels": [
        [
          "Tal marks Mo’s chosen sun",
          "Tal is the marker in the original fictional account."
        ],
        [
          "Mo makes one broad fold",
          "Mo folds after the story’s local check; that is Mo’s supplied physical action."
        ],
        [
          "Tal places; it tips once",
          "One tip during that stated check."
        ],
        [
          "Mo’s new flat choice—unperformed",
          "Nobody arranges or tries the flat version."
        ]
      ],
      "role": "held-source",
      "source": "Original fiction. Mo chooses an invented sun mark. Adult Tal marks it on a whole sheet. Mo makes one broad fold after the story’s local check; Tal places the folded face on a table. It tips once during that stated check. Mo then chooses a flat arrangement as a new plan; nobody arranges or tries the flat version. This is a supplied fictional account, not evidence of this learner’s making, actual material approval or general stability.",
      "source_id": "B-later",
      "svg": "aids/V12.svg",
      "title": "Mo’s one fold and one tip",
      "width": 1400
    },
    {
      "alternative": "aids/V13-alternative.md",
      "brief": "First broadsourcebefore-view has Kit’s cloudfront and two wings. Second frame is a labelled text action “Luz closes the wings inward once”, not a closedafterpicture that implies visibility/damage. Third source-status box lists no picture-after observation/no later opening result. Noownstorage solution orstaffnext-account.",
      "full_alt": "Kit’s supplied before-view has a cloud front and two broad wings. A separate action box records Luz’s one closing action. The final box states that post-closing picture visibility/protection and later opening were not supplied. It does not depict a missing after-result.",
      "height": 1094,
      "id": "V13",
      "name": "V13",
      "panels": [
        [
          "Kit’s supplied before-view",
          "A cloud front and two broad wings."
        ],
        [
          "Luz closes the wings inward once",
          "One closing action is supplied; no after-picture is depicted."
        ],
        [
          "Picture-after evidence not supplied",
          "No post-closing visibility/protection observation and no later opening result."
        ]
      ],
      "role": "held-source",
      "source": "Original fiction. Kit’s display drawing has a front face carrying an invented cloud mark and two broad wings. Kit wants it to be put flatter while keeping the wanted picture. Adult Luz actually closes the wings inward once. The source records that closing action but gives no observation of whether the cloud was visible or protected after closing, and no later opening result. Kit’s own proposed new storage design has not been supplied.",
      "source_id": "C-first",
      "svg": "aids/V13.svg",
      "title": "A closing action with missing picture-after evidence",
      "width": 1400
    },
    {
      "alternative": "aids/V14-alternative.md",
      "brief": "Sourcefrontfacewithinventedcue mark and broadlowerpart, then Oren’s one flattening action and a separate observerquote box “The mark was still visible while the sheet lay flat.” A finalemptyresult-rolebox is labelled outside “No later folded display or reading result supplied” and contains no learneranswer. No inventedreopenedstand.",
      "full_alt": "Oren’s broad lower part is flattened once. A separate observer account says the mark was visible while the sheet lay flat. The later folded display and reading results remain unprovided. The drawing supplies no reopened successful stand or all-user access.",
      "height": 1419,
      "id": "V14",
      "name": "V14",
      "panels": [
        [
          "Oren’s source face",
          "A broad front mark and one bent lower part."
        ],
        [
          "Oren flattens once",
          "The source supplies one flattening action."
        ],
        [
          "Supplied observer report",
          "The mark was still visible while the sheet lay flat."
        ],
        [
          "No later folded display or reading result supplied",
          ""
        ]
      ],
      "role": "held-source",
      "source": "Original fiction. Oren’s invented reading-corner cue has a broad front mark and one bent lower part. Oren flattens that lower part once. The supplied observer says, “The mark was still visible while the sheet lay flat.” No later folded display or reading event is recorded. Oren now wants a different show/store plan for an own cue; the source does not supply that new design. A reported visible mark is not approval for all users or proof that a later standing form will work.",
      "source_id": "C-later",
      "svg": "aids/V14.svg",
      "title": "One flat-view report; the next folded use is open",
      "width": 1400
    },
    {
      "alternative": "aids/V15-alternative.md",
      "brief": "Two full-width stacked source panels. Top real dated-note box summarises F1 with its primary link and “Indexed check 12 October 2026; direct page unavailable”. No museum image/layout/art/logo or opening hours. Bottom original-fiction box has Sam’s words about a known classroom front/base; no learner familiarity badge. Maker reason remains unknown. Complete F1 provenance must be beside the picture.",
      "full_alt": "The top panel is a dated real provider-note role: an official museum indexed extract describes a changing exhibition programme, checked 12 October 2026; the result was cached and direct current-page requests failed. The bottom is Sam’s original fictional familiar-label account about front face and bent base. No actual learner visit/familiarity, maker explanation, model result or cultural permission follows.",
      "height": 990,
      "id": "V15",
      "name": "V15",
      "panels": [
        [
          "Real dated provider note",
          "Official museum indexed extract: changing exhibition programme. Indexed check12 October 2026; direct page unavailable. Primary link: https://www.rmoa.com.au/Collection-Exhibitions/Exhibitions"
        ],
        [
          "Original fiction: Sam’s account",
          "Sam says the classroom front face and bent base are known. The maker supplies no reason. No actual learner visit, familiarity or model result."
        ]
      ],
      "role": "held-source",
      "source": "Two source roles. Real dated note: F1 · The official Rockhampton Museum of Art exhibition-page indexed extract describes a changing exhibition programme. Checked through the primary-site index on 12 October 2026; the search result was marked crawled six days earlier. Direct current-page requests failed. No publication/update date for the general statement was supplied. [Primary page](https://www.rmoa.com.au/Collection-Exhibitions/Exhibitions). This dated provider note can start a question about displays; it supplies no learner visit, maker explanation, model performance, artwork copying grant, current venue status or cultural permission.\n\nOriginal fiction: Sam says, “I know our classroom shelf label. Today I noticed its front face and bent base.” The fictional label’s maker supplies no reason. This is not this learner’s visit, familiarity, observation, maker account or tested display.",
      "source_id": "D-first",
      "svg": "aids/V15.svg",
      "title": "Two roles: dated provider note and original fiction",
      "width": 1400
    },
    {
      "alternative": "aids/V16-alternative.md",
      "brief": "Two distinct wide sourceboxes. Top datedCouncilF2 lists paper/cardboard categories and loose/clean guidance withprimarylinkrole; no copiedlogo/binart/instructions beyondindependenttinynote. Bottom Tess’s originalfiction widefrontnoticing. Source-footer names unknownparticularacceptance/stability/learnerexperience. Do not drawthecompletedclaimrepairoranswers. Date the narrow category note 12 October 2026.",
      "full_alt": "The top is the narrow real dated Council paper/cardboard category and loose/clean note, checked 12 October 2026. The bottom is Tess’s original fictional familiarity/noticing account about a wide front. The source supplies no particular real item approval, disposal event, stand result or actual learner experience.",
      "height": 990,
      "id": "V16",
      "name": "V16",
      "panels": [
        [
          "Real dated Council category note",
          "Paper/cardboard categories and loose/clean guidance, checked12 October 2026. Primary link: https://www.rockhamptonregion.qld.gov.au/CouncilServices/Rockhampton-Regional-Waste-and-Recycling/Bins-and-Collections/Yellow-lid-Recycling-Wheelie-Bin"
        ],
        [
          "Original fiction: Tess’s account",
          "Tess notices a familiar pretend-menu wide front. No particular real item approval, disposal, standing result or actual learner experience supplied."
        ]
      ],
      "role": "held-source",
      "source": "Two source roles. Real dated fact F2: on 12 October 2026, Rockhampton Regional Council’s Yellow lid Recycling Wheelie Bin page lists paper and cardboard among accepted household categories and asks for accepted recyclables to be loose and clean. Primary link: https://www.rockhamptonregion.qld.gov.au/CouncilServices/Rockhampton-Regional-Waste-and-Recycling/Bins-and-Collections/Yellow-lid-Recycling-Wheelie-Bin. The note does not approve every item, promise our design’s recyclability or tell whether a sheet will stand. Original fiction: Tess says, “I know our classroom pretend-menu face. I noticed its wide marked front.” Its maker gives no explanation. No actual learner experience, disposal, standing test or maker reply is supplied.",
      "source_id": "D-later",
      "svg": "aids/V16.svg",
      "title": "Provider category does not answer a design check",
      "width": 1400
    },
    {
      "alternative": "aids/V17-alternative.md",
      "brief": "Three genuinely empty broad panels. Outside headings only: My job; My face/position; What I want somebody to do. No filledicons/modelmarks/promptsuggestions/ticks inside. Largewrite/pointspace and optionalseparateblankpaper/usecommunicationalternative. Source roleemptyownworkspace.",
      "full_alt": "Three empty spaces are available for the learner’s own job, face/position and intended viewer action. Headings sit outside; all interiors are empty. No model or answer is shown. The learner can instead draw, point, direct a scribe, speak, sign or use AAC on equivalent blank space.",
      "height": 1140,
      "id": "V17",
      "name": "V17",
      "panels": [
        [
          "My job",
          ""
        ],
        [
          "My face/position",
          ""
        ],
        [
          "What I want somebody to do",
          ""
        ]
      ],
      "role": "blank-own",
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Vee records no use result.\",\n        \"next_teaching\": \"Read Vee’s preference and distinguish it from “it stood.” Invite a new own choice and reason, without demanding a functional trial or positive verdict.\",\n        \"next_observable\": \"Next evidence is one own reason at its stated scope, rather than a prescribed winner or copied preference.\"\n      },\n      {\n        \"id\": \"A-first-A4\",\n        \"prompt\": \"Name a suitable proposed material, who would act, and a specific first/next step for your chosen idea.\",\n        \"criterion\": \"Material/action/location/actor steps that relate to the chosen whole-sheet form. Real materials/actions require adult local checks; a proposed actor or directed helper is not actual child making.\",\n        \"worked\": \"“After an adult checks our whole paper, I would mark my comet on the front; then I would place it at my chosen position” is one proposed sequence. A wanted suitable fold can be described without claiming it occurred.\",\n        \"next_account\": \"Wen’s fictional adult checks a whole blank dot sheet. Wen proposes marking the dot near one edge, then placing that face on a table; nobody makes the proposal.\",\n        \"next_teaching\": \"Name Wen’s material, action, where and proposed actor. Model one unrelated first action only if suitable, then invite a new own next step and its status.\",\n        \"next_observable\": \"Next evidence is an exact own material/actor/action sequence and, separately, any actually observed suitable learner making.\"\n      }\n    ],\n    \"own_blank_headings\": [\n      \"My component 1: What would your own display help the viewer do? Show or tell one face or position that serves that job.\",\n      \"My component 2: Create two meaningfully different arrangements for this comet-display job. What would change for a viewer or maker?\",\n      \"My component 3: Choose one of your ideas, combine them, or choose neither. Give your own reason.\",\n      \"My component 4: Name a suitable proposed material, who would act, and a specific first/next step for your chosen idea.\"\n    ]\n  },\n  \"A-later\": {\n    \"title\": \"A shell-pattern face\",\n    \"source\": \"Original fiction. Ora wants a small display showing Ora’s invented shell pattern at a chosen table-edge viewing position, and wants a plan for putting the display flatter afterwards. Two whole blank paper parts are available in the story; both stay uncut. Ora has not chosen a form, marked, bent or placed either part. Nobody has checked visibility, standing or storage. Any own plan must name its proposed material and actors; a viewer or result must not be invented.\",\n    \"eligible\": \"A-first matching selected originals actually retained, precise intervening teaching for the selected relationship, actual interval/access/exposure recorded; genuinely new current source unexposed. Not automatic Day200 eligibility.\",\n    \"components\": [\n      {\n        \"id\": \"A-later-A1\",\n        \"prompt\": \"Give an own purpose for showing the shell pattern and a face/position that connects to that purpose.\",\n        \"criterion\": \"Own purpose-feature/view relationship for this changed table-edge job, with storage a proposed additional constraint rather than assumed success.\",\n        \"worked\": \"An own face aimed towards the chosen looking place with “so the pattern can be found there” may fit. The child chooses the form; no guaranteed visibility is inferred.\",\n        \"next_account\": \"Xia’s unrelated fictional moon-sign job is to find a mark from a selected side of a table. Xia draws a proposed face towards that side and leaves its result open.\",\n        \"next_teaching\": \"Locate Xia’s desired viewer action and planned position, then ask for a new own job’s feature connection; do not rehearse Ora’s answer.\",\n        \"next_observable\": \"Next evidence is a new own purpose-position relationship, with any real visibility observation recorded separately.\"\n      },\n      {\n        \"id\": \"A-later-A2\",\n        \"prompt\": \"Create two different arrangements for showing the pattern and putting the parts flatter. Explain a real form/action difference.\",\n        \"criterion\": \"Two own meaningful alternatives responding to the changed purpose/constraint. A single drawing with different colours does not establish a second operation; no physical flattening is claimed from sketches.\",\n        \"worked\": \"One proposed joined-looking pair of faces and another separate flat-face layout might differ in viewing/storage action; other purposeful alternatives can fit without joining or cutting.\",\n        \"next_account\": \"Yun draws an unrelated two-picture gallery plan: two separate flat faces, or a broad winged face that would be flattened. Both are unmade.\",\n        \"next_teaching\": \"Use Yun’s two proposals to identify what the viewer or keeper would do differently. Invite alternatives for a separate own picture job and retain them before later feedback.\",\n        \"next_observable\": \"Next evidence is an explicit changed relationship in own alternatives, not a duplicate of a held design.\"\n      },\n      {\n        \"id\": \"A-later-A3\",\n        \"prompt\": \"Choose a form, combine ideas, or reject them. Why does the choice fit your purpose or preference?\",\n        \"criterion\": \"Actual own choice/reason that considers the shell-pattern viewing or keeping job, personal preference or available material without a forced best answer.\",\n        \"worked\": \"“I would keep two flat parts separate because I want to choose their position” is a possible reason. Different own reasons may be suitable; this is not a prescribed solution.\",\n        \"next_account\": \"Zoe keeps a fictional wide landscape face because Zoe wants room for the invented scene; Zoe asks rather than assumes whether it will fold to fit the agreed space.\",\n        \"next_teaching\": \"Separate Zoe’s chosen reason from the unanswered storage question; offer a new own choice and ask for its intended job.\",\n        \"next_observable\": \"Next evidence is an own supported reason and an honest open constraint, not an official grade.\"\n      },\n      {\n        \"id\": \"A-later-A4\",\n        \"prompt\": \"Communicate material/actor steps to make or arrange your idea, and one step for keeping the parts flatter.\",\n        \"criterion\": \"Specific proposed material and actor/actions for the own form and keeping relationship. Safe practical performance is assessed only if the learner actually performs locally suitable steps.\",\n        \"worked\": \"The child could propose marking an agreed face, placing it for viewing, then moving or flattening appropriate whole parts. Name actors/status; no instruction to damage wanted work.\",\n        \"next_account\": \"Ari proposes a separate original animal-card job: mark a broad face, place it flat, and keep the whole face on an agreed shelf. No action is performed in the account.\",\n        \"next_teaching\": \"Identify Ari’s exact actions and who would act. For a different own job, ask for one making/arranging and one keeping step; offer actual making only if suitable and wanted.\",\n        \"next_observable\": \"Next evidence is own precise steps plus a separately observed practical contribution when genuinely available.\"\n      }\n    ],\n    \"own_blank_headings\": [\n      \"My component 1: Give an own purpose for showing the shell pattern and a face/position that connects to that purpose.\",\n      \"My component 2: Create two different arrangements for showing the pattern and putting the parts flatter. Explain a real form/action difference.\",\n      \"My component 3: Choose a form, combine ideas, or reject them. Why does the choice fit your purpose or preference?\",\n      \"My component 4: Communicate material/actor steps to make or arrange your idea, and one step for keeping the parts flatter.\"\n    ]\n  },\n  \"B-first\": {\n    \"title\": \"Who marked the wave?\",\n    \"source\": \"Original fiction. Len chooses an invented wave mark and tells adult Ren where to put it on a whole paper sheet. Ren marks the wave and places the sheet flat. Len then describes a bend; no one makes that bend in this source. Nobody conducts a standing or viewing check. The source does not say that Len marked, folded or placed the paper. It gives no actual result about a folded display.\",\n    \"eligible\": \"Actual actor/design/practical evidence distinction and exact step teaching; B3 additionally needs purpose-linked check teaching (Day196 or equivalent); B4 preference/result/unknown teaching. Select only individually taught components.\",\n    \"components\": [\n      {\n        \"id\": \"B-first-B1\",\n        \"prompt\": \"Who contributed the design idea, who physically acted, and which proposed action remains unperformed in this source?\",\n        \"criterion\": \"Len supplies choice/direction; Ren actually marks and places; the described bend is unperformed. Do not infer Len’s physical making or a folded result.\",\n        \"worked\": \"Len chose/directed the wave; Ren marked and placed flat. The bend stays a proposal. Correct source attribution is not observation of this learner’s practical skill.\",\n        \"next_account\": \"Bea chooses a fictional dot for a label and directs adult Cal, who marks it. Bea describes a lower fold but nobody folds it.\",\n        \"next_teaching\": \"Trace Bea’s idea and Cal’s physical operation separately, then compare with a new ordinary own directed job. Keep helper contribution and child contribution distinct.\",\n        \"next_observable\": \"Next evidence is accurate actor/status separation and any separately observed real learner action, not memorising Len/Ren.\"\n      },\n      {\n        \"id\": \"B-first-B2\",\n        \"prompt\": \"For an own wave-display idea, name a material, proposed actor and an exact action/location.\",\n        \"criterion\": \"Specific own material→actor→action/location related to an own purpose. Real suitability must be locally checked; no mandatory fold or physical product.\",\n        \"worked\": \"“I would ask a checked helper to place my whole wave sheet in my chosen spot” can fit a planned flat form; more detailed own steps are also acceptable.\",\n        \"next_account\": \"Cato’s fictional adult-approved plain sheet waits on a table. Cato proposes a flower mark near its front edge and asks an adult to make that mark; it is unperformed.\",\n        \"next_teaching\": \"Model one exact instruction from Cato’s separate account, keeping proposal and performance apart. Invite an own new purpose and action/location.\",\n        \"next_observable\": \"Next evidence is an own precise instruction with material and actor, and honest practical status.\"\n      },\n      {\n        \"id\": \"B-first-B3\",\n        \"prompt\": \"Choose one question and a suitable proposed check for your own display. What result is actually supplied here?\",\n        \"criterion\": \"A question/action linked to own purpose, with the source’s standing/viewing result absent because no check was conducted. No fabricated result or obligatory trial.\",\n        \"worked\": \"“Can my wave be seen from my chosen seat? An agreeing adult could look from there.” The source supplies no completed check; the learner may also keep a no-action plan.\",\n        \"next_account\": \"Dani’s unrelated fictional leaf-face plan asks whether a mark faces an agreed position; nobody looks from that position. The question is retained.\",\n        \"next_teaching\": \"Identify Dani’s question, proposed actor/action and empty result. Then ask for one purpose-linked check for a new own label, with result open unless real evidence is supplied.\",\n        \"next_observable\": \"Next evidence is one own relevant check and accurate performed/unperformed/result status.\"\n      },\n      {\n        \"id\": \"B-first-B4\",\n        \"prompt\": \"Choose a feature to keep or change in an own idea. Explain your reason and what remains unknown.\",\n        \"criterion\": \"Specific preference/purpose evaluation without converting the unperformed bend into a tested improvement. A keep decision is valid; no failed result required.\",\n        \"worked\": \"“I would keep my large wave face because I like its space; I still want to ask whether it can be seen” is one possibility. Other own reasons can fit.\",\n        \"next_account\": \"Elo keeps a broad fictional cloud face because Elo likes its room. A folded alternative was only drawn; its standing result is unknown.\",\n        \"next_teaching\": \"Read Elo’s reason and separate it from a functional result. Offer a different own card decision and ask which effect is still a question.\",\n        \"next_observable\": \"Next evidence is a specific own feature/reason and an honest unknown effect, not a required redesign.\"\n      }\n    ],\n    \"own_blank_headings\": [\n      \"My component 1: Who contributed the design idea, who physically acted, and which proposed action remains unperformed in this source?\",\n      \"My component 2: For an own wave-display idea, name a material, proposed actor and an exact action/location.\",\n      \"My component 3: Choose one question and a suitable proposed check for your own display. What result is actually supplied here?\",\n      \"My component 4: Choose a feature to keep or change in an own idea. Explain your reason and what remains unknown.\"\n    ]\n  },\n  \"B-later\": {\n    \"title\": \"Mo’s sun face\",\n    \"source\": \"Original fiction. Mo chooses an invented sun mark. Adult Tal marks it on a whole sheet. Mo makes one broad fold after the story’s local check; Tal places the folded face on a table. It tips once during that stated check. Mo then chooses a flat arrangement as a new plan; nobody arranges or tries the flat version. This is a supplied fictional account, not evidence of this learner’s making, actual material approval or general stability.\",\n    \"eligible\": \"Matching B-first originals and genuine targeted actor/steps/check/evaluation instruction, actual interval/exposure/access conditions recorded; unexposed changed source. Components need their own taught prerequisites.\",\n    \"components\": [\n      {\n        \"id\": \"B-later-B1\",\n        \"prompt\": \"Name the actual operators and the unperformed changed plan. What practical action does the source attribute to Mo?\",\n        \"criterion\": \"Tal marked/placed; Mo made one broad fold; tipping is one supplied event; the flat choice is unperformed. Do not over-credit Mo for Tal’s operations.\",\n        \"worked\": \"The source supplies Mo’s fold only as Mo’s physical action. It gives no flat-version performance and no real learner observation.\",\n        \"next_account\": \"Fara chooses an invented triangle; adult Gil marks it; Fara bends the lower sheet once; Gil places it. A later winged proposal is not made.\",\n        \"next_teaching\": \"Separate Fara’s and Gil’s exact operations and the later proposal. Offer a new own making/directing opportunity and record actual operators.\",\n        \"next_observable\": \"Next evidence is precise actor attribution plus actual separately observed learner action where offered.\"\n      },\n      {\n        \"id\": \"B-later-B2\",\n        \"prompt\": \"Communicate a material/actor/step plan for an own changed display idea.\",\n        \"criterion\": \"Exact own proposed material/action/location and actor linked to the changed purpose; no assumption that Mo’s local fictional check approves real materials.\",\n        \"worked\": \"An own flat-face plan could name checked whole paper, a proposed marker and chosen position. Another suitable own form can fit; mark it proposed unless performed.\",\n        \"next_account\": \"Hana proposes moving an unrelated original moon face to a flat arrangement on an agreed surface. Hana names an adult helper for placement, which has not happened.\",\n        \"next_teaching\": \"Find Hana’s material, actor, action and location. Then invite a precise step for a new own display, keeping performance separate.\",\n        \"next_observable\": \"Next evidence is an own actionable instruction and honest contribution/status.\"\n      },\n      {\n        \"id\": \"B-later-B3\",\n        \"prompt\": \"Give a purpose-linked question for your own next check. Which result is supplied, and which is still open?\",\n        \"criterion\": \"One observed fictional tipping event is supplied for the folded setup; no flat result. Own question must relate to purpose, with next performance left open.\",\n        \"worked\": \"“My next question is whether my mark can be seen from my chosen place.” Mo’s folded face tipped once; the new flat setup has not been tried.\",\n        \"next_account\": \"Ilan’s fictional bent bird-face stays upright in one table check. Ilan then draws a different lower fold without making it; its effect is unknown.\",\n        \"next_teaching\": \"Contrast Ilan’s performed one-event check with the untried revision. Invite a different own check question and record exact conditions only if conducted.\",\n        \"next_observable\": \"Next evidence is a bounded own check plus accurate supplied/unknown result, not causal proof.\"\n      },\n      {\n        \"id\": \"B-later-B4\",\n        \"prompt\": \"Choose a specific feature to keep, change or question in an own new idea and explain why.\",\n        \"criterion\": \"Own reason can use the source event, purpose or preference without claiming the flat plan is already better. A choice is not a measured effect.\",\n        \"worked\": \"“I want to try a flat arrangement after seeing the tip, but I haven’t checked it” is one reason at correct scope. Other own decisions can fit.\",\n        \"next_account\": \"Jara likes a broad invented tree mark, keeps it, and proposes a wider base after one tip. No revised base or recheck is made.\",\n        \"next_teaching\": \"Separate Jara’s keep preference, purpose-linked revision and untested effect. Ask for a new own feature decision and a next question.\",\n        \"next_observable\": \"Next evidence is specific own evaluation and honest revision/result status.\"\n      }\n    ],\n    \"own_blank_headings\": [\n      \"My component 1: Name the actual operators and the unperformed changed plan. What practical action does the source attribute to Mo?\",\n      \"My component 2: Communicate a material/actor/step plan for an own changed display idea.\",\n      \"My component 3: Give a purpose-linked question for your own next check. Which result is supplied, and which is still open?\",\n      \"My component 4: Choose a specific feature to keep, change or question in an own new idea and explain why.\"\n    ]\n  },\n  \"C-first\": {\n    \"title\": \"The cloud card closes\",\n    \"source\": \"Original fiction. Kit’s display drawing has a front face carrying an invented cloud mark and two broad wings. Kit wants it to be put flatter while keeping the wanted picture. Adult Luz actually closes the wings inward once. The source records that closing action but gives no observation of whether the cloud was visible or protected after closing, and no later opening result. Kit’s own proposed new storage design has not been supplied.\",\n    \"eligible\": \"Actual show/stored view relationships, content-preservation steps and actual/proposed/missing-result teaching (Day197 plus196 or equivalent); faithful source reading and unexposed case.\",\n    \"components\": [\n      {\n        \"id\": \"C-first-C1\",\n        \"prompt\": \"Which transformation happened, and which results are not supplied?\",\n        \"criterion\": \"Luz’s closing action is actual in fiction; post-closing picture visibility/protection and later opening results are unknown. Missing results do not mean the action was unperformed.\",\n        \"worked\": \"Luz closed the wings once. The source gives no picture-after or reopening result; it is not proof of damage or successful preservation.\",\n        \"next_account\": \"Kori’s unrelated star face is flattened by adult Mai. A record notes only the flattening, not whether the star was still seen or a later opening occurred.\",\n        \"next_teaching\": \"Mark the action record and each missing result separately. Contrast with another explicitly unperformed plan, then invite an own event/status record.\",\n        \"next_observable\": \"Next evidence is accurate action/result distinction in a new source or own recorded event, not a guessed success.\"\n      },\n      {\n        \"id\": \"C-first-C2\",\n        \"prompt\": \"Create own show and stored views, telling what wanted content you mean to keep.\",\n        \"criterion\": \"Two own purpose-related views with a content/form preservation relationship. Drawing a kept mark is a proposal, not a demonstrated preservation test.\",\n        \"worked\": \"An own show face and flatter view that names the cloud/content to retain can fit. A different own fold/storage plan may fit; no mandatory layout.\",\n        \"next_account\": \"Leni draws an unrelated invented fish sign and a stored-flat plan. Leni labels the fish as content to keep, but nobody folds or stores it.\",\n        \"next_teaching\": \"Point to Leni’s shown/stored relationship and retained content, then invite views for a new own card without copying the cloud wings.\",\n        \"next_observable\": \"Next evidence is own communicated form/content relationship and its actual/proposed status.\"\n      },\n      {\n        \"id\": \"C-first-C3\",\n        \"prompt\": \"Give material/actor steps for putting your own display flatter while keeping wanted work.\",\n        \"criterion\": \"Specific own transformation steps tied to content/parts, proposed actor and locally suitable material. No forced dismantling or generic tidy score.\",\n        \"worked\": \"“With an adult-approved whole sheet, I would flatten my proposed lower fold and keep the marked face intact” may fit an own form. Name the actor and stop if unsuitable.\",\n        \"next_account\": \"Mori’s fictional person proposes flattening a broad lower crease while leaving an invented dot face whole. They have not performed that plan.\",\n        \"next_teaching\": \"Name Mori’s particular part/action and keep condition. Invite a step for a new own display and allow a drawing if real work should remain intact.\",\n        \"next_observable\": \"Next evidence is a precise purposeful own transformation instruction, with actual operator if performed.\"\n      },\n      {\n        \"id\": \"C-first-C4\",\n        \"prompt\": \"What one check would help you learn about your own stored design? Keep any result honest.\",\n        \"criterion\": \"Purpose-linked next question/action about content/form after storage or reopening, without inventing the source’s missing result. A plan is valid.\",\n        \"worked\": \"“After suitable flattening, could my wanted mark still be found?” is one possible question. No result exists until a relevant real or attributed check is supplied.\",\n        \"next_account\": \"Nori’s unrelated fictional label plan asks whether its invented path mark would still be seen after one broad fold. Nobody performs the check.\",\n        \"next_teaching\": \"Locate Nori’s question and an agreed possible actor/action; offer a different own stored-card question and leave its result open.\",\n        \"next_observable\": \"Next evidence is an own relevant check and accurate unknown/actual result, not another held-source retry.\"\n      }\n    ],\n    \"own_blank_headings\": [\n      \"My component 1: Which transformation happened, and which results are not supplied?\",\n      \"My component 2: Create own show and stored views, telling what wanted content you mean to keep.\",\n      \"My component 3: Give material/actor steps for putting your own display flatter while keeping wanted work.\",\n      \"My component 4: What one check would help you learn about your own stored design? Keep any result honest.\"\n    ]\n  },\n  \"C-later\": {\n    \"title\": \"The reading-corner cue\",\n    \"source\": \"Original fiction. Oren’s invented reading-corner cue has a broad front mark and one bent lower part. Oren flattens that lower part once. The supplied observer says, “The mark was still visible while the sheet lay flat.” No later folded display or reading event is recorded. Oren now wants a different show/store plan for an own cue; the source does not supply that new design. A reported visible mark is not approval for all users or proof that a later standing form will work.\",\n    \"eligible\": \"Matching C-first originals, actual targeted transformation/content/status/check instruction and a real interval with exposure/access notes; this new source unexposed. May extend beyondDay200.\",\n    \"components\": [\n      {\n        \"id\": \"C-later-C1\",\n        \"prompt\": \"Which action and bounded result are supplied? What later event stays unknown?\",\n        \"criterion\": \"Oren flattened once; the observer reported a mark visible in the flat arrangement. Later folded display/reading remain unknown; no all-user or next-event inference.\",\n        \"worked\": \"The source supports that one flat-view visibility report. It does not say a reopened folded face stood or a person read the message.\",\n        \"next_account\": \"Pela flattens an unrelated fictional flower card. A helper reports one flower mark seen in that flat arrangement; a later folded use is not recorded.\",\n        \"next_teaching\": \"Underline the exact observer/event scope, then ask a new ordinary event question and distinguish what remains unknown.\",\n        \"next_observable\": \"Next evidence is precise bounded action/report and an open next event, not a universal conclusion.\"\n      },\n      {\n        \"id\": \"C-later-C2\",\n        \"prompt\": \"Create own show and storage views for the new cue and explain what content you want to keep.\",\n        \"criterion\": \"Own different-purpose views with a meaningful content/form connection; no copy requirement or automatic practical success from the source.\",\n        \"worked\": \"A child could show a broad reading cue face and a flatter stored view, naming their own invented mark to retain. Other communicated solutions can fit.\",\n        \"next_account\": \"Qin draws an unrelated book-choice picture face and a flat plan with the same invented picture. Qin has not made either.\",\n        \"next_teaching\": \"Use Qin’s retained-content relationship to teach show/stored representation, then invite a new own cue’s two views before a model.\",\n        \"next_observable\": \"Next evidence is own communicated relationship, with separately observed production only if supplied.\"\n      },\n      {\n        \"id\": \"C-later-C3\",\n        \"prompt\": \"Give a specific material/actor/action sequence for your own chosen transformation and a wanted stop/keep condition.\",\n        \"criterion\": \"Own precise steps preserve a chosen part and acknowledge local suitability/actors. Stop/keep is a design choice; no compliance or forced flattening score.\",\n        \"worked\": \"The child might propose flattening one checked broad bend while keeping a wanted marked face whole, then stopping at a chosen storage position. Other purposeful steps fit.\",\n        \"next_account\": \"Rui proposes moving an original leaf picture flat rather than bending its cherished marked area. An adult would help; the proposal remains unperformed.\",\n        \"next_teaching\": \"Identify Rui’s preserve/stop condition and proposed actor, then invite an own transformation step that does not require damaging wanted work.\",\n        \"next_observable\": \"Next evidence is a specific purposeful own instruction and accurate actual/proposed operator status.\"\n      },\n      {\n        \"id\": \"C-later-C4\",\n        \"prompt\": \"Choose one next check for your own transformed display. What does the source not already prove?\",\n        \"criterion\": \"Relevant own check about the changed display/content/view, with later standing/reading and universal effects kept open.\",\n        \"worked\": \"“Could my face stand again at my chosen place?” can be a proposed next question, not a guaranteed result. Oren’s flat-view report cannot answer it.\",\n        \"next_account\": \"Suri’s fictional flattened star card was seen once. Suri proposes checking its next angled arrangement; nobody does that second check.\",\n        \"next_teaching\": \"Compare Suri’s available report with the new proposed question, then ask one relevant check for a different own cue.\",\n        \"next_observable\": \"Next evidence is an own next question and accurate available-versus-needed evidence.\"\n      }\n    ],\n    \"own_blank_headings\": [\n      \"My component 1: Which action and bounded result are supplied? What later event stays unknown?\",\n      \"My component 2: Create own show and storage views for the new cue and explain what content you want to keep.\",\n      \"My component 3: Give a specific material/actor/action sequence for your own chosen transformation and a wanted stop/keep condition.\",\n      \"My component 4: Choose one next check for your own transformed display. What does the source not already prove?\"\n    ]\n  },\n  \"D-first\": {\n    \"title\": \"A local museum note and a known label\",\n    \"source\": \"Two source roles. Real dated note: F1 · The official Rockhampton Museum of Art exhibition-page indexed extract describes a changing exhibition programme. Checked through the primary-site index on 12 October 2026; the search result was marked crawled six days earlier. Direct current-page requests failed. No publication/update date for the general statement was supplied. [Primary page](https://www.rmoa.com.au/Collection-Exhibitions/Exhibitions). This dated provider note can start a question about displays; it supplies no learner visit, maker explanation, model performance, artwork copying grant, current venue status or cultural permission.\\n\\nOriginal fiction: Sam says, “I know our classroom shelf label. Today I noticed its front face and bent base.” The fictional label’s maker supplies no reason. This is not this learner’s visit, familiarity, observation, maker account or tested display.\",\n    \"eligible\": \"Actual primary-note/fiction/source-claim distinction, genuine familiar-example exploration and noticing-versus-intention teaching (Day192/199 or equivalent). Own familiar doorway optional; unexposed held source. No required personal disclosure.\",\n    \"components\": [\n      {\n        \"id\": \"D-first-D1\",\n        \"prompt\": \"What can the real museum note tell us, and what belongs only to the fictional label account?\",\n        \"criterion\": \"Museum note supports a dated provider statement about its changing programme; Sam’s familiarity/noticing belongs to supplied fiction. Neither proves this learner’s visit or the label maker’s intention.\",\n        \"worked\": \"The provider programme statement is a real dated note; Sam’s label account is fiction. No classroom design success or actual learner experience follows.\",\n        \"next_account\": \"Teri reads a different fictional library programme note and an invented arranger story. The note concerns the provider; the story’s visitor is invented and has no real attendance receipt.\",\n        \"next_teaching\": \"Label Teri’s two source roles and one claim each supports. Use a new local adult-reviewed note if available, with unknown dates/experience left open.\",\n        \"next_observable\": \"Next evidence is source-role/claim separation in a new ordinary example, not reciting the museum page.\"\n      },\n      {\n        \"id\": \"D-first-D2\",\n        \"prompt\": \"If you want, explore a feature of an approved display you genuinely know. Otherwise use a new practice picture and say that it is new.\",\n        \"criterion\": \"For genuine K01 opportunity record actual known example and actual exploration. A new picture, declined response or Sam’s fiction leaves the child’s actual familiar evidence open; no fabricated response required.\",\n        \"worked\": \"There is no fixed correct object or obligatory familiarity answer. A genuinely known classroom label plus an own feature/question may supply actual exploration; a new drawing remains practice.\",\n        \"next_account\": \"Ula knows an approved classroom choice face and points to its marked edge, asking why it is placed there. Varo chooses a new original practice picture instead; that route supplies no prior familiarity.\",\n        \"next_teaching\": \"Offer a genuinely known appropriate example without household disclosure; let the learner notice and ask. If unavailable, teach with a new picture and record the distinct scope.\",\n        \"next_observable\": \"Next evidence is actual familiar exploration where genuinely offered, or a clearly labelled new-source practice; do not score decline as design failure.\"\n      },\n      {\n        \"id\": \"D-first-D3\",\n        \"prompt\": \"Keep one maker/design question about a noticed display feature. What maker reason is actually supplied here?\",\n        \"criterion\": \"An own question relates to a feature, with the fictional label maker’s reason unknown. Asking is not an actual reply or permission to claim intent.\",\n        \"worked\": \"“Why did the maker bend the base?” is a possible question, not a supplied answer. The museum programme note does not answer the classroom maker’s reason.\",\n        \"next_account\": \"Wira sees a bend on an original fictional card without a maker note. Wira asks whether the bend was intended to change the viewing position; nobody answers.\",\n        \"next_teaching\": \"Separate Wira’s question from a maker reply. Invite a feature-based question for another own/approved display and keep any actual reply exactly attributed.\",\n        \"next_observable\": \"Next evidence is an own relevant question and honest unanswered/answered status.\"\n      },\n      {\n        \"id\": \"D-first-D4\",\n        \"prompt\": \"Propose an own display purpose and a feature inspired by a noticed relationship. What would still need checking?\",\n        \"criterion\": \"Own purpose-feature communication with a specific unknown effect, without copying external artworks or claiming provider endorsement/universal access.\",\n        \"worked\": \"A child might propose a face for an invented picture at a chosen location and ask whether it can be seen there. No museum layout, artwork or actual visit is required.\",\n        \"next_account\": \"Xeno proposes an unrelated invented animal-mark face aimed towards a chosen seat. Xeno keeps visibility as a question, not a measured result.\",\n        \"next_teaching\": \"Link Xeno’s own purpose and planned feature, then offer a new own picture job; keep inspiration, manufacture and check outcomes separate.\",\n        \"next_observable\": \"Next evidence is an own purposeful feature and relevant next question, plus actual making/familiarity only when independently observed.\"\n      }\n    ],\n    \"own_blank_headings\": [\n      \"My component 1: What can the real museum note tell us, and what belongs only to the fictional label account?\",\n      \"My component 2: If you want, explore a feature of an approved display you genuinely know. Otherwise use a new practice picture and say that it is new.\",\n      \"My component 3: Keep one maker/design question about a noticed display feature. What maker reason is actually supplied here?\",\n      \"My component 4: Propose an own display purpose and a feature inspired by a noticed relationship. What would still need checking?\"\n    ]\n  },\n  \"D-later\": {\n    \"title\": \"A local paper note and a familiar menu face\",\n    \"source\": \"Two source roles. Real dated fact F2: on 12 October 2026, Rockhampton Regional Council’s Yellow lid Recycling Wheelie Bin page lists paper and cardboard among accepted household categories and asks for accepted recyclables to be loose and clean. Primary link: https://www.rockhamptonregion.qld.gov.au/CouncilServices/Rockhampton-Regional-Waste-and-Recycling/Bins-and-Collections/Yellow-lid-Recycling-Wheelie-Bin. The note does not approve every item, promise our design’s recyclability or tell whether a sheet will stand. Original fiction: Tess says, “I know our classroom pretend-menu face. I noticed its wide marked front.” Its maker gives no explanation. No actual learner experience, disposal, standing test or maker reply is supplied.\",\n    \"eligible\": \"Matching D-first originals, targeted source-role/real-familiar/noticing/own-purpose teaching, interval/exposure/access recorded; changed source unexposed. Genuine familiar contribution optional and not fabricated.\",\n    \"components\": [\n      {\n        \"id\": \"D-later-D1\",\n        \"prompt\": \"What does the Council note support, and which design claims would need other evidence?\",\n        \"criterion\": \"Dated listing of paper/cardboard categories and loose/clean guidance at provider scope; not a universal material, local school-bin or stability approval. Tess’s source remains fiction.\",\n        \"worked\": \"It supports the narrow provider listing. Whether a particular real item is accepted or a display stands needs relevant current/local evidence; no disposal action is required.\",\n        \"next_account\": \"Yara’s unrelated adult-reviewed provider note lists a packaging category, while an original fictional child hopes a folded face will stand. The listing supplies no standing result.\",\n        \"next_teaching\": \"Mark Yara’s provider claim separately from the hope. Use a new ordinary note and identify one actual needed check, without importing provider procedures.\",\n        \"next_observable\": \"Next evidence is bounded provider-claim interpretation, not a universal recycled/safe/stable label.\"\n      },\n      {\n        \"id\": \"D-later-D2\",\n        \"prompt\": \"Explore one approved genuinely familiar display feature if wanted; otherwise label new-picture practice honestly.\",\n        \"criterion\": \"Actual known example and own exploration support the offered K01 opportunity; Tess’s fictional familiarity, a new diagram or decline cannot establish it.\",\n        \"worked\": \"No compulsory example or fixed answer. The teacher records what was genuinely known and explored; an offered new-picture response remains useful at different scope.\",\n        \"next_account\": \"Zali knows a permitted classroom reading cue and describes its picture face; Abel instead selects a new original model. Only Zali’s real known-example opportunity would provide familiarity evidence if actually observed.\",\n        \"next_teaching\": \"Offer another genuine familiar display without requiring private history; ask one feature question. If not available, retain new-source practice and plan a future actual opportunity.\",\n        \"next_observable\": \"Next evidence is actual familiar feature exploration where offered, with support recorded; no invented experience or retry quota.\"\n      },\n      {\n        \"id\": \"D-later-D3\",\n        \"prompt\": \"Someone says, “Every paper display will stand and can go in any recycling bin.” Does this page tell us that? What could we check?\",\n        \"criterion\": \"Separates the Council category note from a display’s actual function and the destination of a particular item. A relevant own check/question is enough; no disposal, bin access, legal certification or multi-part written argument is required.\",\n        \"worked\": \"One possible response is “The page lists some paper and cardboard. It does not tell us whether this display stands. We could check our display and ask an adult about this item.” Other accurately limited own responses can fit.\",\n        \"next_account\": \"Bela’s unrelated fictional organiser says one provider category proves every cardboard design works. A new ordinary note only lists a category; it contains no performance report.\",\n        \"next_teaching\": \"Point to Bela’s unsupported leaps, then split provider listing, local suitability and functional result into different evidence questions. Invite a new own bounded sentence.\",\n        \"next_observable\": \"Next evidence is an own appropriately limited claim with a relevant missing-evidence question, not copied staff wording.\"\n      },\n      {\n        \"id\": \"D-later-D4\",\n        \"prompt\": \"Give an own purpose, material/form reason and next learning question for a new display job.\",\n        \"criterion\": \"Own linked purpose/choice reason and a genuine next question; material choice is locally reviewed, not automatically suitable or recycled by provider note. No whole-year or real familiarity inference.\",\n        \"worked\": \"A child can propose a checked whole-sheet face for an invented reading cue, choose flat for a look-down purpose and ask about another viewing position. Other own solutions fit.\",\n        \"next_account\": \"Cira proposes an unrelated original bird-picture display from adult-checked plain paper, chooses a flat form for drawing beside it and leaves angled viewing open.\",\n        \"next_teaching\": \"Locate Cira’s purpose/choice/question, then ask for a new own practical display job; offer separately any needed making/familiar-exploration opportunity.\",\n        \"next_observable\": \"Next evidence is an own purpose-material/form reason and useful next learning step, with practical observations kept separate.\"\n      }\n    ],\n    \"own_blank_headings\": [\n      \"My component 1: What does the Council note support, and which design claims would need other evidence?\",\n      \"My component 2: Explore one approved genuinely familiar display feature if wanted; otherwise label new-picture practice honestly.\",\n      \"My component 3: Someone says, “Every paper display will stand and can go in any recycling bin.” Does this page tell us that? What could we check?\",\n      \"My component 4: Give an own purpose, material/form reason and next learning question for a new display job.\"\n    ]\n  }\n}\n",
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    "TOOL-CONTRACT.json": "{\n  \"name\": \"Display Play Bench\",\n  \"status\": \"IMPLEMENTED_SOURCE_DIFFERENT_REVIEW_PENDING\",\n  \"fields\": [\n    {\n      \"key\": \"purpose\",\n      \"label\": \"My display job\",\n      \"initial\": \"\"\n    },\n    {\n      \"key\": \"show\",\n      \"label\": \"My show view or position\",\n      \"initial\": \"\"\n    },\n    {\n      \"key\": \"ideas\",\n      \"label\": \"My two ideas and choice\",\n      \"initial\": \"\"\n    },\n    {\n      \"key\": \"materials\",\n      \"label\": \"My material and actor\",\n      \"initial\": \"\"\n    },\n    {\n      \"key\": \"steps\",\n      \"label\": \"My first and next step\",\n      \"initial\": \"\"\n    },\n    {\n      \"key\": \"check\",\n      \"label\": \"My check question\",\n      \"initial\": \"\"\n    },\n    {\n      \"key\": \"event\",\n      \"label\": \"My actual report or open result\",\n      \"initial\": \"\"\n    },\n    {\n      \"key\": \"stored\",\n      \"label\": \"My stored view and wanted content\",\n      \"initial\": \"\"\n    },\n    {\n      \"key\": \"next\",\n      \"label\": \"My keep/change reason and next question\",\n      \"initial\": \"\"\n    }\n  ],\n  \"views\": {\n    \"show\": [\n      \"purpose\",\n      \"show\",\n      \"ideas\"\n    ],\n    \"steps\": [\n      \"purpose\",\n      \"materials\",\n      \"steps\"\n    ],\n    \"check\": [\n      \"purpose\",\n      \"check\",\n      \"event\"\n    ],\n    \"keep\": [\n      \"purpose\",\n      \"stored\",\n      \"next\"\n    ],\n    \"all\": [\n      \"purpose\",\n      \"show\",\n      \"ideas\",\n      \"materials\",\n      \"steps\",\n      \"check\",\n      \"event\",\n      \"stored\",\n      \"next\"\n    ]\n  },\n  \"kept_limit\": 2,\n  \"ordinary_sources\": [\n    \"O01\",\n    \"O02\",\n    \"O03\",\n    \"O04\",\n    \"O05\",\n    \"O06\",\n    \"O07\",\n    \"O08\"\n  ],\n  \"held_sources\": [],\n  \"runtime_evidence\": \"Exact shipped-handler finite fixture only; actual Browser/native print pending\",\n  \"paper_twin\": true,\n  \"jobs\": [\n    \"private-picture\",\n    \"pretend-label\",\n    \"story-sign\",\n    \"private-choice\",\n    \"my-own-job\"\n  ],\n  \"view_headings\": [\n    \"My show\",\n    \"My steps\",\n    \"My check\",\n    \"My keep\",\n    \"All my words\"\n  ],\n  \"same_page_assessment_source\": {\n    \"native_details\": true,\n    \"initially_closed\": true,\n    \"cases\": 8,\n    \"exact_prompts_each\": 4,\n    \"empty_own_interiors_each\": 4,\n    \"source_complete\": true,\n    \"navigation_required\": false,\n    \"staff_content_in_own_DOM\": false,\n    \"preserve_draft_on_toggle\": true\n  }\n}\n",
    "aids/V01.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"980\" viewBox=\"0 0 1400 980\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">Two proposals for Pia’s private creature job</title><desc id=\"desc\">Left is Pia’s flat-face proposal with an invented moon-creature mark. Middle is Pia’s broad-side-bend proposal with the same mark; it is a proposal, not observed standing. Right states that Pia chooses flat for looking down. All panels remain unmade and untested; no performance result is pictured.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"980\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">Two proposals for Pia’s private creature job</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL SOURCE · FICTION / DATED NOTE</text><rect x=\"55.0\" y=\"165\" width=\"413.3333333333333\" height=\"750\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"75.0\" y=\"215\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Flat proposal</text><rect x=\"134.7333333333333\" y=\"303\" width=\"253.86666666666667\" height=\"160\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\" stroke-dasharray=\"16 10\"/><ellipse cx=\"261.66666666666663\" cy=\"378\" rx=\"55\" ry=\"45\" fill=\"#d7eee2\" stroke=\"#153b3b\" stroke-width=\"5\"/><circle cx=\"244.66666666666663\" cy=\"374\" r=\"5\" fill=\"#153b3b\"/><circle cx=\"278.66666666666663\" cy=\"374\" r=\"5\" fill=\"#153b3b\"/><path d=\"M233.66666666666663 423 v18 M289.66666666666663 423 v18\" stroke=\"#153b3b\" stroke-width=\"6\"/><text x=\"75.0\" y=\"543\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">A flat whole-sheet face</text><text x=\"75.0\" y=\"579\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">with Pia’s invented</text><text x=\"75.0\" y=\"615\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">moon-creature mark.</text><rect x=\"493.3333333333333\" y=\"165\" width=\"413.3333333333333\" height=\"750\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"513.3333333333333\" y=\"215\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Bent-side proposal</text><rect x=\"573.0666666666666\" y=\"303\" width=\"253.86666666666667\" height=\"160\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\" stroke-dasharray=\"16 10\"/><path d=\"M826.9333333333333 303 l60 25 v160 l-60 -25Z\" fill=\"#eef5ee\" stroke=\"#153b3b\" stroke-width=\"5\" stroke-dasharray=\"16 10\" data-proposed-broad-side=\"true\"/><ellipse cx=\"699.9999999999999\" cy=\"378\" rx=\"55\" ry=\"45\" fill=\"#d7eee2\" stroke=\"#153b3b\" stroke-width=\"5\"/><circle cx=\"682.9999999999999\" cy=\"374\" r=\"5\" fill=\"#153b3b\"/><circle cx=\"716.9999999999999\" cy=\"374\" r=\"5\" fill=\"#153b3b\"/><path d=\"M671.9999999999999 423 v18 M727.9999999999999 423 v18\" stroke=\"#153b3b\" stroke-width=\"6\"/><text x=\"513.3333333333333\" y=\"543\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">One broad side is</text><text x=\"513.3333333333333\" y=\"579\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">proposed to bend; no</text><text x=\"513.3333333333333\" y=\"615\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">standing result.</text><rect x=\"931.6666666666666\" y=\"165\" width=\"413.3333333333333\" height=\"750\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"951.6666666666666\" y=\"215\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Pia chooses flat for</text><text x=\"951.6666666666666\" y=\"253\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">looking down</text><text x=\"951.6666666666666\" y=\"581\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">No making or check is</text><text x=\"951.6666666666666\" y=\"617\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">supplied.</text></svg>\n",
    "aids/V02.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"1334\" viewBox=\"0 0 1400 1334\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">Noticing is different from an arranger’s words</title><desc id=\"desc\">The first panel shows the fictional broad label’s front and bent base. The second repeats the arranger’s exact reason from O02 in a separately labelled account. The third shows a new broad-face drawing with no maker explanation. Nothing identifies the learner as familiar with any real object.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"1334\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">Noticing is different from an arranger’s words</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL SOURCE · FICTION / DATED NOTE</text><rect x=\"55\" y=\"165\" width=\"1290\" height=\"428\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"220\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Fictional shelf feature</text><text x=\"80\" y=\"275\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">A front face and bent base are shown in Uli’s fictional account.</text><rect x=\"550.0\" y=\"323\" width=\"300\" height=\"160\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M550.0 483 l-35 35 h370 l-35 -35\" fill=\"#eef5ee\" stroke=\"#153b3b\" stroke-width=\"5\"/><rect x=\"55\" y=\"623\" width=\"1290\" height=\"188\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"678\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Arranger says why</text><text x=\"80\" y=\"733\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">I folded it so the name faces the shelf front.</text><rect x=\"55\" y=\"841\" width=\"1290\" height=\"428\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"896\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">No maker reason supplied</text><text x=\"80\" y=\"951\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">A new broad-face drawing has no arranger account.</text><rect x=\"550.0\" y=\"999\" width=\"300\" height=\"160\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M550.0 1159 l-35 35 h370 l-35 -35\" fill=\"#eef5ee\" stroke=\"#153b3b\" stroke-width=\"5\"/></svg>\n",
    "aids/V03.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"980\" viewBox=\"0 0 1400 980\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">Flat and two-wing pretend price proposals</title><desc id=\"desc\">Left is a flat proposed card; right has a front face and two proposed broad side wings. Both are drawings for Bo’s invented stall-label job. PRETEND marks the fictional price role. No actual arrangement, transaction, customer or standing check is supplied.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"980\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">Flat and two-wing pretend price proposals</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL SOURCE · FICTION / DATED NOTE</text><rect x=\"55.0\" y=\"165\" width=\"632.5\" height=\"750\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"75.0\" y=\"215\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Flat proposal</text><rect x=\"221.25\" y=\"303\" width=\"300\" height=\"160\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\" stroke-dasharray=\"16 10\"/><text x=\"241.25\" y=\"393\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">PRETEND</text><text x=\"75.0\" y=\"543\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">Bo’s imaginary fruit label; the price</text><text x=\"75.0\" y=\"579\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">is invented.</text><rect x=\"712.5\" y=\"165\" width=\"632.5\" height=\"750\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"732.5\" y=\"215\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Two-wing proposal</text><path d=\"M818.75 328 L878.75 303 H1178.75 L1238.75 328 V483 L1178.75 458 H878.75 L818.75 483Z\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\" stroke-dasharray=\"16 10\"/><text x=\"898.75\" y=\"393\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">PRETEND</text><text x=\"732.5\" y=\"543\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">The mark would be shown at an angle. No</text><text x=\"732.5\" y=\"579\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">customer and no test.</text></svg>\n",
    "aids/V04.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"1094\" viewBox=\"0 0 1400 1094\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">Idea and physical marker</title><desc id=\"desc\">The idea panel attributes the cue choice and direction to Dee. The action panel attributes actual marking to Paz. A separate proposed-step panel states that Dee describes a fold which nobody performs. No picture claims Dee physically marked or folded the sheet.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"1094\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">Idea and physical marker</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL SOURCE · FICTION / DATED NOTE</text><rect x=\"55\" y=\"165\" width=\"1290\" height=\"188\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"220\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Dee’s picture idea and direction</text><text x=\"80\" y=\"275\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Dee chooses the cue picture and directs Paz.</text><rect x=\"55\" y=\"383\" width=\"1290\" height=\"428\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"438\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Paz physically marks the whole sheet</text><text x=\"80\" y=\"493\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">The adult’s marking is supplied in fiction.</text><rect x=\"550.0\" y=\"541\" width=\"300\" height=\"160\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\"/><ellipse cx=\"700.0\" cy=\"616\" rx=\"55\" ry=\"45\" fill=\"#d7eee2\" stroke=\"#153b3b\" stroke-width=\"5\"/><circle cx=\"683.0\" cy=\"612\" r=\"5\" fill=\"#153b3b\"/><circle cx=\"717.0\" cy=\"612\" r=\"5\" fill=\"#153b3b\"/><path d=\"M672.0 661 v18 M728.0 661 v18\" stroke=\"#153b3b\" stroke-width=\"6\"/><rect x=\"55\" y=\"841\" width=\"1290\" height=\"188\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"896\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Dee describes a possible fold—unperformed</text><text x=\"80\" y=\"951\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Nobody folds or tests the proposal. No particular fold geometry is supplied.</text></svg>\n",
    "aids/V05.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"1334\" viewBox=\"0 0 1400 1334\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">One tip, one preference, no second result</title><desc id=\"desc\">Ena places a folded face in the supplied fictional account. A labelled arrow shows its one tip in that check. A separate rectangle records liking the large invented animal mark. No new base, second check, actual animal handling or universal display conclusion is pictured.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"1334\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">One tip, one preference, no second result</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL SOURCE · FICTION / DATED NOTE</text><rect x=\"55\" y=\"165\" width=\"1290\" height=\"428\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"220\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Ena places a folded face</text><text x=\"80\" y=\"275\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">The invented animal mark is shown for Ena’s story.</text><rect x=\"550.0\" y=\"323\" width=\"300\" height=\"160\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M550.0 483 l-35 35 h370 l-35 -35\" fill=\"#eef5ee\" stroke=\"#153b3b\" stroke-width=\"5\"/><ellipse cx=\"700.0\" cy=\"398\" rx=\"55\" ry=\"45\" fill=\"#d7eee2\" stroke=\"#153b3b\" stroke-width=\"5\"/><circle cx=\"683.0\" cy=\"394\" r=\"5\" fill=\"#153b3b\"/><circle cx=\"717.0\" cy=\"394\" r=\"5\" fill=\"#153b3b\"/><path d=\"M672.0 443 v18 M728.0 443 v18\" stroke=\"#153b3b\" stroke-width=\"6\"/><rect x=\"55\" y=\"623\" width=\"1290\" height=\"428\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"678\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">One fictional tip</text><text x=\"80\" y=\"733\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">A labelled arrow shows the one tip in the stated check.</text><rect x=\"550.0\" y=\"781\" width=\"300\" height=\"160\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M550.0 941 l-35 35 h370 l-35 -35\" fill=\"#eef5ee\" stroke=\"#153b3b\" stroke-width=\"5\"/><ellipse cx=\"700.0\" cy=\"856\" rx=\"55\" ry=\"45\" fill=\"#d7eee2\" stroke=\"#153b3b\" stroke-width=\"5\"/><circle cx=\"683.0\" cy=\"852\" r=\"5\" fill=\"#153b3b\"/><circle cx=\"717.0\" cy=\"852\" r=\"5\" fill=\"#153b3b\"/><path d=\"M672.0 901 v18 M728.0 901 v18\" stroke=\"#153b3b\" stroke-width=\"6\"/><path d=\"M885.0 821 q90 50 5 115 m0 0 l-10 -35 m10 35 l35 -8\" fill=\"none\" stroke=\"#ac6814\" stroke-width=\"8\"/><rect x=\"55\" y=\"1081\" width=\"1290\" height=\"188\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"1136\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Ena likes the large mark</text><text x=\"80\" y=\"1191\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">One fictional event; no revised base or second trial.</text></svg>\n",
    "aids/V06.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"1094\" viewBox=\"0 0 1400 1094\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">Show-view and proposed stored-view question</title><desc id=\"desc\">Left is Fin’s original proposed story-sign view: front hill mark and two broad wings. Right states the proposed inward folding action in words; it does not show a claimed post-fold outcome. The source supplies no closing, reopening or result about whether the mark would be hidden.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"1094\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">Show-view and proposed stored-view question</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL SOURCE · FICTION / DATED NOTE</text><rect x=\"55\" y=\"165\" width=\"1290\" height=\"428\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"220\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Original proposed show view</text><text x=\"80\" y=\"275\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Fin’s front hill mark has two broad side wings.</text><path d=\"M490.0 348 L550.0 323 H850.0 L910.0 348 V503 L850.0 478 H550.0 L490.0 503Z\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\" stroke-dasharray=\"16 10\"/><path d=\"M630.0 428 L700.0 363 L770.0 428\" fill=\"none\" stroke=\"#007f72\" stroke-width=\"10\"/><rect x=\"55\" y=\"623\" width=\"1290\" height=\"188\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"678\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Proposed inward fold</text><text x=\"80\" y=\"733\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">This is a proposed action, with no after-view supplied.</text><rect x=\"55\" y=\"841\" width=\"1290\" height=\"188\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"896\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">No closing or reopening is supplied</text><text x=\"80\" y=\"951\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Whether the mark would be hidden remains a question.</text></svg>\n",
    "aids/V07.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"980\" viewBox=\"0 0 1400 980\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">A revised base with an untested effect</title><desc id=\"desc\">Gia’s two proposed drawings carry the same original spiral mark; the base changes from narrow to wider. The wider base is a hoped-for standing idea. Neither an actual revised product nor an observed improvement is shown. A linked museum note cannot supply this model’s result.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"980\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">A revised base with an untested effect</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL SOURCE · FICTION / DATED NOTE</text><rect x=\"55.0\" y=\"165\" width=\"632.5\" height=\"750\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"75.0\" y=\"215\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Narrow-base proposal</text><rect x=\"221.25\" y=\"303\" width=\"300\" height=\"160\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\" stroke-dasharray=\"16 10\"/><path d=\"M221.25 463 l-35 35 h370 l-35 -35\" fill=\"#eef5ee\" stroke=\"#153b3b\" stroke-width=\"5\" stroke-dasharray=\"16 10\"/><path d=\"M311.25 378 c0 -70 120 -70 120 0 c0 50 -80 50 -80 0 c0 -20 35 -20 35 0\" fill=\"none\" stroke=\"#007f72\" stroke-width=\"8\"/><text x=\"75.0\" y=\"543\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">Gia’s original spiral is on an untried</text><text x=\"75.0\" y=\"579\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">drawing.</text><rect x=\"712.5\" y=\"165\" width=\"632.5\" height=\"750\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"732.5\" y=\"215\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Wider-base proposal</text><rect x=\"878.75\" y=\"303\" width=\"300\" height=\"160\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\" stroke-dasharray=\"16 10\"/><path d=\"M878.75 463 l-85 35 h470 l-85 -35\" fill=\"#eef5ee\" stroke=\"#153b3b\" stroke-width=\"5\" stroke-dasharray=\"16 10\"/><path d=\"M968.75 378 c0 -70 120 -70 120 0 c0 50 -80 50 -80 0 c0 -20 35 -20 35 0\" fill=\"none\" stroke=\"#007f72\" stroke-width=\"8\"/><text x=\"732.5\" y=\"543\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">Changed drawing; hoped for standing. No</text><text x=\"732.5\" y=\"579\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">making or recheck.</text></svg>\n",
    "aids/V08.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"1094\" viewBox=\"0 0 1400 1094\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">A useful guide and a narrow reply</title><desc id=\"desc\">One guide shows Hao’s invented star-mark face and proposed first placement words. Ren’s separate fictional reply says only “I found the sheet.” A different guide remains unshared and has no reply. The drawing supplies no standing, reading or all-user success.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"1094\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">A useful guide and a narrow reply</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL SOURCE · FICTION / DATED NOTE</text><rect x=\"55\" y=\"165\" width=\"1290\" height=\"428\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"220\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Hao’s original star guide</text><text x=\"80\" y=\"275\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">My face shows my own star mark. Put the flat sheet in my chosen place.</text><rect x=\"550.0\" y=\"323\" width=\"300\" height=\"160\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M700.0 343 l18 38 42 4 -30 29 8 42 -38 -20 -38 20 8 -42 -30 -29 42 -4Z\" fill=\"#d7eee2\" stroke=\"#153b3b\" stroke-width=\"5\"/><rect x=\"55\" y=\"623\" width=\"1290\" height=\"188\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"678\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Ren’s attributed reply</text><text x=\"80\" y=\"733\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">I found the sheet</text><rect x=\"55\" y=\"841\" width=\"1290\" height=\"188\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"896\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Another guide remains unshared</text><text x=\"80\" y=\"951\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">No recipient reply. No standing, reading or all-user success supplied.</text></svg>\n",
    "aids/V09.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"876\" viewBox=\"0 0 1400 876\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">One available whole sheet; the idea is still yours</title><desc id=\"desc\">There is one large completely blank whole-sheet rectangle; its label is outside. A separate source-purpose box gives Nuri’s comet-display job and agreed tabletop position. The sheet stays uncut in the story. No own idea, mark, fold, placement or result is shown.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"876\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">One available whole sheet; the idea is still yours</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL SOURCE · FICTION / DATED NOTE</text><rect x=\"55\" y=\"165\" width=\"1290\" height=\"188\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"220\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Nuri’s display job</text><text x=\"80\" y=\"275\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">An invented comet mark for someone looking from an agreed tabletop position.</text><rect x=\"55\" y=\"383\" width=\"1290\" height=\"428\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"438\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">One whole blank sheet available in the story</text><text x=\"80\" y=\"493\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Uncut. No idea, making or check supplied.</text><rect x=\"150\" y=\"541\" width=\"1050\" height=\"200\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\"/></svg>\n",
    "aids/V10.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"914\" viewBox=\"0 0 1400 914\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">Two available parts for a new shell-pattern job</title><desc id=\"desc\">Two blank whole-paper parts are supplied as available story materials, not an assembled display. The separate box names Ora’s shell-pattern viewing and keeping request. No form, mark, bend, placement, visibility or storage result is supplied.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"914\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">Two available parts for a new shell-pattern job</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL SOURCE · FICTION / DATED NOTE</text><rect x=\"55\" y=\"165\" width=\"1290\" height=\"188\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"220\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Ora’s new display job</text><text x=\"80\" y=\"275\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Invented shell pattern; chosen table-edge viewing and a plan for putting parts flatter.</text><rect x=\"55\" y=\"383\" width=\"1290\" height=\"466\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"438\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Two available whole parts</text><text x=\"80\" y=\"493\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Part1 and Part2 are blank, uncut materials, not an assembled display. No making or</text><text x=\"80\" y=\"531\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">result.</text><rect x=\"100\" y=\"579\" width=\"420\" height=\"180\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\"/><rect x=\"650\" y=\"579\" width=\"420\" height=\"180\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\"/></svg>\n",
    "aids/V11.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"1094\" viewBox=\"0 0 1400 1094\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">Len’s words and Ren’s actions</title><desc id=\"desc\">Len’s choice/direction box, Ren’s actual marking/flat-placement box and Len’s unperformed bend-description box are separate. The sheet illustration is flat and carries an invented wave. No learner practical action or folded performance is depicted.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"1094\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">Len’s words and Ren’s actions</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL SOURCE · FICTION / DATED NOTE</text><rect x=\"55\" y=\"165\" width=\"1290\" height=\"188\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"220\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Len’s choice and direction</text><text x=\"80\" y=\"275\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Len chooses the wave and tells Ren where to mark it.</text><rect x=\"55\" y=\"383\" width=\"1290\" height=\"428\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"438\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Ren’s actual mark and flat placement</text><text x=\"80\" y=\"493\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Ren marks and places the whole sheet in the supplied fiction.</text><rect x=\"550.0\" y=\"541\" width=\"300\" height=\"160\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M635.0 616 q32 -35 64 0 t64 0\" fill=\"none\" stroke=\"#007f72\" stroke-width=\"10\"/><rect x=\"55\" y=\"841\" width=\"1290\" height=\"188\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"896\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Len’s later bend description—unperformed</text><text x=\"80\" y=\"951\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Nobody checks standing or viewing. No specific bend geometry is supplied.</text></svg>\n",
    "aids/V12.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"1792\" viewBox=\"0 0 1400 1792\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">Mo’s one fold and one tip</title><desc id=\"desc\">Tal marks Mo’s chosen invented sun. Mo makes one broad fold in fiction. Tal places the face and it tips once during that check. A separate text-only panel records Mo’s unperformed flat choice. No tested flat version or real learner action is shown.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"1792\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">Mo’s one fold and one tip</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL SOURCE · FICTION / DATED NOTE</text><rect x=\"55\" y=\"165\" width=\"1290\" height=\"428\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"220\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Tal marks Mo’s chosen sun</text><text x=\"80\" y=\"275\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Tal is the marker in the original fictional account.</text><rect x=\"550.0\" y=\"323\" width=\"300\" height=\"160\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\"/><circle cx=\"700.0\" cy=\"398\" r=\"40\" fill=\"#ffe2aa\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M700.0 338 l0 -20\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M700.0 458 l0 20\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M640.0 398 l-20 0\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M760.0 398 l20 0\" stroke=\"#153b3b\" stroke-width=\"5\"/><rect x=\"55\" y=\"623\" width=\"1290\" height=\"428\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"678\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Mo makes one broad fold</text><text x=\"80\" y=\"733\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Mo folds after the story’s local check; that is Mo’s supplied physical action.</text><rect x=\"550.0\" y=\"781\" width=\"300\" height=\"160\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M550.0 941 l-35 35 h370 l-35 -35\" fill=\"#eef5ee\" stroke=\"#153b3b\" stroke-width=\"5\"/><circle cx=\"700.0\" cy=\"856\" r=\"40\" fill=\"#ffe2aa\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M700.0 796 l0 -20\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M700.0 916 l0 20\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M640.0 856 l-20 0\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M760.0 856 l20 0\" stroke=\"#153b3b\" stroke-width=\"5\"/><rect x=\"55\" y=\"1081\" width=\"1290\" height=\"428\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"1136\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Tal places; it tips once</text><text x=\"80\" y=\"1191\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">One tip during that stated check.</text><rect x=\"550.0\" y=\"1239\" width=\"300\" height=\"160\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M550.0 1399 l-35 35 h370 l-35 -35\" fill=\"#eef5ee\" stroke=\"#153b3b\" stroke-width=\"5\"/><circle cx=\"700.0\" cy=\"1314\" r=\"40\" fill=\"#ffe2aa\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M700.0 1254 l0 -20\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M700.0 1374 l0 20\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M640.0 1314 l-20 0\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M760.0 1314 l20 0\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M885.0 1279 q90 50 5 115 m0 0 l-10 -35 m10 35 l35 -8\" fill=\"none\" stroke=\"#ac6814\" stroke-width=\"8\"/><rect x=\"55\" y=\"1539\" width=\"1290\" height=\"188\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"1594\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Mo’s new flat choice—unperformed</text><text x=\"80\" y=\"1649\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Nobody arranges or tries the flat version.</text></svg>\n",
    "aids/V13.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"1094\" viewBox=\"0 0 1400 1094\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">A closing action with missing picture-after evidence</title><desc id=\"desc\">Kit’s supplied before-view has a cloud front and two broad wings. A separate action box records Luz’s one closing action. The final box states that post-closing picture visibility/protection and later opening were not supplied. It does not depict a missing after-result.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"1094\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">A closing action with missing picture-after evidence</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL SOURCE · FICTION / DATED NOTE</text><rect x=\"55\" y=\"165\" width=\"1290\" height=\"428\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"220\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Kit’s supplied before-view</text><text x=\"80\" y=\"275\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">A cloud front and two broad wings.</text><path d=\"M490.0 348 L550.0 323 H850.0 L910.0 348 V503 L850.0 478 H550.0 L490.0 503Z\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M625.0 418 c-25 -50 10 -65 40 -40 c0 -55 80 -65 95 -10 c50 -10 55 60 15 60 h-135Z\" fill=\"#d7eee2\" stroke=\"#153b3b\" stroke-width=\"5\"/><rect x=\"55\" y=\"623\" width=\"1290\" height=\"188\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"678\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Luz closes the wings inward once</text><text x=\"80\" y=\"733\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">One closing action is supplied; no after-picture is depicted.</text><rect x=\"55\" y=\"841\" width=\"1290\" height=\"188\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"896\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Picture-after evidence not supplied</text><text x=\"80\" y=\"951\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">No post-closing visibility/protection observation and no later opening result.</text></svg>\n",
    "aids/V14.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"1419\" viewBox=\"0 0 1400 1419\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">One flat-view report; the next folded use is open</title><desc id=\"desc\">Oren’s broad lower part is flattened once. A separate observer account says the mark was visible while the sheet lay flat. The later folded display and reading results remain unprovided. The drawing supplies no reopened successful stand or all-user access.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"1419\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">One flat-view report; the next folded use is open</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL SOURCE · FICTION / DATED NOTE</text><rect x=\"55\" y=\"165\" width=\"1290\" height=\"428\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"220\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Oren’s source face</text><text x=\"80\" y=\"275\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">A broad front mark and one bent lower part.</text><rect x=\"550.0\" y=\"323\" width=\"300\" height=\"160\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M550.0 483 l-35 35 h370 l-35 -35\" fill=\"#eef5ee\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M700.0 343 l18 38 42 4 -30 29 8 42 -38 -20 -38 20 8 -42 -30 -29 42 -4Z\" fill=\"#d7eee2\" stroke=\"#153b3b\" stroke-width=\"5\"/><rect x=\"55\" y=\"623\" width=\"1290\" height=\"188\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"678\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Oren flattens once</text><text x=\"80\" y=\"733\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">The source supplies one flattening action.</text><rect x=\"55\" y=\"841\" width=\"1290\" height=\"188\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"896\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Supplied observer report</text><text x=\"80\" y=\"951\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">The mark was still visible while the sheet lay flat.</text><text x=\"80\" y=\"1104\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">No later folded display or reading result supplied</text><rect x=\"55\" y=\"1139\" width=\"1290\" height=\"205\" rx=\"14\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"4\" data-source-result-empty=\"true\"/></svg>\n",
    "aids/V15.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"990\" viewBox=\"0 0 1400 990\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">Two roles: dated provider note and original fiction</title><desc id=\"desc\">The top panel is a dated real provider-note role: an official museum indexed extract describes a changing exhibition programme, checked 12 October 2026; the result was cached and direct current-page requests failed. The bottom is Sam’s original fictional familiar-label account about front face and bent base. No actual learner visit/familiarity, maker explanation, model result or cultural permission follows.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"990\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">Two roles: dated provider note and original fiction</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL SOURCE · FICTION / DATED NOTE</text><rect x=\"55\" y=\"165\" width=\"1290\" height=\"264\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"220\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Real dated provider note</text><text x=\"80\" y=\"275\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Official museum indexed extract: changing exhibition programme. Indexed check12 October</text><text x=\"80\" y=\"313\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">2026; direct page unavailable. Primary link:</text><text x=\"80\" y=\"351\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">https://www.rmoa.com.au/Collection-Exhibitions/Exhibitions</text><rect x=\"55\" y=\"459\" width=\"1290\" height=\"466\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"514\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Original fiction: Sam’s account</text><text x=\"80\" y=\"569\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Sam says the classroom front face and bent base are known. The maker supplies no</text><text x=\"80\" y=\"607\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">reason. No actual learner visit, familiarity or model result.</text><rect x=\"550.0\" y=\"655\" width=\"300\" height=\"160\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\"/><path d=\"M550.0 815 l-35 35 h370 l-35 -35\" fill=\"#eef5ee\" stroke=\"#153b3b\" stroke-width=\"5\"/></svg>\n",
    "aids/V16.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"990\" viewBox=\"0 0 1400 990\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">Provider category does not answer a design check</title><desc id=\"desc\">The top is the narrow real dated Council paper/cardboard category and loose/clean note, checked 12 October 2026. The bottom is Tess’s original fictional familiarity/noticing account about a wide front. The source supplies no particular real item approval, disposal event, stand result or actual learner experience.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"990\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">Provider category does not answer a design check</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL SOURCE · FICTION / DATED NOTE</text><rect x=\"55\" y=\"165\" width=\"1290\" height=\"264\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"220\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Real dated Council category note</text><text x=\"80\" y=\"275\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Paper/cardboard categories and loose/clean guidance, checked12 October 2026. Primary</text><text x=\"80\" y=\"313\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">link: https://www.rockhamptonregion.qld.gov.au/CouncilServices/Rockhampton-Regional-Was</text><text x=\"80\" y=\"351\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">te-and-Recycling/Bins-and-Collections/Yellow-lid-Recycling-Wheelie-Bin</text><rect x=\"55\" y=\"459\" width=\"1290\" height=\"466\" rx=\"16\" fill=\"#fff\" stroke=\"#bfd6cc\" stroke-width=\"3\"/><text x=\"80\" y=\"514\" font-family=\"system-ui,sans-serif\" font-size=\"32\" fill=\"#153b3b\">Original fiction: Tess’s account</text><text x=\"80\" y=\"569\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Tess notices a familiar pretend-menu wide front. No particular real item approval,</text><text x=\"80\" y=\"607\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">disposal, standing result or actual learner experience supplied.</text><rect x=\"550.0\" y=\"655\" width=\"300\" height=\"160\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"5\"/></svg>\n",
    "aids/V17.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"1140\" viewBox=\"0 0 1400 1140\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">My display job and face</title><desc id=\"desc\">Three empty spaces are available for the learner’s own job, face/position and intended viewer action. Headings sit outside; all interiors are empty. No model or answer is shown. The learner can instead draw, point, direct a scribe, speak, sign or use AAC on equivalent blank space.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"1140\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">My display job and face</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL EMPTY OWN SPACE</text><text x=\"65\" y=\"201\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">My job</text><rect x=\"55\" y=\"230\" width=\"1290\" height=\"205\" rx=\"14\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"4\" data-own-empty=\"true\"/><text x=\"65\" y=\"511\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">My face/position</text><rect x=\"55\" y=\"540\" width=\"1290\" height=\"205\" rx=\"14\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"4\" data-own-empty=\"true\"/><text x=\"65\" y=\"821\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">What I want somebody to do</text><rect x=\"55\" y=\"850\" width=\"1290\" height=\"205\" rx=\"14\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"4\" data-own-empty=\"true\"/></svg>\n",
    "aids/V18.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"1450\" viewBox=\"0 0 1400 1450\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">Two ideas, my choice, my reason</title><desc id=\"desc\">Four empty spaces are labelled outside for two own ideas, an own choice and its reason. No idea, winner, expected reason or evaluation icon is printed inside. A child may choose either, combine, choose neither, pause or use equivalent communication/blankpaper.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"1450\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">Two ideas, my choice, my reason</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL EMPTY OWN SPACE</text><text x=\"65\" y=\"201\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Idea1</text><rect x=\"55\" y=\"230\" width=\"1290\" height=\"205\" rx=\"14\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"4\" data-own-empty=\"true\"/><text x=\"65\" y=\"511\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">Idea2</text><rect x=\"55\" y=\"540\" width=\"1290\" height=\"205\" rx=\"14\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"4\" data-own-empty=\"true\"/><text x=\"65\" y=\"821\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">My choice</text><rect x=\"55\" y=\"850\" width=\"1290\" height=\"205\" rx=\"14\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"4\" data-own-empty=\"true\"/><text x=\"65\" y=\"1131\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">My reason</text><rect x=\"55\" y=\"1160\" width=\"1290\" height=\"205\" rx=\"14\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"4\" data-own-empty=\"true\"/></svg>\n",
    "aids/V19.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"1760\" viewBox=\"0 0 1400 1760\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">My steps and one honest check</title><desc id=\"desc\">Five empty spaces are labelled outside for material/actor, steps, a check question, an actual report or open result, and a next question. No material, actor, action, result or “unknown” response is prefilled. Only actually supplied learner work is recorded; an empty result can remain empty.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"1760\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">My steps and one honest check</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL EMPTY OWN SPACE</text><text x=\"65\" y=\"201\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">My material and actor</text><rect x=\"55\" y=\"230\" width=\"1290\" height=\"205\" rx=\"14\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"4\" data-own-empty=\"true\"/><text x=\"65\" y=\"511\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">My first/next step</text><rect x=\"55\" y=\"540\" width=\"1290\" height=\"205\" rx=\"14\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"4\" data-own-empty=\"true\"/><text x=\"65\" y=\"821\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">My check question</text><rect x=\"55\" y=\"850\" width=\"1290\" height=\"205\" rx=\"14\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"4\" data-own-empty=\"true\"/><text x=\"65\" y=\"1131\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">My actual report or open result</text><rect x=\"55\" y=\"1160\" width=\"1290\" height=\"205\" rx=\"14\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"4\" data-own-empty=\"true\"/><text x=\"65\" y=\"1441\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">My next question</text><rect x=\"55\" y=\"1470\" width=\"1290\" height=\"205\" rx=\"14\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"4\" data-own-empty=\"true\"/></svg>\n",
    "aids/V20.svg": "<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"1400\" height=\"1450\" viewBox=\"0 0 1400 1450\" role=\"img\" aria-labelledby=\"title desc\"><title id=\"title\">My show view and stored view</title><desc id=\"desc\">Four empty spaces are labelled outside for show view, stored view, wanted content and an open question. No fold method or after-result is supplied. These spaces support own communication and do not require flattening or dismantling treasured work. Equivalent blankpaper or usualcommunication is available.</desc><rect x=\"0\" y=\"0\" width=\"1400\" height=\"1450\" fill=\"#f7faf6\"/><text x=\"55\" y=\"65\" font-family=\"system-ui,sans-serif\" font-size=\"40\" fill=\"#153b3b\">My show view and stored view</text><text x=\"55\" y=\"135\" font-family=\"system-ui,sans-serif\" font-size=\"26\" fill=\"#153b3b\">ORIGINAL EMPTY OWN SPACE</text><text x=\"65\" y=\"201\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">My show view</text><rect x=\"55\" y=\"230\" width=\"1290\" height=\"205\" rx=\"14\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"4\" data-own-empty=\"true\"/><text x=\"65\" y=\"511\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">My stored view</text><rect x=\"55\" y=\"540\" width=\"1290\" height=\"205\" rx=\"14\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"4\" data-own-empty=\"true\"/><text x=\"65\" y=\"821\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">What I want to keep</text><rect x=\"55\" y=\"850\" width=\"1290\" height=\"205\" rx=\"14\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"4\" data-own-empty=\"true\"/><text x=\"65\" y=\"1131\" font-family=\"system-ui,sans-serif\" font-size=\"28\" fill=\"#153b3b\">My open question</text><rect x=\"55\" y=\"1160\" width=\"1290\" height=\"205\" rx=\"14\" fill=\"#fff\" stroke=\"#153b3b\" stroke-width=\"4\" data-own-empty=\"true\"/></svg>\n",
    "interactive/app.js": "/* Original NeuroForgeIO 2026. Display Play Bench. Apache-2.0; labels separately CC BY4.0. */\n'use strict';\nconst by=id=>document.getElementById(id);\nconst labels=['My display job','My show view or position','My two ideas and choice','My material and actor','My first and next step','My check question','My actual report or open result','My stored view and wanted content','My keep/change reason and next question'];\nconst scopes={show:[0,1,2],steps:[0,3,4],check:[0,5,6],keep:[0,7,8],all:[0,1,2,3,4,5,6,7,8]};\nconst scopeNames={show:'My show',steps:'My steps',check:'My check',keep:'My keep',all:'All my words'};\nconst jobs={'private-picture':'Private picture','pretend-label':'Pretend label','story-sign':'Story sign','private-choice':'Private choice cue','my-own-job':'My own job'};\nconst fields=labels.map((_,i)=>by('field'+i));\nconst state={revision:0,edition:0,job:'private-picture',view:'show',index:0,one:false,source:false,sourceId:'O01',slots:{A:null,B:null},pending:null,backField:0};\nconst locked=['preview','keepA','keepB','restoreA','restoreB','compare','clear','newjob','all-fields','one','previous','next','view','job','pickA','pickB','support-notes'];\nfunction say(t){by('status').textContent=t;}\nfunction words(){return fields.map(f=>String(f.value));}\nfunction clearDerived(){by('preview-output').replaceChildren();by('compare-output').replaceChildren();}\nfunction cancelPending(focus=false){const p=state.pending;if(!p)return;state.pending=null;by('confirmation').hidden=true;by('job').value=state.job;if(focus&&by(p.invoker)&&!by(p.invoker).disabled)by(p.invoker).focus();}\nfunction change(derived=true){state.revision++;cancelPending();if(derived)clearDerived();}\nfunction current(){return !state.source;}\nfunction visible(){const a=scopes[state.view];fields.forEach((f,i)=>by('group'+i).hidden=!a.includes(i)||(state.one&&i!==a[state.index]));by('view-heading').textContent=scopeNames[state.view];by('position').textContent=state.one?'Question '+(state.index+1)+' of '+a.length+' in '+scopeNames[state.view]:scopeNames[state.view]+' · '+a.length+' questions';by('previous').disabled=state.source||!state.one||state.index===0;by('next').disabled=state.source||!state.one||state.index===a.length-1;}\nfunction focusField(){const i=scopes[state.view][state.one?state.index:0];const f=fields[i];if(f&&f.isConnected!==false&&!f.hidden&&!f.disabled&&by('group'+i)&&!by('group'+i).hidden)f.focus();else by('view-heading').focus();}\nfunction slotLabels(){for(const slot of ['A','B']){const v=state.slots[slot];by('slot'+slot).textContent=v?'Version '+slot+' · keep '+v.edition+' · '+v.jobLabel+' · '+v.viewLabel:'Nothing kept in '+slot;by('pick'+slot).disabled=state.source||!v;by('restore'+slot).disabled=state.source||!v;if(!v)by('pick'+slot).checked=false;}}\nfunction lockSource(){locked.forEach(id=>by(id).disabled=state.source);fields.forEach(f=>f.disabled=state.source);if(!state.source){visible();slotLabels();}}\nfunction record(){return {job:state.job,jobLabel:jobs[state.job],view:state.view,viewLabel:scopeNames[state.view],values:words(),support:String(by('support-notes').value)};}\nfunction draw(target,v,heading,indices){const h=document.createElement('h3');h.textContent=heading+' · '+v.jobLabel+' · '+v.viewLabel;target.append(h);for(const i of indices){const title=document.createElement('h4');title.textContent=labels[i];const p=document.createElement('p');p.textContent=v.values[i];target.append(title,p);}const hd=document.createElement('h4');hd.textContent='Actually supplied helper/support note';const p=document.createElement('p');p.textContent=v.support;target.append(hd,p);}\nfunction store(slot,v){state.slots[slot]=Object.freeze({...v,edition:++state.edition,values:Object.freeze(v.values.slice())});by('pickA').checked=false;by('pickB').checked=false;slotLabels();}\nfunction ask(kind,invoker,slot=null,requested=null){if(!current()||state.pending)return;change(false);state.pending={kind,invoker,slot,requested,revision:state.revision,old:slot&&state.slots[slot]?state.slots[slot].edition:null,snapshot:record()};by('confirmation').hidden=false;by('confirm-label').textContent=kind==='replace'?'Replace only version '+slot+' keep '+state.pending.old+' with the current draft?':kind==='restore'?'Restore version '+slot+' into this current draft? Both kept versions will remain.':kind==='clear'?'Clear the nine current words and current support note? Both kept versions will remain.':'Start '+jobs[requested]+'? Current words and support note will be cleared. Both kept versions will remain.';by('cancel').focus();say('Review the named change. Cancel or Escape keeps the draft and both versions.');}\nfunction reset(){change();state.job='private-picture';state.view='show';state.index=0;state.one=false;state.source=false;state.sourceId='O01';state.slots={A:null,B:null};state.edition=0;fields.forEach(f=>f.value='');by('support-notes').value='';by('job').value=state.job;by('view').value=state.view;by('ordinary-select').value='O01';by('draft-panel').hidden=false;by('source-panel').hidden=true;by('confirmation').hidden=true;by('pickA').checked=false;by('pickB').checked=false;lockSource();visible();slotLabels();say('Start with your own job. Temporary work is empty; leaving or reloading loses it.');}\nfields.forEach(f=>f.addEventListener('input',()=>{if(!current())return;const chars=Array.from(f.value);if(chars.length>1200){f.value=chars.slice(0,1200).join('');say('This field holds up to 1,200 characters.');}change();}));\nby('support-notes').addEventListener('input',()=>{if(!current())return;by('support-notes').value=Array.from(by('support-notes').value).slice(0,300).join('');change();});\nby('preview').addEventListener('click',()=>{if(!current())return;change();draw(by('preview-output'),record(),'Current own words',scopes[state.view]);say('Only your current selected headings and words are shown. Nothing is checked or added.');});\nfor(const slot of ['A','B']){by('keep'+slot).addEventListener('click',()=>{if(!current()||state.pending)return;if(state.slots[slot])ask('replace','keep'+slot,slot);else{change();store(slot,record());say('Version '+slot+' is kept temporarily here.');}});by('restore'+slot).addEventListener('click',()=>{if(!current()||!state.slots[slot])return;ask('restore','restore'+slot,slot);});by('pick'+slot).addEventListener('change',()=>{if(!current())return;change();});}\nby('compare').addEventListener('click',()=>{if(!current())return;change();const a=state.slots.A,b=state.slots.B;if(!by('pickA').checked||!by('pickB').checked||!a||!b){say('Choose both actually kept versions. A missing version stays missing.');return;}draw(by('compare-output'),a,'Version A · keep '+a.edition,scopes.all);draw(by('compare-output'),b,'Version B · keep '+b.edition,scopes.all);say('Complete kept identities and words. You choose a feature; no score or improvement is inferred.');});\nby('clear').addEventListener('click',()=>ask('clear','clear'));\nby('newjob').addEventListener('click',()=>ask('newjob','newjob',null,state.job));\nby('job').addEventListener('change',()=>{if(!current()){by('job').value=state.job;return;}const requested=by('job').value;if(!jobs[requested]||requested===state.job){by('job').value=state.job;return;}cancelPending();ask('newjob','job',null,requested);});\nby('cancel').addEventListener('click',()=>{if(!state.pending)return;cancelPending(true);state.revision++;say('Cancelled. Exact current words, view, output and both versions remain.');});\nby('confirm').addEventListener('click',()=>{if(!current()||!state.pending)return;const p=state.pending;if(p.revision!==state.revision||(p.slot&&(!state.slots[p.slot]||state.slots[p.slot].edition!==p.old))){cancelPending(true);return;}state.pending=null;by('confirmation').hidden=true;change();if(p.kind==='replace'){store(p.slot,p.snapshot);by(p.invoker).focus();say('Only version '+p.slot+' was replaced with the reviewed draft.');return;}if(p.kind==='restore'){const v=state.slots[p.slot];fields.forEach((f,i)=>f.value=v.values[i]);state.job=v.job;state.view=v.view;by('support-notes').value=v.support;by('job').value=state.job;by('view').value=state.view;say('The exact kept words, job, view and support note are restored. Both kept versions remain.');}else{fields.forEach(f=>f.value='');by('support-notes').value='';if(p.kind==='newjob'){state.job=p.requested;state.view='show';by('job').value=state.job;by('view').value=state.view;say('New job. Current words are empty; both kept versions remain.');}else say('Current words are empty; both kept versions remain.');}state.index=0;state.one=false;visible();slotLabels();focusField();});\nby('view').addEventListener('change',()=>{if(!current()){by('view').value=state.view;return;}const v=by('view').value;if(!scopes[v])return;change();state.view=v;state.index=0;state.one=false;visible();focusField();});\nfor(const [id,one]of [['all-fields',false],['one',true]])by(id).addEventListener('click',()=>{if(!current())return;change();state.one=one;visible();focusField();});\nfor(const [id,delta]of [['previous',-1],['next',1]])by(id).addEventListener('click',()=>{if(!current()||!state.one)return;change();state.index=Math.max(0,Math.min(scopes[state.view].length-1,state.index+delta));visible();focusField();});\nfunction displaySource(){for(let i=1;i<=8;i++)by('story-O'+String(i).padStart(2,'0')).hidden=state.sourceId!=='O'+String(i).padStart(2,'0');by('source-heading').textContent='Ordinary story '+state.sourceId;}\nby('ordinary-select').addEventListener('change',()=>{const id=by('ordinary-select').value;if(!/^O0[1-8]$/.test(id))return;change(false);state.sourceId=id;if(state.source){displaySource();by('source-heading').focus();}});\nby('read-source').addEventListener('click',()=>{if(state.source)return;state.backField=scopes[state.view][state.one?state.index:0];change(false);state.source=true;by('draft-panel').hidden=true;by('source-panel').hidden=false;displaySource();lockSource();by('source-heading').focus();say('Full ordinary story and alternative. All your words, selected question, view and kept versions remain.');});\nby('back-source').addEventListener('click',()=>{if(!state.source)return;change(false);state.source=false;by('draft-panel').hidden=false;by('source-panel').hidden=true;lockSource();const f=fields[state.backField];if(f&&f.isConnected!==false&&!f.disabled&&by('group'+state.backField)&&!by('group'+state.backField).hidden)f.focus();else by('view-heading').focus();say('Back to your exact question and words.');});\nby('print').addEventListener('click',()=>window.print());\ndocument.addEventListener('keydown',e=>{if(e.key==='Escape'&&state.pending){e.preventDefault();cancelPending(true);state.revision++;say('Cancelled. Current words and both kept versions remain.');}});\nwindow.addEventListener('pagehide',reset);window.addEventListener('pageshow',reset);\nby('tool-controls').hidden=false;by('print').hidden=false;reset();\n",
    "interactive/index.html": "<!doctype html>\n<html lang=\"en-AU\"><head><meta charset=\"utf-8\"><meta name=\"viewport\" content=\"width=device-width,initial-scale=1\"><title>Display Play Bench · SubjectNest</title><link rel=\"stylesheet\" href=\"../style.css\"><script src=\"app.js\" defer></script></head><body><a class=\"skip\" href=\"#main\">Skip to your work</a><header><a href=\"../README.html\">SubjectNest · Make a fold-flat display</a></header><main id=\"main\"><h1>Display Play Bench</h1><p>Start with your own job. All nine spaces are empty. Keep plans, actual reports and unanswered questions separate. Drawing, directing, sign, AAC or the paper twin also work.</p><p class=\"warning\">This is temporary page memory. Leaving or reloading loses the draft and kept versions. Keep a private paper copy if useful. No upload or account.</p><div id=\"tool-controls\" class=\"toolbar\" hidden><label for=\"job\">Choose a job invitation</label><select id=\"job\"><option value=\"private-picture\">Private picture</option><option value=\"pretend-label\">Pretend label</option><option value=\"story-sign\">Story sign</option><option value=\"private-choice\">Private choice cue</option><option value=\"my-own-job\">My own job</option></select><button id=\"newjob\" type=\"button\">Start this job again</button><label for=\"view\">Choose a work view</label><select id=\"view\"><option value=\"show\">My show</option><option value=\"steps\">My steps</option><option value=\"check\">My check</option><option value=\"keep\">My keep</option><option value=\"all\">All my words</option></select><button id=\"all-fields\" type=\"button\">All questions in this view</button><button id=\"one\" type=\"button\">One question</button><button id=\"previous\" type=\"button\">Previous</button><button id=\"next\" type=\"button\">Next</button><label for=\"ordinary-select\">Optional ordinary story</label><select id=\"ordinary-select\"><option value=\"O01\">O01 · A private creature picture</option><option value=\"O02\">O02 · A known classroom label, if it really is known</option><option value=\"O03\">O03 · A pretend stall price face</option><option value=\"O04\">O04 · A quiet choice cue</option><option value=\"O05\">O05 · A pretend animal information face</option><option value=\"O06\">O06 · A fold-flat story landmark</option><option value=\"O07\">O07 · An invented gallery card</option><option value=\"O08\">O08 · A useful private handover</option></select><button id=\"read-source\" type=\"button\">Read the whole ordinary story</button></div><section id=\"draft-panel\"><h2 id=\"view-heading\" tabindex=\"-1\">All my words</h2><p id=\"position\" aria-live=\"polite\"></p><section id=\"group0\" data-tool-group=\"true\"><label for=\"field0\">My display job</label><textarea id=\"field0\" aria-label=\"My display job\" maxlength=\"2400\"></textarea></section><section id=\"group1\" data-tool-group=\"true\"><label for=\"field1\">My show view or position</label><textarea id=\"field1\" aria-label=\"My show view or position\" maxlength=\"2400\"></textarea></section><section id=\"group2\" data-tool-group=\"true\"><label for=\"field2\">My two ideas and choice</label><textarea id=\"field2\" aria-label=\"My two ideas and choice\" maxlength=\"2400\"></textarea></section><section id=\"group3\" data-tool-group=\"true\"><label for=\"field3\">My material and actor</label><textarea id=\"field3\" aria-label=\"My material and actor\" maxlength=\"2400\"></textarea></section><section id=\"group4\" data-tool-group=\"true\"><label for=\"field4\">My first and next step</label><textarea id=\"field4\" aria-label=\"My first and next step\" maxlength=\"2400\"></textarea></section><section id=\"group5\" data-tool-group=\"true\"><label for=\"field5\">My check question</label><textarea id=\"field5\" aria-label=\"My check question\" maxlength=\"2400\"></textarea></section><section id=\"group6\" data-tool-group=\"true\"><label for=\"field6\">My actual report or open result</label><textarea id=\"field6\" aria-label=\"My actual report or open result\" maxlength=\"2400\"></textarea></section><section id=\"group7\" data-tool-group=\"true\"><label for=\"field7\">My stored view and wanted content</label><textarea id=\"field7\" aria-label=\"My stored view and wanted content\" maxlength=\"2400\"></textarea></section><section id=\"group8\" data-tool-group=\"true\"><label for=\"field8\">My keep/change reason and next question</label><textarea id=\"field8\" aria-label=\"My keep/change reason and next question\" maxlength=\"2400\"></textarea></section><label for=\"support-notes\">Optional note about actual help (keep it general)</label><input id=\"support-notes\" type=\"text\" maxlength=\"600\" autocomplete=\"off\"><div class=\"toolbar\"><button id=\"preview\" type=\"button\">Show my words</button><button id=\"keepA\" type=\"button\">Keep version A</button><button id=\"keepB\" type=\"button\">Keep version B</button><button id=\"restoreA\" type=\"button\">Restore A</button><button id=\"restoreB\" type=\"button\">Restore B</button><button id=\"clear\" type=\"button\">Clear current words</button></div><p id=\"slotA\"></p><p id=\"slotB\"></p><label><input id=\"pickA\" type=\"checkbox\">Choose kept A</label><label><input id=\"pickB\" type=\"checkbox\">Choose kept B</label><button id=\"compare\" type=\"button\">Compare my two kept versions</button><section id=\"confirmation\" hidden><h2 id=\"confirm-label\"></h2><button id=\"confirm\" type=\"button\">Confirm the named change</button><button id=\"cancel\" type=\"button\">Cancel</button></section></section><section id=\"source-panel\"><h2 id=\"source-heading\" tabindex=\"-1\">Ordinary stories</h2><button id=\"back-source\" type=\"button\">Back to my exact question</button><article id=\"story-O01\" class=\"source-story\"><h3>O01 · A private creature picture</h3><p>Pia invents a moon creature and wants to find its picture on her table. Her first proposal is a flat whole-sheet face with the creature mark in the middle. Her second proposal bends one broad side so that a face might stand. Pia chooses the flat idea because she wants to look down while drawing. Neither proposal has been made or checked; the drawing supplies no stand-up result.</p><h4>Full picture alternative</h4><p>Left is Pia’s flat-face proposal with an invented moon-creature mark. Middle is Pia’s broad-side-bend proposal with the same mark; it is a proposal, not observed standing. Right states that Pia chooses flat for looking down. All panels remain unmade and untested; no performance result is pictured.</p><a href=\"../aids/V01-alternative.html\">Original picture and complete source</a></article><article id=\"story-O02\" class=\"source-story\"><h3>O02 · A known classroom label, if it really is known</h3><p>Uli says, “I know the name label on our classroom shelf. I looked at its folded base today.” Uli’s fictional arranger says, “I folded it so the name faces the shelf front.” In a different original sketch, a broad face has a base but there is no arranger account. These are supplied fictional sources, not this learner’s familiarity or a real shelf observation.</p><h4>Full picture alternative</h4><p>The first panel shows the fictional broad label’s front and bent base. The second repeats the arranger’s exact reason from O02 in a separately labelled account. The third shows a new broad-face drawing with no maker explanation. Nothing identifies the learner as familiar with any real object.</p><a href=\"../aids/V02-alternative.html\">Original picture and complete source</a></article><article id=\"story-O03\" class=\"source-story\"><h3>O03 · A pretend stall price face</h3><p>Bo draws a made-up stall label for one imaginary fruit. One idea lies on the table; another opens as two wings. The price is invented and is not a real shop price. Bo chooses the wing idea to show the mark at an angle but has not made it. The story gives no result about whether the wings stand.</p><h4>Full picture alternative</h4><p>Left is a flat proposed card; right has a front face and two proposed broad side wings. Both are drawings for Bo’s invented stall-label job. PRETEND marks the fictional price role. No actual arrangement, transaction, customer or standing check is supplied.</p><a href=\"../aids/V03-alternative.html\">Original picture and complete source</a></article><article id=\"story-O04\" class=\"source-story\"><h3>O04 · A quiet choice cue</h3><p>Dee wants a pretend quiet-choice cue with one broad picture. Dee directs an adult, Paz, to mark the picture on a whole sheet. Paz actually marks it in this fictional account; Dee supplies the picture idea. Dee then describes a possible fold. Nobody folds or tests that proposal in the source.</p><h4>Full picture alternative</h4><p>The idea panel attributes the cue choice and direction to Dee. The action panel attributes actual marking to Paz. A separate proposed-step panel states that Dee describes a fold which nobody performs. No picture claims Dee physically marked or folded the sheet.</p><a href=\"../aids/V04-alternative.html\">Original picture and complete source</a></article><article id=\"story-O05\" class=\"source-story\"><h3>O05 · A pretend animal information face</h3><p>Ena invents an animal and wants its mark visible while telling a story. In the fiction Ena places a folded sheet on an agreed table; the face tips over once. Ena likes the large mark but gives no new base or second trial. There is no actual animal handling or fact about real animal care.</p><h4>Full picture alternative</h4><p>Ena places a folded face in the supplied fictional account. A labelled arrow shows its one tip in that check. A separate rectangle records liking the large invented animal mark. No new base, second check, actual animal handling or universal display conclusion is pictured.</p><a href=\"../aids/V05-alternative.html\">Original picture and complete source</a></article><article id=\"story-O06\" class=\"source-story\"><h3>O06 · A fold-flat story landmark</h3><p>Fin’s original drawing shows a pretend story sign: a front face with one hill mark and two broad sides. Fin proposes folding the sides inward to keep it flatter. Fin has not closed or reopened the model. The picture does not reveal whether the hill mark would be hidden in that stored arrangement.</p><h4>Full picture alternative</h4><p>Left is Fin’s original proposed story-sign view: front hill mark and two broad wings. Right states the proposed inward folding action in words; it does not show a claimed post-fold outcome. The source supplies no closing, reopening or result about whether the mark would be hidden.</p><a href=\"../aids/V06-alternative.html\">Original picture and complete source</a></article><article id=\"story-O07\" class=\"source-story\"><h3>O07 · An invented gallery card</h3><p>Gia makes an original card for a pretend gallery; it carries Gia’s own spiral mark, not an imported artwork or cultural motif. Gia changes a proposed base from narrow to wider because Gia hopes the face might stand. The revised drawing is untried. The real F1 museum note can prompt a display question but supplies no result about Gia’s model.</p><h4>Full picture alternative</h4><p>Gia’s two proposed drawings carry the same original spiral mark; the base changes from narrow to wider. The wider base is a hoped-for standing idea. Neither an actual revised product nor an observed improvement is shown. A linked museum note cannot supply this model’s result.</p><a href=\"../aids/V07-alternative.html\">Original picture and complete source</a></article><article id=\"story-O08\" class=\"source-story\"><h3>O08 · A useful private handover</h3><p>Hao keeps a pretend display guide: “My face shows my own star mark. Put the flat sheet in my chosen place.” Hao offers it to a willing fictional adult, Ren, who replies, “I found the sheet.” Ren does not say that the whole display worked. Another original guide remains unshared. No actual recipient is required for this learner.</p><h4>Full picture alternative</h4><p>One guide shows Hao’s invented star-mark face and proposed first placement words. Ren’s separate fictional reply says only “I found the sheet.” A different guide remains unshared and has no reply. The drawing supplies no standing, reading or all-user success.</p><a href=\"../aids/V08-alternative.html\">Original picture and complete source</a></article></section><section id=\"preview-output\" class=\"own-output\" aria-label=\"Current own words\"></section><section id=\"compare-output\" class=\"own-output\" aria-label=\"Two kept own versions\"></section><p id=\"status\" role=\"status\"></p><button id=\"print\" type=\"button\" hidden>Print my page</button><p><a href=\"PAPER.html\">Paper twin</a> · <a href=\"../teacher/LOCAL.html\">Adult local-source review</a> · <a href=\"../SOURCE-NOTICE.html\">Sources and reuse</a></p></main></body></html>\n",
    "national/CORE.json": "[\n  {\n    \"sheet\": \"sheet1\",\n    \"row\": 19722,\n    \"cells\": [\n      {\n        \"r\": \"A19722\",\n        \"type\": \"s\",\n        \"value\": \"Technologies\",\n        \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"A19722\\\" t=\\\"s\\\" s=\\\"0\\\"><ns0:v>36584</ns0:v></ns0:c>\"\n      },\n      {\n        \"r\": \"B19722\",\n        \"type\": \"s\",\n        \"value\": \"Design and Technologies\",\n        \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"B19722\\\" t=\\\"s\\\"><ns0:v>36586</ns0:v></ns0:c>\"\n      },\n      {\n        \"r\": \"C19722\",\n        \"type\": \"s\",\n        \"value\": \"Foundation Year\",\n        \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"C19722\\\" t=\\\"s\\\"><ns0:v>17</ns0:v></ns0:c>\"\n      },\n      {\n        \"r\": \"D19722\",\n        \"type\": \"s\",\n        \"value\": \"<p>Learning in Design and Technologies builds on the Early Years Learning Framework, and each student’s prior learning and experiences.</p><p>By the end of Foundation students should have had the opportunity to create at least one type of designed solution for one of the technologies contexts or one identified by the school. 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\"type\": \"s\",\n          \"value\": \"TECTDEFYKNO_1\",\n          \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"E19724\\\" t=\\\"s\\\"><ns0:v>36592</ns0:v></ns0:c>\"\n        },\n        {\n          \"r\": \"I19724\",\n          \"type\": \"s\",\n          \"value\": \"Technologies and society\",\n          \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"I19724\\\" t=\\\"s\\\"><ns0:v>36591</ns0:v></ns0:c>\"\n        }\n      ],\n      \"values\": {\n        \"A\": \"Technologies\",\n        \"B\": \"Design and Technologies\",\n        \"C\": \"Foundation Year\",\n        \"E\": \"TECTDEFYKNO_1\",\n        \"I\": \"Technologies and society\"\n      }\n    },\n    {\n      \"sheet\": \"sheet1\",\n      \"row\": 19725,\n      \"cells\": [\n        {\n          \"r\": \"A19725\",\n          \"type\": \"s\",\n          \"value\": \"Technologies\",\n          \"xml\": \"<ns0:c 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t=\\\"s\\\"><ns0:v>36594</ns0:v></ns0:c>\"\n        },\n        {\n          \"r\": \"J19725\",\n          \"type\": \"s\",\n          \"value\": \"explore how familiar products, services and environments are designed by people\",\n          \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"J19725\\\" t=\\\"s\\\"><ns0:v>36593</ns0:v></ns0:c>\"\n        }\n      ],\n      \"values\": {\n        \"A\": \"Technologies\",\n        \"B\": \"Design and Technologies\",\n        \"C\": \"Foundation Year\",\n        \"E\": \"AC9TDEFK01\",\n        \"J\": \"explore how familiar products, services and environments are designed by people\"\n      }\n    },\n    {\n      \"sheet\": \"sheet1\",\n      \"row\": 19726,\n      \"cells\": [\n        {\n          \"r\": \"A19726\",\n          \"type\": \"s\",\n          \"value\": \"Technologies\",\n          \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" 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     \"type\": \"s\",\n          \"value\": \"<p>identifying how First Nations Australians have long designed and produced domestic items including clothing, tools and shelter, for example the Lamalama Peoples of the eastern Cape York Peninsula weave the reddish coloured fibres from <em>Acacia latifolia</em> alternately with white coloured fibres from <em>Brachychiton diversifolium</em> to produce a striped woven bag</p>\",\n          \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"K19726\\\" t=\\\"s\\\"><ns0:v>36595</ns0:v></ns0:c>\"\n        }\n      ],\n      \"values\": {\n        \"A\": \"Technologies\",\n        \"B\": \"Design and Technologies\",\n        \"C\": \"Foundation Year\",\n        \"E\": \"AC9TDEFK01_E1\",\n        \"K\": \"<p>identifying how First Nations Australians have long designed and produced domestic items including clothing, tools and shelter, for example the Lamalama Peoples of the eastern Cape York Peninsula weave the reddish coloured fibres from <em>Acacia latifolia</em> alternately with white coloured fibres from <em>Brachychiton diversifolium</em> to produce a striped woven bag</p>\"\n      }\n    },\n    {\n      \"sheet\": \"sheet1\",\n      \"row\": 19727,\n      \"cells\": [\n        {\n          \"r\": \"A19727\",\n          \"type\": \"s\",\n          \"value\": \"Technologies\",\n          \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"A19727\\\" t=\\\"s\\\" s=\\\"0\\\"><ns0:v>36584</ns0:v></ns0:c>\"\n        },\n        {\n          \"r\": \"B19727\",\n          \"type\": \"s\",\n          \"value\": \"Design and Technologies\",\n          \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"B19727\\\" t=\\\"s\\\"><ns0:v>36586</ns0:v></ns0:c>\"\n        },\n        {\n          \"r\": \"C19727\",\n          \"type\": \"s\",\n          \"value\": \"Foundation Year\",\n          \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"C19727\\\" t=\\\"s\\\"><ns0:v>17</ns0:v></ns0:c>\"\n        },\n        {\n          \"r\": \"E19727\",\n          \"type\": \"s\",\n          \"value\": \"AC9TDEFK01_E2\",\n          \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"E19727\\\" t=\\\"s\\\"><ns0:v>36598</ns0:v></ns0:c>\"\n        },\n        {\n          \"r\": \"K19727\",\n          \"type\": \"s\",\n          \"value\": \"exploring how local delivery services meet different needs of people, for example describing how gift packages can be sent to and from people who live in different locations and how online shopping items arrive at a person’s home\",\n          \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"K19727\\\" t=\\\"s\\\"><ns0:v>36597</ns0:v></ns0:c>\"\n        }\n      ],\n      \"values\": {\n        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\"value\": \"Design and Technologies\",\n          \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"B19735\\\" t=\\\"s\\\"><ns0:v>36586</ns0:v></ns0:c>\"\n        },\n        {\n          \"r\": \"C19735\",\n          \"type\": \"s\",\n          \"value\": \"Foundation Year\",\n          \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"C19735\\\" t=\\\"s\\\"><ns0:v>17</ns0:v></ns0:c>\"\n        },\n        {\n          \"r\": \"E19735\",\n          \"type\": \"s\",\n          \"value\": \"AC9TDEFP01_E2\",\n          \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"E19735\\\" t=\\\"s\\\"><ns0:v>36614</ns0:v></ns0:c>\"\n        },\n        {\n          \"r\": \"K19735\",\n          \"type\": \"s\",\n          \"value\": \"exploring ideas by drawing or modelling and choosing the most suitable idea, for example drawing or modelling designs 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\"assembling components of systems and checking they function as planned, for example making and testing a bowling, stacking or obstacle game with discarded food containers or packaging\"\n      }\n    },\n    {\n      \"sheet\": \"sheet2\",\n      \"row\": 246,\n      \"cells\": [\n        {\n          \"r\": \"A246\",\n          \"type\": \"s\",\n          \"value\": \"Technologies\",\n          \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"A246\\\" t=\\\"s\\\" s=\\\"0\\\"><ns0:v>36584</ns0:v></ns0:c>\"\n        },\n        {\n          \"r\": \"B246\",\n          \"type\": \"s\",\n          \"value\": \"Design and Technologies\",\n          \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"B246\\\" t=\\\"s\\\" s=\\\"0\\\"><ns0:v>36586</ns0:v></ns0:c>\"\n        },\n        {\n          \"r\": \"C246\",\n          \"type\": \"s\",\n          \"value\": \"\",\n          \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"C246\\\" t=\\\"s\\\" s=\\\"0\\\"><ns0:v>13</ns0:v></ns0:c>\"\n        },\n        {\n          \"r\": \"D246\",\n          \"type\": \"s\",\n          \"value\": \"\",\n          \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"D246\\\" t=\\\"s\\\" s=\\\"0\\\"><ns0:v>13</ns0:v></ns0:c>\"\n        },\n        {\n          \"r\": \"E246\",\n          \"type\": \"s\",\n          \"value\": \"Foundation Year\",\n          \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"E246\\\" t=\\\"s\\\" s=\\\"0\\\"><ns0:v>17</ns0:v></ns0:c>\"\n        },\n        {\n          \"r\": \"F246\",\n          \"type\": \"s\",\n          \"value\": \"By the end of Foundation students identify familiar products, services and environments. They create a designed solution for a school-selected context. Students create, communicate and choose design ideas. They follow steps and use materials and equipment to safely make a designed solution.\",\n          \"xml\": \"<ns0:c xmlns:ns0=\\\"http://schemas.openxmlformats.org/spreadsheetml/2006/main\\\" r=\\\"F246\\\" t=\\\"s\\\" s=\\\"0\\\"><ns0:v>40511</ns0:v></ns0:c>\"\n        }\n      ],\n      \"values\": {\n        \"A\": \"Technologies\",\n        \"B\": \"Design and Technologies\",\n        \"C\": \"\",\n        \"D\": \"\",\n        \"E\": \"Foundation Year\",\n        \"F\": \"By the end of Foundation students identify familiar products, services and environments. They create a designed solution for a school-selected context. Students create, communicate and choose design ideas. They follow steps and use materials and equipment to safely make a designed solution.\"\n      }\n    }\n  ],\n  \"scope\": \"Actual fresh whole workbook fetched in memory; all19 Foundation Design selected rows/each present cell independently reconstructed and compared. Complete workbook layouts not personally viewed; full selected meanings read separately. Whole workbook not shipped or retained in this owned intake.\"\n}\n",
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  },
  "case_contract": [
    {
      "components": [
        {
          "criterion": "An own specific display purpose and a feature/position linked to it. Copying “a display” alone leaves the relationship open; a communicated plan is not an observed product.",
          "id": "A-first-A1",
          "next_account": "Tavi’s unrelated original star-card plan has a large front face because Tavi wants to find the star while looking down. No card is made or tried.",
          "next_observable": "Next evidence is the child’s own linked feature for the new job, not repeating Nuri’s comet wording.",
          "next_teaching": "Point to Tavi’s wanted action and its face; ask how they connect. Then offer a new own picture job and capture one purpose-feature link before another model.",
          "prompt": "What would your own display help the viewer do? Show or tell one face or position that serves that job.",
          "worked": "For example, “My comet mark faces the agreed looking place so the viewer can find it.” Other workable purpose-feature links may fit; no particular fold or standing result is required."
        },
        {
          "criterion": "Two own proposed forms/layouts with a meaningful difference in support, position, view or action. Two renamed copies or decoration-only changes need further teaching; neither must be manufactured.",
          "id": "A-first-A2",
          "next_account": "Uma’s unrelated pretend café label has a flat proposal for looking down and a side-wing proposal for looking from the table edge. Both are untried drawings.",
          "next_observable": "Next evidence is a described meaningful difference between two own new proposals, with their untested status retained.",
          "next_teaching": "Compare which relationship changes in Uma’s two ideas. Ask for a new own display job with two action/form alternatives; preserve ideas before showing any held later source.",
          "prompt": "Create two meaningfully different arrangements for this comet-display job. What would change for a viewer or maker?",
          "worked": "An own flat face and a face with a proposed bent base might change looking position/support. Different valid arrangements are acceptable; neither is declared stable."
        },
        {
          "criterion": "An actual own choice tied to purpose, preference or genuine available material. A reason may be subjective; it does not require proving function or choosing the staff model.",
          "id": "A-first-A3",
          "next_account": "Vee prefers the broad face in a fictional flower-card drawing because Vee likes room for the invented picture. Vee records no use result.",
          "next_observable": "Next evidence is one own reason at its stated scope, rather than a prescribed winner or copied preference.",
          "next_teaching": "Read Vee’s preference and distinguish it from “it stood.” Invite a new own choice and reason, without demanding a functional trial or positive verdict.",
          "prompt": "Choose one of your ideas, combine them, or choose neither. Give your own reason.",
          "worked": "“I choose my flat face because I want to look down at my mark” is one possible reason. A different reason or neither with a revised purpose can be useful."
        },
        {
          "criterion": "Material/action/location/actor steps that relate to the chosen whole-sheet form. Real materials/actions require adult local checks; a proposed actor or directed helper is not actual child making.",
          "id": "A-first-A4",
          "next_account": "Wen’s fictional adult checks a whole blank dot sheet. Wen proposes marking the dot near one edge, then placing that face on a table; nobody makes the proposal.",
          "next_observable": "Next evidence is an exact own material/actor/action sequence and, separately, any actually observed suitable learner making.",
          "next_teaching": "Name Wen’s material, action, where and proposed actor. Model one unrelated first action only if suitable, then invite a new own next step and its status.",
          "prompt": "Name a suitable proposed material, who would act, and a specific first/next step for your chosen idea.",
          "worked": "“After an adult checks our whole paper, I would mark my comet on the front; then I would place it at my chosen position” is one proposed sequence. A wanted suitable fold can be described without claiming it occurred."
        }
      ],
      "eligibility": "Actual purpose→feature, meaningful alternatives, choice/reason, material/actor/first-next instruction teaching (Days191,193,194 or equivalent); neutral reading/usual access; source/keys unexposed.",
      "headings": [
        "My component 1: What would your own display help the viewer do? Show or tell one face or position that serves that job.",
        "My component 2: Create two meaningfully different arrangements for this comet-display job. What would change for a viewer or maker?",
        "My component 3: Choose one of your ideas, combine them, or choose neither. Give your own reason.",
        "My component 4: Name a suitable proposed material, who would act, and a specific first/next step for your chosen idea."
      ],
      "name": "A-first",
      "questions": [
        "What would your own display help the viewer do? Show or tell one face or position that serves that job.",
        "Create two meaningfully different arrangements for this comet-display job. What would change for a viewer or maker?",
        "Choose one of your ideas, combine them, or choose neither. Give your own reason.",
        "Name a suitable proposed material, who would act, and a specific first/next step for your chosen idea."
      ],
      "source": "Original fiction. Nuri wants a display to show one invented comet mark to someone looking from an agreed tabletop position. One whole blank paper sheet is available in the story; it will stay uncut. Nuri may propose a flat, folded or another communicated arrangement. No idea has been supplied, no sheet has been marked or folded, and nobody has checked a result. The story’s available sheet is not local approval of a learner’s actual materials.",
      "title": "A comet face"
    },
    {
      "components": [
        {
          "criterion": "Own purpose-feature/view relationship for this changed table-edge job, with storage a proposed additional constraint rather than assumed success.",
          "id": "A-later-A1",
          "next_account": "Xia’s unrelated fictional moon-sign job is to find a mark from a selected side of a table. Xia draws a proposed face towards that side and leaves its result open.",
          "next_observable": "Next evidence is a new own purpose-position relationship, with any real visibility observation recorded separately.",
          "next_teaching": "Locate Xia’s desired viewer action and planned position, then ask for a new own job’s feature connection; do not rehearse Ora’s answer.",
          "prompt": "Give an own purpose for showing the shell pattern and a face/position that connects to that purpose.",
          "worked": "An own face aimed towards the chosen looking place with “so the pattern can be found there” may fit. The child chooses the form; no guaranteed visibility is inferred."
        },
        {
          "criterion": "Two own meaningful alternatives responding to the changed purpose/constraint. A single drawing with different colours does not establish a second operation; no physical flattening is claimed from sketches.",
          "id": "A-later-A2",
          "next_account": "Yun draws an unrelated two-picture gallery plan: two separate flat faces, or a broad winged face that would be flattened. Both are unmade.",
          "next_observable": "Next evidence is an explicit changed relationship in own alternatives, not a duplicate of a held design.",
          "next_teaching": "Use Yun’s two proposals to identify what the viewer or keeper would do differently. Invite alternatives for a separate own picture job and retain them before later feedback.",
          "prompt": "Create two different arrangements for showing the pattern and putting the parts flatter. Explain a real form/action difference.",
          "worked": "One proposed joined-looking pair of faces and another separate flat-face layout might differ in viewing/storage action; other purposeful alternatives can fit without joining or cutting."
        },
        {
          "criterion": "Actual own choice/reason that considers the shell-pattern viewing or keeping job, personal preference or available material without a forced best answer.",
          "id": "A-later-A3",
          "next_account": "Zoe keeps a fictional wide landscape face because Zoe wants room for the invented scene; Zoe asks rather than assumes whether it will fold to fit the agreed space.",
          "next_observable": "Next evidence is an own supported reason and an honest open constraint, not an official grade.",
          "next_teaching": "Separate Zoe’s chosen reason from the unanswered storage question; offer a new own choice and ask for its intended job.",
          "prompt": "Choose a form, combine ideas, or reject them. Why does the choice fit your purpose or preference?",
          "worked": "“I would keep two flat parts separate because I want to choose their position” is a possible reason. Different own reasons may be suitable; this is not a prescribed solution."
        },
        {
          "criterion": "Specific proposed material and actor/actions for the own form and keeping relationship. Safe practical performance is assessed only if the learner actually performs locally suitable steps.",
          "id": "A-later-A4",
          "next_account": "Ari proposes a separate original animal-card job: mark a broad face, place it flat, and keep the whole face on an agreed shelf. No action is performed in the account.",
          "next_observable": "Next evidence is own precise steps plus a separately observed practical contribution when genuinely available.",
          "next_teaching": "Identify Ari’s exact actions and who would act. For a different own job, ask for one making/arranging and one keeping step; offer actual making only if suitable and wanted.",
          "prompt": "Communicate material/actor steps to make or arrange your idea, and one step for keeping the parts flatter.",
          "worked": "The child could propose marking an agreed face, placing it for viewing, then moving or flattening appropriate whole parts. Name actors/status; no instruction to damage wanted work."
        }
      ],
      "eligibility": "A-first matching selected originals actually retained, precise intervening teaching for the selected relationship, actual interval/access/exposure recorded; genuinely new current source unexposed. Not automatic Day200 eligibility.",
      "headings": [
        "My component 1: Give an own purpose for showing the shell pattern and a face/position that connects to that purpose.",
        "My component 2: Create two different arrangements for showing the pattern and putting the parts flatter. Explain a real form/action difference.",
        "My component 3: Choose a form, combine ideas, or reject them. Why does the choice fit your purpose or preference?",
        "My component 4: Communicate material/actor steps to make or arrange your idea, and one step for keeping the parts flatter."
      ],
      "name": "A-later",
      "questions": [
        "Give an own purpose for showing the shell pattern and a face/position that connects to that purpose.",
        "Create two different arrangements for showing the pattern and putting the parts flatter. Explain a real form/action difference.",
        "Choose a form, combine ideas, or reject them. Why does the choice fit your purpose or preference?",
        "Communicate material/actor steps to make or arrange your idea, and one step for keeping the parts flatter."
      ],
      "source": "Original fiction. Ora wants a small display showing Ora’s invented shell pattern at a chosen table-edge viewing position, and wants a plan for putting the display flatter afterwards. Two whole blank paper parts are available in the story; both stay uncut. Ora has not chosen a form, marked, bent or placed either part. Nobody has checked visibility, standing or storage. Any own plan must name its proposed material and actors; a viewer or result must not be invented.",
      "title": "A shell-pattern face"
    },
    {
      "components": [
        {
          "criterion": "Len supplies choice/direction; Ren actually marks and places; the described bend is unperformed. Do not infer Len’s physical making or a folded result.",
          "id": "B-first-B1",
          "next_account": "Bea chooses a fictional dot for a label and directs adult Cal, who marks it. Bea describes a lower fold but nobody folds it.",
          "next_observable": "Next evidence is accurate actor/status separation and any separately observed real learner action, not memorising Len/Ren.",
          "next_teaching": "Trace Bea’s idea and Cal’s physical operation separately, then compare with a new ordinary own directed job. Keep helper contribution and child contribution distinct.",
          "prompt": "Who contributed the design idea, who physically acted, and which proposed action remains unperformed in this source?",
          "worked": "Len chose/directed the wave; Ren marked and placed flat. The bend stays a proposal. Correct source attribution is not observation of this learner’s practical skill."
        },
        {
          "criterion": "Specific own material→actor→action/location related to an own purpose. Real suitability must be locally checked; no mandatory fold or physical product.",
          "id": "B-first-B2",
          "next_account": "Cato’s fictional adult-approved plain sheet waits on a table. Cato proposes a flower mark near its front edge and asks an adult to make that mark; it is unperformed.",
          "next_observable": "Next evidence is an own precise instruction with material and actor, and honest practical status.",
          "next_teaching": "Model one exact instruction from Cato’s separate account, keeping proposal and performance apart. Invite an own new purpose and action/location.",
          "prompt": "For an own wave-display idea, name a material, proposed actor and an exact action/location.",
          "worked": "“I would ask a checked helper to place my whole wave sheet in my chosen spot” can fit a planned flat form; more detailed own steps are also acceptable."
        },
        {
          "criterion": "A question/action linked to own purpose, with the source’s standing/viewing result absent because no check was conducted. No fabricated result or obligatory trial.",
          "id": "B-first-B3",
          "next_account": "Dani’s unrelated fictional leaf-face plan asks whether a mark faces an agreed position; nobody looks from that position. The question is retained.",
          "next_observable": "Next evidence is one own relevant check and accurate performed/unperformed/result status.",
          "next_teaching": "Identify Dani’s question, proposed actor/action and empty result. Then ask for one purpose-linked check for a new own label, with result open unless real evidence is supplied.",
          "prompt": "Choose one question and a suitable proposed check for your own display. What result is actually supplied here?",
          "worked": "“Can my wave be seen from my chosen seat? An agreeing adult could look from there.” The source supplies no completed check; the learner may also keep a no-action plan."
        },
        {
          "criterion": "Specific preference/purpose evaluation without converting the unperformed bend into a tested improvement. A keep decision is valid; no failed result required.",
          "id": "B-first-B4",
          "next_account": "Elo keeps a broad fictional cloud face because Elo likes its room. A folded alternative was only drawn; its standing result is unknown.",
          "next_observable": "Next evidence is a specific own feature/reason and an honest unknown effect, not a required redesign.",
          "next_teaching": "Read Elo’s reason and separate it from a functional result. Offer a different own card decision and ask which effect is still a question.",
          "prompt": "Choose a feature to keep or change in an own idea. Explain your reason and what remains unknown.",
          "worked": "“I would keep my large wave face because I like its space; I still want to ask whether it can be seen” is one possibility. Other own reasons can fit."
        }
      ],
      "eligibility": "Actual actor/design/practical evidence distinction and exact step teaching; B3 additionally needs purpose-linked check teaching (Day196 or equivalent); B4 preference/result/unknown teaching. Select only individually taught components.",
      "headings": [
        "My component 1: Who contributed the design idea, who physically acted, and which proposed action remains unperformed in this source?",
        "My component 2: For an own wave-display idea, name a material, proposed actor and an exact action/location.",
        "My component 3: Choose one question and a suitable proposed check for your own display. What result is actually supplied here?",
        "My component 4: Choose a feature to keep or change in an own idea. Explain your reason and what remains unknown."
      ],
      "name": "B-first",
      "questions": [
        "Who contributed the design idea, who physically acted, and which proposed action remains unperformed in this source?",
        "For an own wave-display idea, name a material, proposed actor and an exact action/location.",
        "Choose one question and a suitable proposed check for your own display. What result is actually supplied here?",
        "Choose a feature to keep or change in an own idea. Explain your reason and what remains unknown."
      ],
      "source": "Original fiction. Len chooses an invented wave mark and tells adult Ren where to put it on a whole paper sheet. Ren marks the wave and places the sheet flat. Len then describes a bend; no one makes that bend in this source. Nobody conducts a standing or viewing check. The source does not say that Len marked, folded or placed the paper. It gives no actual result about a folded display.",
      "title": "Who marked the wave?"
    },
    {
      "components": [
        {
          "criterion": "Tal marked/placed; Mo made one broad fold; tipping is one supplied event; the flat choice is unperformed. Do not over-credit Mo for Tal’s operations.",
          "id": "B-later-B1",
          "next_account": "Fara chooses an invented triangle; adult Gil marks it; Fara bends the lower sheet once; Gil places it. A later winged proposal is not made.",
          "next_observable": "Next evidence is precise actor attribution plus actual separately observed learner action where offered.",
          "next_teaching": "Separate Fara’s and Gil’s exact operations and the later proposal. Offer a new own making/directing opportunity and record actual operators.",
          "prompt": "Name the actual operators and the unperformed changed plan. What practical action does the source attribute to Mo?",
          "worked": "The source supplies Mo’s fold only as Mo’s physical action. It gives no flat-version performance and no real learner observation."
        },
        {
          "criterion": "Exact own proposed material/action/location and actor linked to the changed purpose; no assumption that Mo’s local fictional check approves real materials.",
          "id": "B-later-B2",
          "next_account": "Hana proposes moving an unrelated original moon face to a flat arrangement on an agreed surface. Hana names an adult helper for placement, which has not happened.",
          "next_observable": "Next evidence is an own actionable instruction and honest contribution/status.",
          "next_teaching": "Find Hana’s material, actor, action and location. Then invite a precise step for a new own display, keeping performance separate.",
          "prompt": "Communicate a material/actor/step plan for an own changed display idea.",
          "worked": "An own flat-face plan could name checked whole paper, a proposed marker and chosen position. Another suitable own form can fit; mark it proposed unless performed."
        },
        {
          "criterion": "One observed fictional tipping event is supplied for the folded setup; no flat result. Own question must relate to purpose, with next performance left open.",
          "id": "B-later-B3",
          "next_account": "Ilan’s fictional bent bird-face stays upright in one table check. Ilan then draws a different lower fold without making it; its effect is unknown.",
          "next_observable": "Next evidence is a bounded own check plus accurate supplied/unknown result, not causal proof.",
          "next_teaching": "Contrast Ilan’s performed one-event check with the untried revision. Invite a different own check question and record exact conditions only if conducted.",
          "prompt": "Give a purpose-linked question for your own next check. Which result is supplied, and which is still open?",
          "worked": "“My next question is whether my mark can be seen from my chosen place.” Mo’s folded face tipped once; the new flat setup has not been tried."
        },
        {
          "criterion": "Own reason can use the source event, purpose or preference without claiming the flat plan is already better. A choice is not a measured effect.",
          "id": "B-later-B4",
          "next_account": "Jara likes a broad invented tree mark, keeps it, and proposes a wider base after one tip. No revised base or recheck is made.",
          "next_observable": "Next evidence is specific own evaluation and honest revision/result status.",
          "next_teaching": "Separate Jara’s keep preference, purpose-linked revision and untested effect. Ask for a new own feature decision and a next question.",
          "prompt": "Choose a specific feature to keep, change or question in an own new idea and explain why.",
          "worked": "“I want to try a flat arrangement after seeing the tip, but I haven’t checked it” is one reason at correct scope. Other own decisions can fit."
        }
      ],
      "eligibility": "Matching B-first originals and genuine targeted actor/steps/check/evaluation instruction, actual interval/exposure/access conditions recorded; unexposed changed source. Components need their own taught prerequisites.",
      "headings": [
        "My component 1: Name the actual operators and the unperformed changed plan. What practical action does the source attribute to Mo?",
        "My component 2: Communicate a material/actor/step plan for an own changed display idea.",
        "My component 3: Give a purpose-linked question for your own next check. Which result is supplied, and which is still open?",
        "My component 4: Choose a specific feature to keep, change or question in an own new idea and explain why."
      ],
      "name": "B-later",
      "questions": [
        "Name the actual operators and the unperformed changed plan. What practical action does the source attribute to Mo?",
        "Communicate a material/actor/step plan for an own changed display idea.",
        "Give a purpose-linked question for your own next check. Which result is supplied, and which is still open?",
        "Choose a specific feature to keep, change or question in an own new idea and explain why."
      ],
      "source": "Original fiction. Mo chooses an invented sun mark. Adult Tal marks it on a whole sheet. Mo makes one broad fold after the story’s local check; Tal places the folded face on a table. It tips once during that stated check. Mo then chooses a flat arrangement as a new plan; nobody arranges or tries the flat version. This is a supplied fictional account, not evidence of this learner’s making, actual material approval or general stability.",
      "title": "Mo’s sun face"
    },
    {
      "components": [
        {
          "criterion": "Luz’s closing action is actual in fiction; post-closing picture visibility/protection and later opening results are unknown. Missing results do not mean the action was unperformed.",
          "id": "C-first-C1",
          "next_account": "Kori’s unrelated star face is flattened by adult Mai. A record notes only the flattening, not whether the star was still seen or a later opening occurred.",
          "next_observable": "Next evidence is accurate action/result distinction in a new source or own recorded event, not a guessed success.",
          "next_teaching": "Mark the action record and each missing result separately. Contrast with another explicitly unperformed plan, then invite an own event/status record.",
          "prompt": "Which transformation happened, and which results are not supplied?",
          "worked": "Luz closed the wings once. The source gives no picture-after or reopening result; it is not proof of damage or successful preservation."
        },
        {
          "criterion": "Two own purpose-related views with a content/form preservation relationship. Drawing a kept mark is a proposal, not a demonstrated preservation test.",
          "id": "C-first-C2",
          "next_account": "Leni draws an unrelated invented fish sign and a stored-flat plan. Leni labels the fish as content to keep, but nobody folds or stores it.",
          "next_observable": "Next evidence is own communicated form/content relationship and its actual/proposed status.",
          "next_teaching": "Point to Leni’s shown/stored relationship and retained content, then invite views for a new own card without copying the cloud wings.",
          "prompt": "Create own show and stored views, telling what wanted content you mean to keep.",
          "worked": "An own show face and flatter view that names the cloud/content to retain can fit. A different own fold/storage plan may fit; no mandatory layout."
        },
        {
          "criterion": "Specific own transformation steps tied to content/parts, proposed actor and locally suitable material. No forced dismantling or generic tidy score.",
          "id": "C-first-C3",
          "next_account": "Mori’s fictional person proposes flattening a broad lower crease while leaving an invented dot face whole. They have not performed that plan.",
          "next_observable": "Next evidence is a precise purposeful own transformation instruction, with actual operator if performed.",
          "next_teaching": "Name Mori’s particular part/action and keep condition. Invite a step for a new own display and allow a drawing if real work should remain intact.",
          "prompt": "Give material/actor steps for putting your own display flatter while keeping wanted work.",
          "worked": "“With an adult-approved whole sheet, I would flatten my proposed lower fold and keep the marked face intact” may fit an own form. Name the actor and stop if unsuitable."
        },
        {
          "criterion": "Purpose-linked next question/action about content/form after storage or reopening, without inventing the source’s missing result. A plan is valid.",
          "id": "C-first-C4",
          "next_account": "Nori’s unrelated fictional label plan asks whether its invented path mark would still be seen after one broad fold. Nobody performs the check.",
          "next_observable": "Next evidence is an own relevant check and accurate unknown/actual result, not another held-source retry.",
          "next_teaching": "Locate Nori’s question and an agreed possible actor/action; offer a different own stored-card question and leave its result open.",
          "prompt": "What one check would help you learn about your own stored design? Keep any result honest.",
          "worked": "“After suitable flattening, could my wanted mark still be found?” is one possible question. No result exists until a relevant real or attributed check is supplied."
        }
      ],
      "eligibility": "Actual show/stored view relationships, content-preservation steps and actual/proposed/missing-result teaching (Day197 plus196 or equivalent); faithful source reading and unexposed case.",
      "headings": [
        "My component 1: Which transformation happened, and which results are not supplied?",
        "My component 2: Create own show and stored views, telling what wanted content you mean to keep.",
        "My component 3: Give material/actor steps for putting your own display flatter while keeping wanted work.",
        "My component 4: What one check would help you learn about your own stored design? Keep any result honest."
      ],
      "name": "C-first",
      "questions": [
        "Which transformation happened, and which results are not supplied?",
        "Create own show and stored views, telling what wanted content you mean to keep.",
        "Give material/actor steps for putting your own display flatter while keeping wanted work.",
        "What one check would help you learn about your own stored design? Keep any result honest."
      ],
      "source": "Original fiction. Kit’s display drawing has a front face carrying an invented cloud mark and two broad wings. Kit wants it to be put flatter while keeping the wanted picture. Adult Luz actually closes the wings inward once. The source records that closing action but gives no observation of whether the cloud was visible or protected after closing, and no later opening result. Kit’s own proposed new storage design has not been supplied.",
      "title": "The cloud card closes"
    },
    {
      "components": [
        {
          "criterion": "Oren flattened once; the observer reported a mark visible in the flat arrangement. Later folded display/reading remain unknown; no all-user or next-event inference.",
          "id": "C-later-C1",
          "next_account": "Pela flattens an unrelated fictional flower card. A helper reports one flower mark seen in that flat arrangement; a later folded use is not recorded.",
          "next_observable": "Next evidence is precise bounded action/report and an open next event, not a universal conclusion.",
          "next_teaching": "Underline the exact observer/event scope, then ask a new ordinary event question and distinguish what remains unknown.",
          "prompt": "Which action and bounded result are supplied? What later event stays unknown?",
          "worked": "The source supports that one flat-view visibility report. It does not say a reopened folded face stood or a person read the message."
        },
        {
          "criterion": "Own different-purpose views with a meaningful content/form connection; no copy requirement or automatic practical success from the source.",
          "id": "C-later-C2",
          "next_account": "Qin draws an unrelated book-choice picture face and a flat plan with the same invented picture. Qin has not made either.",
          "next_observable": "Next evidence is own communicated relationship, with separately observed production only if supplied.",
          "next_teaching": "Use Qin’s retained-content relationship to teach show/stored representation, then invite a new own cue’s two views before a model.",
          "prompt": "Create own show and storage views for the new cue and explain what content you want to keep.",
          "worked": "A child could show a broad reading cue face and a flatter stored view, naming their own invented mark to retain. Other communicated solutions can fit."
        },
        {
          "criterion": "Own precise steps preserve a chosen part and acknowledge local suitability/actors. Stop/keep is a design choice; no compliance or forced flattening score.",
          "id": "C-later-C3",
          "next_account": "Rui proposes moving an original leaf picture flat rather than bending its cherished marked area. An adult would help; the proposal remains unperformed.",
          "next_observable": "Next evidence is a specific purposeful own instruction and accurate actual/proposed operator status.",
          "next_teaching": "Identify Rui’s preserve/stop condition and proposed actor, then invite an own transformation step that does not require damaging wanted work.",
          "prompt": "Give a specific material/actor/action sequence for your own chosen transformation and a wanted stop/keep condition.",
          "worked": "The child might propose flattening one checked broad bend while keeping a wanted marked face whole, then stopping at a chosen storage position. Other purposeful steps fit."
        },
        {
          "criterion": "Relevant own check about the changed display/content/view, with later standing/reading and universal effects kept open.",
          "id": "C-later-C4",
          "next_account": "Suri’s fictional flattened star card was seen once. Suri proposes checking its next angled arrangement; nobody does that second check.",
          "next_observable": "Next evidence is an own next question and accurate available-versus-needed evidence.",
          "next_teaching": "Compare Suri’s available report with the new proposed question, then ask one relevant check for a different own cue.",
          "prompt": "Choose one next check for your own transformed display. What does the source not already prove?",
          "worked": "“Could my face stand again at my chosen place?” can be a proposed next question, not a guaranteed result. Oren’s flat-view report cannot answer it."
        }
      ],
      "eligibility": "Matching C-first originals, actual targeted transformation/content/status/check instruction and a real interval with exposure/access notes; this new source unexposed. May extend beyondDay200.",
      "headings": [
        "My component 1: Which action and bounded result are supplied? What later event stays unknown?",
        "My component 2: Create own show and storage views for the new cue and explain what content you want to keep.",
        "My component 3: Give a specific material/actor/action sequence for your own chosen transformation and a wanted stop/keep condition.",
        "My component 4: Choose one next check for your own transformed display. What does the source not already prove?"
      ],
      "name": "C-later",
      "questions": [
        "Which action and bounded result are supplied? What later event stays unknown?",
        "Create own show and storage views for the new cue and explain what content you want to keep.",
        "Give a specific material/actor/action sequence for your own chosen transformation and a wanted stop/keep condition.",
        "Choose one next check for your own transformed display. What does the source not already prove?"
      ],
      "source": "Original fiction. Oren’s invented reading-corner cue has a broad front mark and one bent lower part. Oren flattens that lower part once. The supplied observer says, “The mark was still visible while the sheet lay flat.” No later folded display or reading event is recorded. Oren now wants a different show/store plan for an own cue; the source does not supply that new design. A reported visible mark is not approval for all users or proof that a later standing form will work.",
      "title": "The reading-corner cue"
    },
    {
      "components": [
        {
          "criterion": "Museum note supports a dated provider statement about its changing programme; Sam’s familiarity/noticing belongs to supplied fiction. Neither proves this learner’s visit or the label maker’s intention.",
          "id": "D-first-D1",
          "next_account": "Teri reads a different fictional library programme note and an invented arranger story. The note concerns the provider; the story’s visitor is invented and has no real attendance receipt.",
          "next_observable": "Next evidence is source-role/claim separation in a new ordinary example, not reciting the museum page.",
          "next_teaching": "Label Teri’s two source roles and one claim each supports. Use a new local adult-reviewed note if available, with unknown dates/experience left open.",
          "prompt": "What can the real museum note tell us, and what belongs only to the fictional label account?",
          "worked": "The provider programme statement is a real dated note; Sam’s label account is fiction. No classroom design success or actual learner experience follows."
        },
        {
          "criterion": "For genuine K01 opportunity record actual known example and actual exploration. A new picture, declined response or Sam’s fiction leaves the child’s actual familiar evidence open; no fabricated response required.",
          "id": "D-first-D2",
          "next_account": "Ula knows an approved classroom choice face and points to its marked edge, asking why it is placed there. Varo chooses a new original practice picture instead; that route supplies no prior familiarity.",
          "next_observable": "Next evidence is actual familiar exploration where genuinely offered, or a clearly labelled new-source practice; do not score decline as design failure.",
          "next_teaching": "Offer a genuinely known appropriate example without household disclosure; let the learner notice and ask. If unavailable, teach with a new picture and record the distinct scope.",
          "prompt": "If you want, explore a feature of an approved display you genuinely know. Otherwise use a new practice picture and say that it is new.",
          "worked": "There is no fixed correct object or obligatory familiarity answer. A genuinely known classroom label plus an own feature/question may supply actual exploration; a new drawing remains practice."
        },
        {
          "criterion": "An own question relates to a feature, with the fictional label maker’s reason unknown. Asking is not an actual reply or permission to claim intent.",
          "id": "D-first-D3",
          "next_account": "Wira sees a bend on an original fictional card without a maker note. Wira asks whether the bend was intended to change the viewing position; nobody answers.",
          "next_observable": "Next evidence is an own relevant question and honest unanswered/answered status.",
          "next_teaching": "Separate Wira’s question from a maker reply. Invite a feature-based question for another own/approved display and keep any actual reply exactly attributed.",
          "prompt": "Keep one maker/design question about a noticed display feature. What maker reason is actually supplied here?",
          "worked": "“Why did the maker bend the base?” is a possible question, not a supplied answer. The museum programme note does not answer the classroom maker’s reason."
        },
        {
          "criterion": "Own purpose-feature communication with a specific unknown effect, without copying external artworks or claiming provider endorsement/universal access.",
          "id": "D-first-D4",
          "next_account": "Xeno proposes an unrelated invented animal-mark face aimed towards a chosen seat. Xeno keeps visibility as a question, not a measured result.",
          "next_observable": "Next evidence is an own purposeful feature and relevant next question, plus actual making/familiarity only when independently observed.",
          "next_teaching": "Link Xeno’s own purpose and planned feature, then offer a new own picture job; keep inspiration, manufacture and check outcomes separate.",
          "prompt": "Propose an own display purpose and a feature inspired by a noticed relationship. What would still need checking?",
          "worked": "A child might propose a face for an invented picture at a chosen location and ask whether it can be seen there. No museum layout, artwork or actual visit is required."
        }
      ],
      "eligibility": "Actual primary-note/fiction/source-claim distinction, genuine familiar-example exploration and noticing-versus-intention teaching (Day192/199 or equivalent). Own familiar doorway optional; unexposed held source. No required personal disclosure.",
      "headings": [
        "My component 1: What can the real museum note tell us, and what belongs only to the fictional label account?",
        "My component 2: If you want, explore a feature of an approved display you genuinely know. Otherwise use a new practice picture and say that it is new.",
        "My component 3: Keep one maker/design question about a noticed display feature. What maker reason is actually supplied here?",
        "My component 4: Propose an own display purpose and a feature inspired by a noticed relationship. What would still need checking?"
      ],
      "name": "D-first",
      "questions": [
        "What can the real museum note tell us, and what belongs only to the fictional label account?",
        "If you want, explore a feature of an approved display you genuinely know. Otherwise use a new practice picture and say that it is new.",
        "Keep one maker/design question about a noticed display feature. What maker reason is actually supplied here?",
        "Propose an own display purpose and a feature inspired by a noticed relationship. What would still need checking?"
      ],
      "source": "Two source roles. Real dated note: F1 · The official Rockhampton Museum of Art exhibition-page indexed extract describes a changing exhibition programme. Checked through the primary-site index on 12 October 2026; the search result was marked crawled six days earlier. Direct current-page requests failed. No publication/update date for the general statement was supplied. [Primary page](https://www.rmoa.com.au/Collection-Exhibitions/Exhibitions). This dated provider note can start a question about displays; it supplies no learner visit, maker explanation, model performance, artwork copying grant, current venue status or cultural permission.\n\nOriginal fiction: Sam says, “I know our classroom shelf label. Today I noticed its front face and bent base.” The fictional label’s maker supplies no reason. This is not this learner’s visit, familiarity, observation, maker account or tested display.",
      "title": "A local museum note and a known label"
    },
    {
      "components": [
        {
          "criterion": "Dated listing of paper/cardboard categories and loose/clean guidance at provider scope; not a universal material, local school-bin or stability approval. Tess’s source remains fiction.",
          "id": "D-later-D1",
          "next_account": "Yara’s unrelated adult-reviewed provider note lists a packaging category, while an original fictional child hopes a folded face will stand. The listing supplies no standing result.",
          "next_observable": "Next evidence is bounded provider-claim interpretation, not a universal recycled/safe/stable label.",
          "next_teaching": "Mark Yara’s provider claim separately from the hope. Use a new ordinary note and identify one actual needed check, without importing provider procedures.",
          "prompt": "What does the Council note support, and which design claims would need other evidence?",
          "worked": "It supports the narrow provider listing. Whether a particular real item is accepted or a display stands needs relevant current/local evidence; no disposal action is required."
        },
        {
          "criterion": "Actual known example and own exploration support the offered K01 opportunity; Tess’s fictional familiarity, a new diagram or decline cannot establish it.",
          "id": "D-later-D2",
          "next_account": "Zali knows a permitted classroom reading cue and describes its picture face; Abel instead selects a new original model. Only Zali’s real known-example opportunity would provide familiarity evidence if actually observed.",
          "next_observable": "Next evidence is actual familiar feature exploration where offered, with support recorded; no invented experience or retry quota.",
          "next_teaching": "Offer another genuine familiar display without requiring private history; ask one feature question. If not available, retain new-source practice and plan a future actual opportunity.",
          "prompt": "Explore one approved genuinely familiar display feature if wanted; otherwise label new-picture practice honestly.",
          "worked": "No compulsory example or fixed answer. The teacher records what was genuinely known and explored; an offered new-picture response remains useful at different scope."
        },
        {
          "criterion": "Separates the Council category note from a display’s actual function and the destination of a particular item. A relevant own check/question is enough; no disposal, bin access, legal certification or multi-part written argument is required.",
          "id": "D-later-D3",
          "next_account": "Bela’s unrelated fictional organiser says one provider category proves every cardboard design works. A new ordinary note only lists a category; it contains no performance report.",
          "next_observable": "Next evidence is an own appropriately limited claim with a relevant missing-evidence question, not copied staff wording.",
          "next_teaching": "Point to Bela’s unsupported leaps, then split provider listing, local suitability and functional result into different evidence questions. Invite a new own bounded sentence.",
          "prompt": "Someone says, “Every paper display will stand and can go in any recycling bin.” Does this page tell us that? What could we check?",
          "worked": "One possible response is “The page lists some paper and cardboard. It does not tell us whether this display stands. We could check our display and ask an adult about this item.” Other accurately limited own responses can fit."
        },
        {
          "criterion": "Own linked purpose/choice reason and a genuine next question; material choice is locally reviewed, not automatically suitable or recycled by provider note. No whole-year or real familiarity inference.",
          "id": "D-later-D4",
          "next_account": "Cira proposes an unrelated original bird-picture display from adult-checked plain paper, chooses a flat form for drawing beside it and leaves angled viewing open.",
          "next_observable": "Next evidence is an own purpose-material/form reason and useful next learning step, with practical observations kept separate.",
          "next_teaching": "Locate Cira’s purpose/choice/question, then ask for a new own practical display job; offer separately any needed making/familiar-exploration opportunity.",
          "prompt": "Give an own purpose, material/form reason and next learning question for a new display job.",
          "worked": "A child can propose a checked whole-sheet face for an invented reading cue, choose flat for a look-down purpose and ask about another viewing position. Other own solutions fit."
        }
      ],
      "eligibility": "Matching D-first originals, targeted source-role/real-familiar/noticing/own-purpose teaching, interval/exposure/access recorded; changed source unexposed. Genuine familiar contribution optional and not fabricated.",
      "headings": [
        "My component 1: What does the Council note support, and which design claims would need other evidence?",
        "My component 2: Explore one approved genuinely familiar display feature if wanted; otherwise label new-picture practice honestly.",
        "My component 3: Someone says, “Every paper display will stand and can go in any recycling bin.” Does this page tell us that? What could we check?",
        "My component 4: Give an own purpose, material/form reason and next learning question for a new display job."
      ],
      "name": "D-later",
      "questions": [
        "What does the Council note support, and which design claims would need other evidence?",
        "Explore one approved genuinely familiar display feature if wanted; otherwise label new-picture practice honestly.",
        "Someone says, “Every paper display will stand and can go in any recycling bin.” Does this page tell us that? What could we check?",
        "Give an own purpose, material/form reason and next learning question for a new display job."
      ],
      "source": "Two source roles. Real dated fact F2: on 12 October 2026, Rockhampton Regional Council’s Yellow lid Recycling Wheelie Bin page lists paper and cardboard among accepted household categories and asks for accepted recyclables to be loose and clean. Primary link: https://www.rockhamptonregion.qld.gov.au/CouncilServices/Rockhampton-Regional-Waste-and-Recycling/Bins-and-Collections/Yellow-lid-Recycling-Wheelie-Bin. The note does not approve every item, promise our design’s recyclability or tell whether a sheet will stand. Original fiction: Tess says, “I know our classroom pretend-menu face. I noticed its wide marked front.” Its maker gives no explanation. No actual learner experience, disposal, standing test or maker reply is supplied.",
      "title": "A local paper note and a familiar menu face"
    }
  ],
  "edition": "Foundation Design39–40 original source12 October 2026",
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  "pages": {
    "EDIT.md": "# Make this work better for your class\n\nDownload or copy the original Markdown or SVG from the same resource directory. Keep the original version and your proposed version separately. Change the chosen job, response route, timing or examples to fit real learners while preserving the learning question and source facts.\n\nPrepare a suggestion with: resource/page and edition; proposed replacement; why it helps; supporting primary URL/title/date; access needs; source/rights role and what you changed. Use no child names, contact details, identifiable work or diagnosis. A teacher can prepare the notes offline.\n\nThere is no automatic submission service on this page. Use the SubjectNest project’s currently offered feedback route after checking it is actually available, or retain the proposed files for review. No automatic integration or acceptance is promised.\n\n[Whole source seed](SOURCE-DATA.json) · [Source manifest](SOURCE-MANIFEST.json) · [Original reuse](LICENSE-EDUCATION.html)\n",
    "LICENSE-EDUCATION.md": "# Reuse our original materials\n\nOriginal education expression and20originalSVGs are © NeuroForgeIO Pty Ltd2026, created with Codex assistance, [CC BY4.0](https://creativecommons.org/licenses/by/4.0/). Credit SubjectNest/NeuroForgeIO, link to the source and licence, identify the edition and describe your changes. Child work remains theirs and is not authorised for publication here.\n\nOutside core/QCAA and tiny factual inputs retain their actual notices and exceptions in [Sources and reuse](SOURCE-NOTICE.html). Software is separately [Apache2.0](LICENSE-SOFTWARE.txt). No provider artwork, cultural motif, verified translation or recorded audio is licensed by implication.\n",
    "README.md": "# Make a fold-flat display\n\nFoundation / Queensland Prep · Design and Technologies · Weeks 39–40 · Days 191–200.\n\nMake something you can actually use: a picture face, pretend stall label, story sign or private choice cue. Choose what it should help someone do, try two shapes, make a useful part, then find out something about it. Keeping it flat, changing it or leaving a question can all be useful design decisions.\n\n## Start today\n\nA whole sheet and a comfortable surface are enough. Words, drawing, pointing, sign or AAC also work for planning; use a willing helper if wanted. Choose one job and ask, **“Where would you look for it?”** Keep the first idea. Then pick one of the three routes. The routes are choices, not a three-product checklist.\n\nAllow about 15–25 minutes in short parts for a classroom offer, or 3–5 minutes for a home offer. These are planning estimates: stop sooner, take a break or come back. Locally check actual paper/card, marking/folding actions and support before handling. There is no cutting, glue, purchase, trip, real artwork or public audience requirement.\n\n## What the fortnight adds\n\nWeeks 35–36 offered a table-game job; 37–38 offered a ready/use/return job. This is a new purpose/form/material project: a face for viewing, meaningful alternatives, actual suitable production, a purpose-linked check and a show-to-stored transformation. Earlier work is helpful only when it really exists. Day 191 gives a fresh entry; Days 193–194 reteach alternatives and steps.\n\nThe historical annual plan’s Week 39 visitor explanation and Week 40 honest handover provide context. This new subject sequence is original placement, not a rewrite of that historical plan or evidence of a completed year.\n\nA beginning teacher can use six numbered moves, choose one route and keep one useful observation for tomorrow. A busy parent can use one home offer without the assessment pack. A child who wants a challenge can invent a gallery, shop or story-landmark job. A child who wants quiet can keep a private face and one question. A funder/reviewer can inspect full sources, mapping, criteria and limitations; classroom effectiveness is not claimed from a proposal.\n\n## Choose your way in\n\n- [Teacher: start with one useful lesson](teacher/PREPARE.html)\n- [Child: choose a display job](child/day-191.html)\n- [Parent: one short home offer](home/H01.html)\n- [Display Play Bench](interactive/index.html) or [paper twin](interactive/PAPER.html)\n- [All lesson doors](teacher/INDEX.html) · [Full original aids](aids/INDEX.html)\n- [Assessment selection and access](teacher/ASSESSMENT.html) · [Sources and reuse](SOURCE-NOTICE.html)\n- [Edit a resource and prepare a suggestion](EDIT.html)\n\nThese ten sessions and their estimated timings are ready for review and a classroom pilot. They do not certify a full year. Printed read-together scripts are provided; no recorded or listened audio or verified translation is claimed.\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "REPRODUCE.md": "# Rebuild this exact source edition\n\nThis directory includes the complete SOURCE-DATA.json and original CREATE.py, CHECK.py and HANDLER-CHECK.js software. CREATE takes an absent ordinary absolute output path and builds actual source pages and assets from the complete pinned seed. Explicit resume accepts only its exact saved plan and registered known prefixes; completed files cannot be overwritten. CHECK compares all whole bodies, mode/nanosecond properties, rights, source/own/staff roles, all19/96 raw values,20art alternatives and actual shipped handler fixture.\n\nCurrent/fresh construction and checks do not replace a different teaching/art review, actual Browser/native print or a classroom pilot. The fixture uses a minimal DOM, not an actual browser. [Complete software grant](LICENSE-SOFTWARE.txt) · [Sources](SOURCE-NOTICE.html)\n",
    "SOURCE-NOTICE.md": "# Curriculum, facts and reuse\n\n## National scope\n\nThe inherited source includes all 19 selected records and all 96 present typed values with literal source XML: 94 nonempty and two present-empty cells. The actual workbook was fetched 8 October 2026 UTC / 9 October AEST, 2,049,917 bytes, SHA256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The full raw file is retained unchanged in intake/published35-36/national/RAW-SELECTION.json. This proposal claims no new workbook, synchronised feed or fresh workbook-byte verification.\n\nAC9TDEFP01 is the principal partial focus: own purpose/form alternatives, communication/choice/evaluation, actual locally suitable material actions, and a meaningful next check. P01 E1–E5 help explain these opportunities. Elaborations are examples, not additional mandated tasks; all six remain below. A paper display does not automatically cover all fabrication techniques or materials.\n\nAC9TDEFK01 is offered through a genuinely familiar approved display in Days 192/199 and selected D components. Fictional familiarity, a new drawing, a museum note or a source answer cannot fill actual learner familiarity. Practical creation and safe use of materials/equipment need real observed learner opportunities. A no-object plan or faithful adult operation has its own useful but narrower scope.\n\n## Queensland Prep\n\nThe complete 1-page alignment, 4-page November 2023 standard elaborations and 3-page October 2023 techniques/conditions were read as indexed primary PDF text on 12 October 2026. No new raw PDF bytes or rendered-page inspection is claimed. Prep is the Foundation year before Year 1. School-selected context and locally suitable practical work remain school decisions. Written, spoken/signed, practical and multimodal routes can contribute evidence. Teachers can select short components across lessons and record faithful reading/scribing/support. Response length alone does not demonstrate quality.\n\nThe official AP/MC/WW/EX/BA judgements concern qualities in a folio across a year/band and teacher on-balance judgement. Our 32 original formative prompts are not calibrated official bands or causal progress measures. Schools select evidence they have actually taught and observed. Direct practical observation and genuine familiar exploration remain visible gaps where missing. Every source component has a specific criterion and an unrelated next-teaching account in the [staff panels](teacher/ASSESSMENT.html).\n\n## Session contribution\n\n| Day | Relationship offered | Selected check-ins | Scope |\n| --- | --- | --- | --- |\n| 191 | Purpose → face/view | A1/A3 | P01 design communication |\n| 192 | Genuine familiar feature, noticing / maker account | D2/D3 after teaching | K01 actual opportunity separately |\n| 193 | Meaningful alternatives and choice | A2/A3 | P01 |\n| 194 | Material, actor, exact first/next step | A4/B1/B2 | P01; real making observed separately |\n| 195 | One useful part | Individually taught A/B parts | P01, no whole-set quota |\n| 196 | Purpose-linked check, event/result boundary | B3/B4 | P01 evaluation |\n| 197 | Show/stored relationship and content | C1–C4 after teaching | P01 representation/steps |\n| 198 | Keep/change reason, unknown effect | B4/C4 | P01 evaluation |\n| 199 | Useful explanation, source/recipient limits | Taught D1–D4 | P01; K01 opportunity separately |\n| 200 | Actual matching later evidence, next learning | Genuinely eligible A–D parts | Partial evidence, no yearly certification |\n\n## Current primary limits\n\nThe [ACARA terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) were read through sections 2–17 on 12 October 2026. Covered core curriculum uses CC BY 4.0 with complete attribution/change detail. Logos, website design, third-party works and excluded support/media have separate restrictions. Inherited cell text stays unchanged; extraction, organisation, formatting and mapping are distinct additions. Literal cultural elaboration text is curriculum reference, not permission for community-held designs, stories or languages. No First Nations motif or translation is generated here.\n\nThe [QCAA copyright notice](https://www.qcaa.qld.edu.au/copyright), operative page dated 23 September 2024, was read on 12 October 2026 with exceptions for marks, third-party/alternative notices, student images/work/audio/video and glossary definitions. Modified-from credit appears on affected guidance. Original fictional stories, criteria and pictures do not become QCAA material by linking to guidance.\n\nThe [CARA overview](https://education.qld.gov.au/curriculum/stages-of-schooling/cara) was read on 12 October 2026. It describes the Queensland state-school risk process and locally applied minimum guidelines. This proposal is not an activity approval. Staff check actual actions, context, support and current procedures before making. No full CARA procedure or activity-specific guideline review is claimed here.\n\nCurrent Council copyright doors could not be retrieved; failures are retained. The tiny factual provider notes are independently worded factual compilations with source/date/link/limits. No provider expression, photograph, logo, map, artwork, media or display layout is imported or offered under a blanket reuse grant. No entry hours, exhibition dates or recycling quantities are relied on.\n\n## Original and outside ownership\n\nOriginal planning, stories, prompts, criteria, briefs, full alternatives and independent factual compilations are © NeuroForgeIO Pty Ltd 2026, created with Codex assistance, CC BY 4.0 with creator/source/version/change credit. Historical annual planning is original SubjectNest work with separately attributed ACARA inputs, not wholly ACARA-owned. Outside inputs retain their actual grants/exclusions. Original software uses Apache 2.0 separately; the complete LICENSE-SOFTWARE.txt is bundled. Child work remains theirs; this proposal authorises no publication of it. Families may choose competent language support; no verified translation or recorded narration exists.\n\nThis generated source edition contains original lesson pages,20SVG aids with complete text alternatives and an implemented temporary Display Play Bench. Author reconstruction/finite handler and whole art checks are separate from different whole source/art judgement, actual Browser/native print, deployment, classroom validation, all-state coverage and whole-year completion.\n\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n\n## Dated factual starters\n\nF1 · The official Rockhampton Museum of Art exhibition-page indexed extract describes a changing exhibition programme. Checked through the primary-site index on 12 October 2026; the search result was marked crawled six days earlier. Direct current-page requests failed. No publication/update date for the general statement was supplied. [Primary page](https://www.rmoa.com.au/Collection-Exhibitions/Exhibitions). This dated provider note can start a question about displays; it supplies no learner visit, maker explanation, model performance, artwork copying grant, current venue status or cultural permission.\n\nF2 · The official Council yellow-lid page lists paper and cardboard categories and asks for accepted recyclables to be loose and clean. Its indexed primary text was read on 12 October 2026. [Primary page](https://www.rockhamptonregion.qld.gov.au/CouncilServices/Rockhampton-Regional-Waste-and-Recycling/Bins-and-Collections/Yellow-lid-Recycling-Wheelie-Bin). The listing does not approve every item, our actual school bin, material/action suitability or a display’s function. No disposal activity is required. No update date was supplied for this narrow category statement.\n\n## All 19 literal national meanings\n\n# Complete national Foundation Design selection\n\nAll19 selected records are preserved. Full cell values below are literal unchanged data; two present-empty cells remain explicit in the typed raw file. Actual retrieval8October2026UTC/9October2026AEST, workbook2,049,917bytes SHA256db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. This is the inherited checked selection, not a new download or a synchronised feed.\n\n## Workbook row 19722\n\n### A19722 · type s\n\nTechnologies\n\n### B19722 · type s\n\nDesign and Technologies\n\n### C19722 · type s\n\nFoundation Year\n\n### D19722 · type s\n\n<p>Learning in Design and Technologies builds on the Early Years Learning Framework, and each student’s prior learning and experiences.</p><p>By the end of Foundation students should have had the opportunity to create at least one type of designed solution for one of the technologies contexts or one identified by the school. There are rich connections to Digital Technologies, and other learning areas, including Science and Humanities and Social Sciences. </p><p>Students should have opportunities to experience designing and producing a product, service or environment. They explore technologies – materials and equipment – through play experiences in a context and generate ideas to design a solution for a purpose. Students develop an awareness of how people design products, services and environments. They evaluate design ideas and choose the most suitable idea. Students use a range of methods to communicate design ideas, including drawings or models, for example changing perspectives from front view to plan view. They explore working with materials such as cardboard, fabric and other common household items and using equipment such as scissors, glues, trowels or kitchen utensils. Students learn techniques to safely make a designed solution.</p>\n\n### E19722 · type s\n\nTECTDEFY\n\n## Workbook row 19723\n\n### A19723 · type s\n\nTechnologies\n\n### B19723 · type s\n\nDesign and Technologies\n\n### C19723 · type s\n\nFoundation Year\n\n### E19723 · type s\n\nTECTDEFY_1KNO\n\n### H19723 · type s\n\nKnowledge and understanding\n\n## Workbook row 19724\n\n### A19724 · type s\n\nTechnologies\n\n### B19724 · type s\n\nDesign and Technologies\n\n### C19724 · type s\n\nFoundation Year\n\n### E19724 · type s\n\nTECTDEFYKNO_1\n\n### I19724 · type s\n\nTechnologies and society\n\n## Workbook row 19725\n\n### A19725 · type s\n\nTechnologies\n\n### B19725 · type s\n\nDesign and Technologies\n\n### C19725 · type s\n\nFoundation Year\n\n### E19725 · type s\n\nAC9TDEFK01\n\n### J19725 · type s\n\nexplore how familiar products, services and environments are designed by people\n\n## Workbook row 19726\n\n### A19726 · type s\n\nTechnologies\n\n### B19726 · type s\n\nDesign and Technologies\n\n### C19726 · type s\n\nFoundation Year\n\n### E19726 · type s\n\nAC9TDEFK01_E1\n\n### K19726 · type s\n\n<p>identifying how First Nations Australians have long designed and produced domestic items including clothing, tools and shelter, for example the Lamalama Peoples of the eastern Cape York Peninsula weave the reddish coloured fibres from <em>Acacia latifolia</em> alternately with white coloured fibres from <em>Brachychiton diversifolium</em> to produce a striped woven bag</p>\n\n## Workbook row 19727\n\n### A19727 · type s\n\nTechnologies\n\n### B19727 · type s\n\nDesign and Technologies\n\n### C19727 · type s\n\nFoundation Year\n\n### E19727 · type s\n\nAC9TDEFK01_E2\n\n### K19727 · type s\n\nexploring how local delivery services meet different needs of people, for example describing how gift packages can be sent to and from people who live in different locations and how online shopping items arrive at a person’s home\n\n## Workbook row 19728\n\n### A19728 · type s\n\nTechnologies\n\n### B19728 · type s\n\nDesign and Technologies\n\n### C19728 · type s\n\nFoundation Year\n\n### E19728 · type s\n\nAC9TDEFK01_E3\n\n### K19728 · type s\n\nexploring how an environment such as a local playground may have shade structures to protect users and be designed to allow access for all\n\n## Workbook row 19729\n\n### A19729 · type s\n\nTechnologies\n\n### B19729 · type s\n\nDesign and Technologies\n\n### C19729 · type s\n\nFoundation Year\n\n### E19729 · type s\n\nAC9TDEFK01_E4\n\n### K19729 · type s\n\ndescribing how community gardens, public swimming pools and parks are designed to help people stay healthy\n\n## Workbook row 19730\n\n### A19730 · type s\n\nTechnologies\n\n### B19730 · type s\n\nDesign and Technologies\n\n### C19730 · type s\n\nFoundation Year\n\n### E19730 · type s\n\nAC9TDEFK01_E5\n\n### K19730 · type s\n\nasking questions about the design of products from the local store, for example why certain packaging materials might have been selected, and how people design the text and images on the packaging to attract people’s attention\n\n## Workbook row 19731\n\n### A19731 · type s\n\nTechnologies\n\n### B19731 · type s\n\nDesign and Technologies\n\n### C19731 · type s\n\nFoundation Year\n\n### E19731 · type s\n\nTECTDEFY_2PRO\n\n### H19731 · type s\n\nProcesses and production skills\n\n## Workbook row 19732\n\n### A19732 · type s\n\nTechnologies\n\n### B19732 · type s\n\nDesign and Technologies\n\n### C19732 · type s\n\nFoundation Year\n\n### E19732 · type s\n\nTECTDEFYPRO_1\n\n### I19732 · type s\n\nDesigning and making\n\n## Workbook row 19733\n\n### A19733 · type s\n\nTechnologies\n\n### B19733 · type s\n\nDesign and Technologies\n\n### C19733 · type s\n\nFoundation Year\n\n### E19733 · type s\n\nAC9TDEFP01\n\n### J19733 · type s\n\ngenerate, communicate and evaluate design ideas, and use materials, equipment and steps to safely make a solution for a purpose\n\n## Workbook row 19734\n\n### A19734 · type s\n\nTechnologies\n\n### B19734 · type s\n\nDesign and Technologies\n\n### C19734 · type s\n\nFoundation Year\n\n### E19734 · type s\n\nAC9TDEFP01_E1\n\n### K19734 · type s\n\nidentifying a purpose for designing and making a solution, for example the sand keeps blowing out of the sandpit, the birds keep flying into the waste bin and taking food scraps or people with disability need to know where they can park at school\n\n## Workbook row 19735\n\n### A19735 · type s\n\nTechnologies\n\n### B19735 · type s\n\nDesign and Technologies\n\n### C19735 · type s\n\nFoundation Year\n\n### E19735 · type s\n\nAC9TDEFP01_E2\n\n### K19735 · type s\n\nexploring ideas by drawing or modelling and choosing the most suitable idea, for example drawing or modelling designs for bee hotels to attract native bees to the school garden and choosing one to make, and changing perspectives from front view to plan view\n\n## Workbook row 19736\n\n### A19736 · type s\n\nTechnologies\n\n### B19736 · type s\n\nDesign and Technologies\n\n### C19736 · type s\n\nFoundation Year\n\n### E19736 · type s\n\nAC9TDEFP01_E3\n\n### K19736 · type s\n\nevaluating what they have made using personal preferences, for example using a smiley face Likert scale\n\n## Workbook row 19737\n\n### A19737 · type s\n\nTechnologies\n\n### B19737 · type s\n\nDesign and Technologies\n\n### C19737 · type s\n\nFoundation Year\n\n### E19737 · type s\n\nAC9TDEFP01_E4\n\n### K19737 · type s\n\nexploring how available materials can be used or re-used in construction play, for example using blocks and rain gutters or cardboard to make a ramp to roll a ball or toy car down\n\n## Workbook row 19738\n\n### A19738 · type s\n\nTechnologies\n\n### B19738 · type s\n\nDesign and Technologies\n\n### C19738 · type s\n\nFoundation Year\n\n### E19738 · type s\n\nAC9TDEFP01_E5\n\n### K19738 · type s\n\npractising a range of technical skills safely using equipment, for example joining techniques when making a product from materials, such as a greenhouse to keep a seedling warm or a trellis for holding up tomato plants\n\n## Workbook row 19739\n\n### A19739 · type s\n\nTechnologies\n\n### B19739 · type s\n\nDesign and Technologies\n\n### C19739 · type s\n\nFoundation Year\n\n### E19739 · type s\n\nAC9TDEFP01_E6\n\n### K19739 · type s\n\nassembling components of systems and checking they function as planned, for example making and testing a bowling, stacking or obstacle game with discarded food containers or packaging\n\n## Workbook row 246\n\n### A246 · type s\n\nTechnologies\n\n### B246 · type s\n\nDesign and Technologies\n\n### C246 · type s\n\n(Present empty value; retained as empty in RAW-SELECTION.json.)\n\n### D246 · type s\n\n(Present empty value; retained as empty in RAW-SELECTION.json.)\n\n### E246 · type s\n\nFoundation Year\n\n### F246 · type s\n\nBy the end of Foundation students identify familiar products, services and environments. They create a designed solution for a school-selected context. Students create, communicate and choose design ideas. They follow steps and use materials and equipment to safely make a designed solution.\n\n[Typed values and original cell XML](national/RAW-SELECTION.json) · [Full source notice](SOURCE-NOTICE.html)\n\n\n## Complete inherited ACARA notice and platform paragraph\n\n> © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the [Australian Curriculum website](https://www.australiancurriculum.edu.au/) (Website) (accessed 9 October 2026) and was not modified.\n>\n> The material is licensed under [CC BY 4.0 Attribution 4.0 International Deed](https://creativecommons.org/licenses/by/4.0/). Version updates are tracked in the ‘Curriculum version history’ section on the '[About the Australian Curriculum](https://www.australiancurriculum.edu.au/help/f-10-curriculum-overview/version-history)' page of the Australian Curriculum website.\n>\n> ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA.\n>\n> It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions and achievement standards (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions and achievement standards (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).\n\nSeparate literal modification statement: the core cell text was not modified. Extraction, selection/organisation, readable presentation and new original mapping were added. The complete access/notice above follows the predecessor's actual workbook receipt, not a new 9 October workbook campaign.\n\n“It is important to check the frequency with which the platform or app is updated and, if the platform or app allows users to download the Australian Curriculum to their portable device, how often and in what circumstances the user’s device synchronises with the platform.” This bank is a dated offline selection. [Current terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) sections 2–17 and [version history](https://www.australiancurriculum.edu.au/help/f-10-curriculum-overview/version-history) have been read; no ACARA media/logo/site design, excluded implementation support or community-held derivative knowledge is imported.\n\n\n\n## Original software and completed source doors\n\n[Original education reuse](LICENSE-EDUCATION.html) · [Complete Apache2.0 software grant](LICENSE-SOFTWARE.txt) · [Whole retained national XML and typed values](national/RAW-SELECTION.json) · [Unchanged annual planning context](national/ANNUAL-ORIGINAL.html)\n\nOriginal source/interface/check software is © NeuroForgeIO Pty Ltd2026, modified12 October 2026, Apache2.0. System fonts are referenced, not distributed. Original20vectors are CC BY4.0; no provider images, logos, copied cultural designs or community-held expression are bundled. The historical annual plan is original SubjectNest planning with separately credited ACARA inputs; it is not wholly ACARA-owned.\n",
    "aids/INDEX.md": "# Original display aids\n\nOrdinary examples are optional after the first own idea. Held sources are selected separately by your teacher. The four own worksheets keep all16 interiors empty.\n\n- [V01 · Two proposals for Pia’s private creature job](V01-alternative.html) · ordinary\n- [V02 · Noticing is different from an arranger’s words](V02-alternative.html) · ordinary\n- [V03 · Flat and two-wing pretend price proposals](V03-alternative.html) · ordinary\n- [V04 · Idea and physical marker](V04-alternative.html) · ordinary\n- [V05 · One tip, one preference, no second result](V05-alternative.html) · ordinary\n- [V06 · Show-view and proposed stored-view question](V06-alternative.html) · ordinary\n- [V07 · A revised base with an untested effect](V07-alternative.html) · ordinary\n- [V08 · A useful guide and a narrow reply](V08-alternative.html) · ordinary\n- [V09 · One available whole sheet; the idea is still yours](V09-alternative.html) · held-source\n- [V10 · Two available parts for a new shell-pattern job](V10-alternative.html) · held-source\n- [V11 · Len’s words and Ren’s actions](V11-alternative.html) · held-source\n- [V12 · Mo’s one fold and one tip](V12-alternative.html) · held-source\n- [V13 · A closing action with missing picture-after evidence](V13-alternative.html) · held-source\n- [V14 · One flat-view report; the next folded use is open](V14-alternative.html) · held-source\n- [V15 · Two roles: dated provider note and original fiction](V15-alternative.html) · held-source\n- [V16 · Provider category does not answer a design check](V16-alternative.html) · held-source\n- [V17 · My display job and face](V17-alternative.html) · blank-own\n- [V18 · Two ideas, my choice, my reason](V18-alternative.html) · blank-own\n- [V19 · My steps and one honest check](V19-alternative.html) · blank-own\n- [V20 · My show view and stored view](V20-alternative.html) · blank-own\n",
    "aids/V01-alternative.md": "# Two proposals for Pia’s private creature job\n\n<figure><img src=\"V01.svg\" alt=\"Left is Pia’s flat-face proposal with an invented moon-creature mark. Middle is Pia’s broad-side-bend proposal with the same mark; it is a proposal, not observed standing. Right states that Pia chooses flat for looking down. All panels remain unmade and untested; no performance result is pictured.\"><figcaption>Original SubjectNest aid · V01</figcaption></figure>\n\n## Whole text alternative\n\nLeft is Pia’s flat-face proposal with an invented moon-creature mark. Middle is Pia’s broad-side-bend proposal with the same mark; it is a proposal, not observed standing. Right states that Pia chooses flat for looking down. All panels remain unmade and untested; no performance result is pictured.\n\n## Complete matching source\n\nPia invents a moon creature and wants to find its picture on her table. Her first proposal is a flat whole-sheet face with the creature mark in the middle. Her second proposal bends one broad side so that a face might stand. Pia chooses the flat idea because she wants to look down while drawing. Neither proposal has been made or checked; the drawing supplies no stand-up result.\n\n## All visible panel words\n\n**Flat proposal**\n\nA flat whole-sheet face with Pia’s invented moon-creature mark.\n\n**Bent-side proposal**\n\nOne broad side is proposed to bend; no standing result.\n\n**Pia chooses flat for looking down**\n\nNo making or check is supplied.\n\n[Editable original SVG](V01.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "aids/V02-alternative.md": "# Noticing is different from an arranger’s words\n\n<figure><img src=\"V02.svg\" alt=\"The first panel shows the fictional broad label’s front and bent base. The second repeats the arranger’s exact reason from O02 in a separately labelled account. The third shows a new broad-face drawing with no maker explanation. Nothing identifies the learner as familiar with any real object.\"><figcaption>Original SubjectNest aid · V02</figcaption></figure>\n\n## Whole text alternative\n\nThe first panel shows the fictional broad label’s front and bent base. The second repeats the arranger’s exact reason from O02 in a separately labelled account. The third shows a new broad-face drawing with no maker explanation. Nothing identifies the learner as familiar with any real object.\n\n## Complete matching source\n\nUli says, “I know the name label on our classroom shelf. I looked at its folded base today.” Uli’s fictional arranger says, “I folded it so the name faces the shelf front.” In a different original sketch, a broad face has a base but there is no arranger account. These are supplied fictional sources, not this learner’s familiarity or a real shelf observation.\n\n## All visible panel words\n\n**Fictional shelf feature**\n\nA front face and bent base are shown in Uli’s fictional account.\n\n**Arranger says why**\n\nI folded it so the name faces the shelf front.\n\n**No maker reason supplied**\n\nA new broad-face drawing has no arranger account.\n\n[Editable original SVG](V02.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "aids/V03-alternative.md": "# Flat and two-wing pretend price proposals\n\n<figure><img src=\"V03.svg\" alt=\"Left is a flat proposed card; right has a front face and two proposed broad side wings. Both are drawings for Bo’s invented stall-label job. PRETEND marks the fictional price role. No actual arrangement, transaction, customer or standing check is supplied.\"><figcaption>Original SubjectNest aid · V03</figcaption></figure>\n\n## Whole text alternative\n\nLeft is a flat proposed card; right has a front face and two proposed broad side wings. Both are drawings for Bo’s invented stall-label job. PRETEND marks the fictional price role. No actual arrangement, transaction, customer or standing check is supplied.\n\n## Complete matching source\n\nBo draws a made-up stall label for one imaginary fruit. One idea lies on the table; another opens as two wings. The price is invented and is not a real shop price. Bo chooses the wing idea to show the mark at an angle but has not made it. The story gives no result about whether the wings stand.\n\n## All visible panel words\n\n**Flat proposal**\n\nBo’s imaginary fruit label; the price is invented.\n\n**Two-wing proposal**\n\nThe mark would be shown at an angle. No customer and no test.\n\n[Editable original SVG](V03.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "aids/V04-alternative.md": "# Idea and physical marker\n\n<figure><img src=\"V04.svg\" alt=\"The idea panel attributes the cue choice and direction to Dee. The action panel attributes actual marking to Paz. A separate proposed-step panel states that Dee describes a fold which nobody performs. No picture claims Dee physically marked or folded the sheet.\"><figcaption>Original SubjectNest aid · V04</figcaption></figure>\n\n## Whole text alternative\n\nThe idea panel attributes the cue choice and direction to Dee. The action panel attributes actual marking to Paz. A separate proposed-step panel states that Dee describes a fold which nobody performs. No picture claims Dee physically marked or folded the sheet.\n\n## Complete matching source\n\nDee wants a pretend quiet-choice cue with one broad picture. Dee directs an adult, Paz, to mark the picture on a whole sheet. Paz actually marks it in this fictional account; Dee supplies the picture idea. Dee then describes a possible fold. Nobody folds or tests that proposal in the source.\n\n## All visible panel words\n\n**Dee’s picture idea and direction**\n\nDee chooses the cue picture and directs Paz.\n\n**Paz physically marks the whole sheet**\n\nThe adult’s marking is supplied in fiction.\n\n**Dee describes a possible fold—unperformed**\n\nNobody folds or tests the proposal. No particular fold geometry is supplied.\n\n[Editable original SVG](V04.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "aids/V05-alternative.md": "# One tip, one preference, no second result\n\n<figure><img src=\"V05.svg\" alt=\"Ena places a folded face in the supplied fictional account. A labelled arrow shows its one tip in that check. A separate rectangle records liking the large invented animal mark. No new base, second check, actual animal handling or universal display conclusion is pictured.\"><figcaption>Original SubjectNest aid · V05</figcaption></figure>\n\n## Whole text alternative\n\nEna places a folded face in the supplied fictional account. A labelled arrow shows its one tip in that check. A separate rectangle records liking the large invented animal mark. No new base, second check, actual animal handling or universal display conclusion is pictured.\n\n## Complete matching source\n\nEna invents an animal and wants its mark visible while telling a story. In the fiction Ena places a folded sheet on an agreed table; the face tips over once. Ena likes the large mark but gives no new base or second trial. There is no actual animal handling or fact about real animal care.\n\n## All visible panel words\n\n**Ena places a folded face**\n\nThe invented animal mark is shown for Ena’s story.\n\n**One fictional tip**\n\nA labelled arrow shows the one tip in the stated check.\n\n**Ena likes the large mark**\n\nOne fictional event; no revised base or second trial.\n\n[Editable original SVG](V05.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "aids/V06-alternative.md": "# Show-view and proposed stored-view question\n\n<figure><img src=\"V06.svg\" alt=\"Left is Fin’s original proposed story-sign view: front hill mark and two broad wings. Right states the proposed inward folding action in words; it does not show a claimed post-fold outcome. The source supplies no closing, reopening or result about whether the mark would be hidden.\"><figcaption>Original SubjectNest aid · V06</figcaption></figure>\n\n## Whole text alternative\n\nLeft is Fin’s original proposed story-sign view: front hill mark and two broad wings. Right states the proposed inward folding action in words; it does not show a claimed post-fold outcome. The source supplies no closing, reopening or result about whether the mark would be hidden.\n\n## Complete matching source\n\nFin’s original drawing shows a pretend story sign: a front face with one hill mark and two broad sides. Fin proposes folding the sides inward to keep it flatter. Fin has not closed or reopened the model. The picture does not reveal whether the hill mark would be hidden in that stored arrangement.\n\n## All visible panel words\n\n**Original proposed show view**\n\nFin’s front hill mark has two broad side wings.\n\n**Proposed inward fold**\n\nThis is a proposed action, with no after-view supplied.\n\n**No closing or reopening is supplied**\n\nWhether the mark would be hidden remains a question.\n\n[Editable original SVG](V06.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "aids/V07-alternative.md": "# A revised base with an untested effect\n\n<figure><img src=\"V07.svg\" alt=\"Gia’s two proposed drawings carry the same original spiral mark; the base changes from narrow to wider. The wider base is a hoped-for standing idea. Neither an actual revised product nor an observed improvement is shown. A linked museum note cannot supply this model’s result.\"><figcaption>Original SubjectNest aid · V07</figcaption></figure>\n\n## Whole text alternative\n\nGia’s two proposed drawings carry the same original spiral mark; the base changes from narrow to wider. The wider base is a hoped-for standing idea. Neither an actual revised product nor an observed improvement is shown. A linked museum note cannot supply this model’s result.\n\n## Complete matching source\n\nGia makes an original card for a pretend gallery; it carries Gia’s own spiral mark, not an imported artwork or cultural motif. Gia changes a proposed base from narrow to wider because Gia hopes the face might stand. The revised drawing is untried. The real F1 museum note can prompt a display question but supplies no result about Gia’s model.\n\n## All visible panel words\n\n**Narrow-base proposal**\n\nGia’s original spiral is on an untried drawing.\n\n**Wider-base proposal**\n\nChanged drawing; hoped for standing. No making or recheck.\n\n[Editable original SVG](V07.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "aids/V08-alternative.md": "# A useful guide and a narrow reply\n\n<figure><img src=\"V08.svg\" alt=\"One guide shows Hao’s invented star-mark face and proposed first placement words. Ren’s separate fictional reply says only “I found the sheet.” A different guide remains unshared and has no reply. The drawing supplies no standing, reading or all-user success.\"><figcaption>Original SubjectNest aid · V08</figcaption></figure>\n\n## Whole text alternative\n\nOne guide shows Hao’s invented star-mark face and proposed first placement words. Ren’s separate fictional reply says only “I found the sheet.” A different guide remains unshared and has no reply. The drawing supplies no standing, reading or all-user success.\n\n## Complete matching source\n\nHao keeps a pretend display guide: “My face shows my own star mark. Put the flat sheet in my chosen place.” Hao offers it to a willing fictional adult, Ren, who replies, “I found the sheet.” Ren does not say that the whole display worked. Another original guide remains unshared. No actual recipient is required for this learner.\n\n## All visible panel words\n\n**Hao’s original star guide**\n\nMy face shows my own star mark. Put the flat sheet in my chosen place.\n\n**Ren’s attributed reply**\n\nI found the sheet\n\n**Another guide remains unshared**\n\nNo recipient reply. No standing, reading or all-user success supplied.\n\n[Editable original SVG](V08.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "aids/V09-alternative.md": "# One available whole sheet; the idea is still yours\n\n<figure><img src=\"V09.svg\" alt=\"There is one large completely blank whole-sheet rectangle; its label is outside. A separate source-purpose box gives Nuri’s comet-display job and agreed tabletop position. The sheet stays uncut in the story. No own idea, mark, fold, placement or result is shown.\"><figcaption>Original SubjectNest aid · V09</figcaption></figure>\n\n## Whole text alternative\n\nThere is one large completely blank whole-sheet rectangle; its label is outside. A separate source-purpose box gives Nuri’s comet-display job and agreed tabletop position. The sheet stays uncut in the story. No own idea, mark, fold, placement or result is shown.\n\n## Complete matching source\n\nOriginal fiction. Nuri wants a display to show one invented comet mark to someone looking from an agreed tabletop position. One whole blank paper sheet is available in the story; it will stay uncut. Nuri may propose a flat, folded or another communicated arrangement. No idea has been supplied, no sheet has been marked or folded, and nobody has checked a result. The story’s available sheet is not local approval of a learner’s actual materials.\n\n## All visible panel words\n\n**Nuri’s display job**\n\nAn invented comet mark for someone looking from an agreed tabletop position.\n\n**One whole blank sheet available in the story**\n\nUncut. No idea, making or check supplied.\n\n[Editable original SVG](V09.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "aids/V10-alternative.md": "# Two available parts for a new shell-pattern job\n\n<figure><img src=\"V10.svg\" alt=\"Two blank whole-paper parts are supplied as available story materials, not an assembled display. The separate box names Ora’s shell-pattern viewing and keeping request. No form, mark, bend, placement, visibility or storage result is supplied.\"><figcaption>Original SubjectNest aid · V10</figcaption></figure>\n\n## Whole text alternative\n\nTwo blank whole-paper parts are supplied as available story materials, not an assembled display. The separate box names Ora’s shell-pattern viewing and keeping request. No form, mark, bend, placement, visibility or storage result is supplied.\n\n## Complete matching source\n\nOriginal fiction. Ora wants a small display showing Ora’s invented shell pattern at a chosen table-edge viewing position, and wants a plan for putting the display flatter afterwards. Two whole blank paper parts are available in the story; both stay uncut. Ora has not chosen a form, marked, bent or placed either part. Nobody has checked visibility, standing or storage. Any own plan must name its proposed material and actors; a viewer or result must not be invented.\n\n## All visible panel words\n\n**Ora’s new display job**\n\nInvented shell pattern; chosen table-edge viewing and a plan for putting parts flatter.\n\n**Two available whole parts**\n\nPart1 and Part2 are blank, uncut materials, not an assembled display. No making or result.\n\n[Editable original SVG](V10.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "aids/V11-alternative.md": "# Len’s words and Ren’s actions\n\n<figure><img src=\"V11.svg\" alt=\"Len’s choice/direction box, Ren’s actual marking/flat-placement box and Len’s unperformed bend-description box are separate. The sheet illustration is flat and carries an invented wave. No learner practical action or folded performance is depicted.\"><figcaption>Original SubjectNest aid · V11</figcaption></figure>\n\n## Whole text alternative\n\nLen’s choice/direction box, Ren’s actual marking/flat-placement box and Len’s unperformed bend-description box are separate. The sheet illustration is flat and carries an invented wave. No learner practical action or folded performance is depicted.\n\n## Complete matching source\n\nOriginal fiction. Len chooses an invented wave mark and tells adult Ren where to put it on a whole paper sheet. Ren marks the wave and places the sheet flat. Len then describes a bend; no one makes that bend in this source. Nobody conducts a standing or viewing check. The source does not say that Len marked, folded or placed the paper. It gives no actual result about a folded display.\n\n## All visible panel words\n\n**Len’s choice and direction**\n\nLen chooses the wave and tells Ren where to mark it.\n\n**Ren’s actual mark and flat placement**\n\nRen marks and places the whole sheet in the supplied fiction.\n\n**Len’s later bend description—unperformed**\n\nNobody checks standing or viewing. No specific bend geometry is supplied.\n\n[Editable original SVG](V11.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "aids/V12-alternative.md": "# Mo’s one fold and one tip\n\n<figure><img src=\"V12.svg\" alt=\"Tal marks Mo’s chosen invented sun. Mo makes one broad fold in fiction. Tal places the face and it tips once during that check. A separate text-only panel records Mo’s unperformed flat choice. No tested flat version or real learner action is shown.\"><figcaption>Original SubjectNest aid · V12</figcaption></figure>\n\n## Whole text alternative\n\nTal marks Mo’s chosen invented sun. Mo makes one broad fold in fiction. Tal places the face and it tips once during that check. A separate text-only panel records Mo’s unperformed flat choice. No tested flat version or real learner action is shown.\n\n## Complete matching source\n\nOriginal fiction. Mo chooses an invented sun mark. Adult Tal marks it on a whole sheet. Mo makes one broad fold after the story’s local check; Tal places the folded face on a table. It tips once during that stated check. Mo then chooses a flat arrangement as a new plan; nobody arranges or tries the flat version. This is a supplied fictional account, not evidence of this learner’s making, actual material approval or general stability.\n\n## All visible panel words\n\n**Tal marks Mo’s chosen sun**\n\nTal is the marker in the original fictional account.\n\n**Mo makes one broad fold**\n\nMo folds after the story’s local check; that is Mo’s supplied physical action.\n\n**Tal places; it tips once**\n\nOne tip during that stated check.\n\n**Mo’s new flat choice—unperformed**\n\nNobody arranges or tries the flat version.\n\n[Editable original SVG](V12.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "aids/V13-alternative.md": "# A closing action with missing picture-after evidence\n\n<figure><img src=\"V13.svg\" alt=\"Kit’s supplied before-view has a cloud front and two broad wings. A separate action box records Luz’s one closing action. The final box states that post-closing picture visibility/protection and later opening were not supplied. It does not depict a missing after-result.\"><figcaption>Original SubjectNest aid · V13</figcaption></figure>\n\n## Whole text alternative\n\nKit’s supplied before-view has a cloud front and two broad wings. A separate action box records Luz’s one closing action. The final box states that post-closing picture visibility/protection and later opening were not supplied. It does not depict a missing after-result.\n\n## Complete matching source\n\nOriginal fiction. Kit’s display drawing has a front face carrying an invented cloud mark and two broad wings. Kit wants it to be put flatter while keeping the wanted picture. Adult Luz actually closes the wings inward once. The source records that closing action but gives no observation of whether the cloud was visible or protected after closing, and no later opening result. Kit’s own proposed new storage design has not been supplied.\n\n## All visible panel words\n\n**Kit’s supplied before-view**\n\nA cloud front and two broad wings.\n\n**Luz closes the wings inward once**\n\nOne closing action is supplied; no after-picture is depicted.\n\n**Picture-after evidence not supplied**\n\nNo post-closing visibility/protection observation and no later opening result.\n\n[Editable original SVG](V13.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "aids/V14-alternative.md": "# One flat-view report; the next folded use is open\n\n<figure><img src=\"V14.svg\" alt=\"Oren’s broad lower part is flattened once. A separate observer account says the mark was visible while the sheet lay flat. The later folded display and reading results remain unprovided. The drawing supplies no reopened successful stand or all-user access.\"><figcaption>Original SubjectNest aid · V14</figcaption></figure>\n\n## Whole text alternative\n\nOren’s broad lower part is flattened once. A separate observer account says the mark was visible while the sheet lay flat. The later folded display and reading results remain unprovided. The drawing supplies no reopened successful stand or all-user access.\n\n## Complete matching source\n\nOriginal fiction. Oren’s invented reading-corner cue has a broad front mark and one bent lower part. Oren flattens that lower part once. The supplied observer says, “The mark was still visible while the sheet lay flat.” No later folded display or reading event is recorded. Oren now wants a different show/store plan for an own cue; the source does not supply that new design. A reported visible mark is not approval for all users or proof that a later standing form will work.\n\n## All visible panel words\n\n**Oren’s source face**\n\nA broad front mark and one bent lower part.\n\n**Oren flattens once**\n\nThe source supplies one flattening action.\n\n**Supplied observer report**\n\nThe mark was still visible while the sheet lay flat.\n\n**No later folded display or reading result supplied**\n\nThe interior is genuinely empty.\n\n[Editable original SVG](V14.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "aids/V15-alternative.md": "# Two roles: dated provider note and original fiction\n\n<figure><img src=\"V15.svg\" alt=\"The top panel is a dated real provider-note role: an official museum indexed extract describes a changing exhibition programme, checked 12 October 2026; the result was cached and direct current-page requests failed. The bottom is Sam’s original fictional familiar-label account about front face and bent base. No actual learner visit/familiarity, maker explanation, model result or cultural permission follows.\"><figcaption>Original SubjectNest aid · V15</figcaption></figure>\n\n## Whole text alternative\n\nThe top panel is a dated real provider-note role: an official museum indexed extract describes a changing exhibition programme, checked 12 October 2026; the result was cached and direct current-page requests failed. The bottom is Sam’s original fictional familiar-label account about front face and bent base. No actual learner visit/familiarity, maker explanation, model result or cultural permission follows.\n\n## Complete matching source\n\nTwo source roles. Real dated note: F1 · The official Rockhampton Museum of Art exhibition-page indexed extract describes a changing exhibition programme. Checked through the primary-site index on 12 October 2026; the search result was marked crawled six days earlier. Direct current-page requests failed. No publication/update date for the general statement was supplied. [Primary page](https://www.rmoa.com.au/Collection-Exhibitions/Exhibitions). This dated provider note can start a question about displays; it supplies no learner visit, maker explanation, model performance, artwork copying grant, current venue status or cultural permission.\n\nOriginal fiction: Sam says, “I know our classroom shelf label. Today I noticed its front face and bent base.” The fictional label’s maker supplies no reason. This is not this learner’s visit, familiarity, observation, maker account or tested display.\n\n## All visible panel words\n\n**Real dated provider note**\n\nOfficial museum indexed extract: changing exhibition programme. Indexed check12 October 2026; direct page unavailable. Primary link: https://www.rmoa.com.au/Collection-Exhibitions/Exhibitions\n\n**Original fiction: Sam’s account**\n\nSam says the classroom front face and bent base are known. The maker supplies no reason. No actual learner visit, familiarity or model result.\n\n[Editable original SVG](V15.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "aids/V16-alternative.md": "# Provider category does not answer a design check\n\n<figure><img src=\"V16.svg\" alt=\"The top is the narrow real dated Council paper/cardboard category and loose/clean note, checked 12 October 2026. The bottom is Tess’s original fictional familiarity/noticing account about a wide front. The source supplies no particular real item approval, disposal event, stand result or actual learner experience.\"><figcaption>Original SubjectNest aid · V16</figcaption></figure>\n\n## Whole text alternative\n\nThe top is the narrow real dated Council paper/cardboard category and loose/clean note, checked 12 October 2026. The bottom is Tess’s original fictional familiarity/noticing account about a wide front. The source supplies no particular real item approval, disposal event, stand result or actual learner experience.\n\n## Complete matching source\n\nTwo source roles. Real dated fact F2: on 12 October 2026, Rockhampton Regional Council’s Yellow lid Recycling Wheelie Bin page lists paper and cardboard among accepted household categories and asks for accepted recyclables to be loose and clean. Primary link: https://www.rockhamptonregion.qld.gov.au/CouncilServices/Rockhampton-Regional-Waste-and-Recycling/Bins-and-Collections/Yellow-lid-Recycling-Wheelie-Bin. The note does not approve every item, promise our design’s recyclability or tell whether a sheet will stand. Original fiction: Tess says, “I know our classroom pretend-menu face. I noticed its wide marked front.” Its maker gives no explanation. No actual learner experience, disposal, standing test or maker reply is supplied.\n\n## All visible panel words\n\n**Real dated Council category note**\n\nPaper/cardboard categories and loose/clean guidance, checked12 October 2026. Primary link: https://www.rockhamptonregion.qld.gov.au/CouncilServices/Rockhampton-Regional-Waste-and-Recycling/Bins-and-Collections/Yellow-lid-Recycling-Wheelie-Bin\n\n**Original fiction: Tess’s account**\n\nTess notices a familiar pretend-menu wide front. No particular real item approval, disposal, standing result or actual learner experience supplied.\n\n[Editable original SVG](V16.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "aids/V17-alternative.md": "# My display job and face\n\n<figure><img src=\"V17.svg\" alt=\"Three empty spaces are available for the learner’s own job, face/position and intended viewer action. Headings sit outside; all interiors are empty. No model or answer is shown. The learner can instead draw, point, direct a scribe, speak, sign or use AAC on equivalent blank space.\"><figcaption>Original SubjectNest aid · V17</figcaption></figure>\n\n## Whole text alternative\n\nThree empty spaces are available for the learner’s own job, face/position and intended viewer action. Headings sit outside; all interiors are empty. No model or answer is shown. The learner can instead draw, point, direct a scribe, speak, sign or use AAC on equivalent blank space.\n\n## Complete matching source\n\nOwn workspace. Record only actually contributed learner work; every interior starts empty.\n\n## All visible panel words\n\n**My job**\n\nThe interior is genuinely empty.\n\n**My face/position**\n\nThe interior is genuinely empty.\n\n**What I want somebody to do**\n\nThe interior is genuinely empty.\n\n[Editable original SVG](V17.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "aids/V18-alternative.md": "# Two ideas, my choice, my reason\n\n<figure><img src=\"V18.svg\" alt=\"Four empty spaces are labelled outside for two own ideas, an own choice and its reason. No idea, winner, expected reason or evaluation icon is printed inside. A child may choose either, combine, choose neither, pause or use equivalent communication/blankpaper.\"><figcaption>Original SubjectNest aid · V18</figcaption></figure>\n\n## Whole text alternative\n\nFour empty spaces are labelled outside for two own ideas, an own choice and its reason. No idea, winner, expected reason or evaluation icon is printed inside. A child may choose either, combine, choose neither, pause or use equivalent communication/blankpaper.\n\n## Complete matching source\n\nOwn workspace. Record only actually contributed learner work; every interior starts empty.\n\n## All visible panel words\n\n**Idea1**\n\nThe interior is genuinely empty.\n\n**Idea2**\n\nThe interior is genuinely empty.\n\n**My choice**\n\nThe interior is genuinely empty.\n\n**My reason**\n\nThe interior is genuinely empty.\n\n[Editable original SVG](V18.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "aids/V19-alternative.md": "# My steps and one honest check\n\n<figure><img src=\"V19.svg\" alt=\"Five empty spaces are labelled outside for material/actor, steps, a check question, an actual report or open result, and a next question. No material, actor, action, result or “unknown” response is prefilled. Only actually supplied learner work is recorded; an empty result can remain empty.\"><figcaption>Original SubjectNest aid · V19</figcaption></figure>\n\n## Whole text alternative\n\nFive empty spaces are labelled outside for material/actor, steps, a check question, an actual report or open result, and a next question. No material, actor, action, result or “unknown” response is prefilled. Only actually supplied learner work is recorded; an empty result can remain empty.\n\n## Complete matching source\n\nOwn workspace. Record only actually contributed learner work; every interior starts empty.\n\n## All visible panel words\n\n**My material and actor**\n\nThe interior is genuinely empty.\n\n**My first/next step**\n\nThe interior is genuinely empty.\n\n**My check question**\n\nThe interior is genuinely empty.\n\n**My actual report or open result**\n\nThe interior is genuinely empty.\n\n**My next question**\n\nThe interior is genuinely empty.\n\n[Editable original SVG](V19.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "aids/V20-alternative.md": "# My show view and stored view\n\n<figure><img src=\"V20.svg\" alt=\"Four empty spaces are labelled outside for show view, stored view, wanted content and an open question. No fold method or after-result is supplied. These spaces support own communication and do not require flattening or dismantling treasured work. Equivalent blankpaper or usualcommunication is available.\"><figcaption>Original SubjectNest aid · V20</figcaption></figure>\n\n## Whole text alternative\n\nFour empty spaces are labelled outside for show view, stored view, wanted content and an open question. No fold method or after-result is supplied. These spaces support own communication and do not require flattening or dismantling treasured work. Equivalent blankpaper or usualcommunication is available.\n\n## Complete matching source\n\nOwn workspace. Record only actually contributed learner work; every interior starts empty.\n\n## All visible panel words\n\n**My show view**\n\nThe interior is genuinely empty.\n\n**My stored view**\n\nThe interior is genuinely empty.\n\n**What I want to keep**\n\nThe interior is genuinely empty.\n\n**My open question**\n\nThe interior is genuinely empty.\n\n[Editable original SVG](V20.svg) · [Aid list](INDEX.html) · [Sources and reuse](../SOURCE-NOTICE.html)\n",
    "checks/A-first-source.md": "# A-first · A comet face\n\n## Whole story\n\nOriginal fiction. Nuri wants a display to show one invented comet mark to someone looking from an agreed tabletop position. One whole blank paper sheet is available in the story; it will stay uncut. Nuri may propose a flat, folded or another communicated arrangement. No idea has been supplied, no sheet has been marked or folded, and nobody has checked a result. The story’s available sheet is not local approval of a learner’s actual materials.\n\n## Select after actual teaching\n\nActual purpose→feature, meaningful alternatives, choice/reason, material/actor/first-next instruction teaching (Days191,193,194 or equivalent); neutral reading/usual access; source/keys unexposed.\n\n## Exact questions\n\n1. What would your own display help the viewer do? Show or tell one face or position that serves that job.\n2. Create two meaningfully different arrangements for this comet-display job. What would change for a viewer or maker?\n3. Choose one of your ideas, combine them, or choose neither. Give your own reason.\n4. Name a suitable proposed material, who would act, and a specific first/next step for your chosen idea.\n\n[Own empty response page](../responses/A-first.html) · [Adult selection guide](../teacher/ASSESSMENT.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "checks/A-later-source.md": "# A-later · A shell-pattern face\n\n## Whole story\n\nOriginal fiction. Ora wants a small display showing Ora’s invented shell pattern at a chosen table-edge viewing position, and wants a plan for putting the display flatter afterwards. Two whole blank paper parts are available in the story; both stay uncut. Ora has not chosen a form, marked, bent or placed either part. Nobody has checked visibility, standing or storage. Any own plan must name its proposed material and actors; a viewer or result must not be invented.\n\n## Select after actual teaching\n\nA-first matching selected originals actually retained, precise intervening teaching for the selected relationship, actual interval/access/exposure recorded; genuinely new current source unexposed. Not automatic Day200 eligibility.\n\n## Exact questions\n\n1. Give an own purpose for showing the shell pattern and a face/position that connects to that purpose.\n2. Create two different arrangements for showing the pattern and putting the parts flatter. Explain a real form/action difference.\n3. Choose a form, combine ideas, or reject them. Why does the choice fit your purpose or preference?\n4. Communicate material/actor steps to make or arrange your idea, and one step for keeping the parts flatter.\n\n[Own empty response page](../responses/A-later.html) · [Adult selection guide](../teacher/ASSESSMENT.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "checks/B-first-source.md": "# B-first · Who marked the wave?\n\n## Whole story\n\nOriginal fiction. Len chooses an invented wave mark and tells adult Ren where to put it on a whole paper sheet. Ren marks the wave and places the sheet flat. Len then describes a bend; no one makes that bend in this source. Nobody conducts a standing or viewing check. The source does not say that Len marked, folded or placed the paper. It gives no actual result about a folded display.\n\n## Select after actual teaching\n\nActual actor/design/practical evidence distinction and exact step teaching; B3 additionally needs purpose-linked check teaching (Day196 or equivalent); B4 preference/result/unknown teaching. Select only individually taught components.\n\n## Exact questions\n\n1. Who contributed the design idea, who physically acted, and which proposed action remains unperformed in this source?\n2. For an own wave-display idea, name a material, proposed actor and an exact action/location.\n3. Choose one question and a suitable proposed check for your own display. What result is actually supplied here?\n4. Choose a feature to keep or change in an own idea. Explain your reason and what remains unknown.\n\n[Own empty response page](../responses/B-first.html) · [Adult selection guide](../teacher/ASSESSMENT.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "checks/B-later-source.md": "# B-later · Mo’s sun face\n\n## Whole story\n\nOriginal fiction. Mo chooses an invented sun mark. Adult Tal marks it on a whole sheet. Mo makes one broad fold after the story’s local check; Tal places the folded face on a table. It tips once during that stated check. Mo then chooses a flat arrangement as a new plan; nobody arranges or tries the flat version. This is a supplied fictional account, not evidence of this learner’s making, actual material approval or general stability.\n\n## Select after actual teaching\n\nMatching B-first originals and genuine targeted actor/steps/check/evaluation instruction, actual interval/exposure/access conditions recorded; unexposed changed source. Components need their own taught prerequisites.\n\n## Exact questions\n\n1. Name the actual operators and the unperformed changed plan. What practical action does the source attribute to Mo?\n2. Communicate a material/actor/step plan for an own changed display idea.\n3. Give a purpose-linked question for your own next check. Which result is supplied, and which is still open?\n4. Choose a specific feature to keep, change or question in an own new idea and explain why.\n\n[Own empty response page](../responses/B-later.html) · [Adult selection guide](../teacher/ASSESSMENT.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "checks/C-first-source.md": "# C-first · The cloud card closes\n\n## Whole story\n\nOriginal fiction. Kit’s display drawing has a front face carrying an invented cloud mark and two broad wings. Kit wants it to be put flatter while keeping the wanted picture. Adult Luz actually closes the wings inward once. The source records that closing action but gives no observation of whether the cloud was visible or protected after closing, and no later opening result. Kit’s own proposed new storage design has not been supplied.\n\n## Select after actual teaching\n\nActual show/stored view relationships, content-preservation steps and actual/proposed/missing-result teaching (Day197 plus196 or equivalent); faithful source reading and unexposed case.\n\n## Exact questions\n\n1. Which transformation happened, and which results are not supplied?\n2. Create own show and stored views, telling what wanted content you mean to keep.\n3. Give material/actor steps for putting your own display flatter while keeping wanted work.\n4. What one check would help you learn about your own stored design? Keep any result honest.\n\n[Own empty response page](../responses/C-first.html) · [Adult selection guide](../teacher/ASSESSMENT.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "checks/C-later-source.md": "# C-later · The reading-corner cue\n\n## Whole story\n\nOriginal fiction. Oren’s invented reading-corner cue has a broad front mark and one bent lower part. Oren flattens that lower part once. The supplied observer says, “The mark was still visible while the sheet lay flat.” No later folded display or reading event is recorded. Oren now wants a different show/store plan for an own cue; the source does not supply that new design. A reported visible mark is not approval for all users or proof that a later standing form will work.\n\n## Select after actual teaching\n\nMatching C-first originals, actual targeted transformation/content/status/check instruction and a real interval with exposure/access notes; this new source unexposed. May extend beyondDay200.\n\n## Exact questions\n\n1. Which action and bounded result are supplied? What later event stays unknown?\n2. Create own show and storage views for the new cue and explain what content you want to keep.\n3. Give a specific material/actor/action sequence for your own chosen transformation and a wanted stop/keep condition.\n4. Choose one next check for your own transformed display. What does the source not already prove?\n\n[Own empty response page](../responses/C-later.html) · [Adult selection guide](../teacher/ASSESSMENT.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "checks/D-first-source.md": "# D-first · A local museum note and a known label\n\n## Whole story\n\nTwo source roles. Real dated note: F1 · The official Rockhampton Museum of Art exhibition-page indexed extract describes a changing exhibition programme. Checked through the primary-site index on 12 October 2026; the search result was marked crawled six days earlier. Direct current-page requests failed. No publication/update date for the general statement was supplied. [Primary page](https://www.rmoa.com.au/Collection-Exhibitions/Exhibitions). This dated provider note can start a question about displays; it supplies no learner visit, maker explanation, model performance, artwork copying grant, current venue status or cultural permission.\n\nOriginal fiction: Sam says, “I know our classroom shelf label. Today I noticed its front face and bent base.” The fictional label’s maker supplies no reason. This is not this learner’s visit, familiarity, observation, maker account or tested display.\n\n## Select after actual teaching\n\nActual primary-note/fiction/source-claim distinction, genuine familiar-example exploration and noticing-versus-intention teaching (Day192/199 or equivalent). Own familiar doorway optional; unexposed held source. No required personal disclosure.\n\n## Exact questions\n\n1. What can the real museum note tell us, and what belongs only to the fictional label account?\n2. If you want, explore a feature of an approved display you genuinely know. Otherwise use a new practice picture and say that it is new.\n3. Keep one maker/design question about a noticed display feature. What maker reason is actually supplied here?\n4. Propose an own display purpose and a feature inspired by a noticed relationship. What would still need checking?\n\n[Own empty response page](../responses/D-first.html) · [Adult selection guide](../teacher/ASSESSMENT.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "checks/D-later-source.md": "# D-later · A local paper note and a familiar menu face\n\n## Whole story\n\nTwo source roles. Real dated fact F2: on 12 October 2026, Rockhampton Regional Council’s Yellow lid Recycling Wheelie Bin page lists paper and cardboard among accepted household categories and asks for accepted recyclables to be loose and clean. Primary link: https://www.rockhamptonregion.qld.gov.au/CouncilServices/Rockhampton-Regional-Waste-and-Recycling/Bins-and-Collections/Yellow-lid-Recycling-Wheelie-Bin. The note does not approve every item, promise our design’s recyclability or tell whether a sheet will stand. Original fiction: Tess says, “I know our classroom pretend-menu face. I noticed its wide marked front.” Its maker gives no explanation. No actual learner experience, disposal, standing test or maker reply is supplied.\n\n## Select after actual teaching\n\nMatching D-first originals, targeted source-role/real-familiar/noticing/own-purpose teaching, interval/exposure/access recorded; changed source unexposed. Genuine familiar contribution optional and not fabricated.\n\n## Exact questions\n\n1. What does the Council note support, and which design claims would need other evidence?\n2. Explore one approved genuinely familiar display feature if wanted; otherwise label new-picture practice honestly.\n3. Someone says, “Every paper display will stand and can go in any recycling bin.” Does this page tell us that? What could we check?\n4. Give an own purpose, material/form reason and next learning question for a new display job.\n\n[Own empty response page](../responses/D-later.html) · [Adult selection guide](../teacher/ASSESSMENT.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "child/day-191.md": "# What would you like to put on show?\n\nChoose one thing you want to show. Where would you look for it? Your idea can stay private.\n\nChoose one way. You can stop, rest, keep it private or plan without objects. Ask your grown-up to check anything you actually handle.\n\n## Choose one way\n\n- Draw an own front face, point to what it should show, and tell its job.\n- Direct a willing helper to place or mark one broad paper face; name the helper’s actual action.\n- Use speech/sign/AAC to describe a pretend display and who would look, without objects.\n\n## Read together\n\nImagine a picture of a creature you invented. You want to find it on your table. Would it lie flat, stand, or be something else? Tell or show your first idea. We’ll keep your words before looking at another design. A drawing is a plan until somebody makes it.\n\n<label for=\"my-idea\">My own idea, drawing words or question</label>\n<textarea id=\"my-idea\" aria-label=\"My own idea, drawing words or question\"></textarea>\n\nThe empty space can stay empty. Use blank paper, pointing, dictation, sign or AAC if you want. This page does not save typed work.\n\n[Short home offer](../home/H01.html) · [Paper space](../aids/V17-alternative.html) · [Your grown-up’s plan](../teacher/day-191.html)\n",
    "child/day-192.md": "# A familiar display has choices\n\nLook at a display you really know, if you want. What did somebody choose? What would you ask?\n\nChoose one way. You can stop, rest, keep it private or plan without objects. Ask your grown-up to check anything you actually handle.\n\n## Choose one way\n\n- Point to and redraw one feature of an approved genuinely familiar display.\n- Ask an agreeing actual arranger one question, keeping their exact offered reply or the unanswered question.\n- Compare the two fictional accounts in usual communication, without objects or a familiarity claim.\n\n## Read together\n\nSomebody placed words or pictures somewhere for a job. You might know a label in your room. You can point to a part and ask about it. If this picture is new to you, that’s fine: it is practice with a story, not proof that you already knew a real place.\n\n<label for=\"my-idea\">My own idea, drawing words or question</label>\n<textarea id=\"my-idea\" aria-label=\"My own idea, drawing words or question\"></textarea>\n\nThe empty space can stay empty. Use blank paper, pointing, dictation, sign or AAC if you want. This page does not save typed work.\n\n[Short home offer](../home/H02.html) · [Paper space](../aids/V17-alternative.html) · [Your grown-up’s plan](../teacher/day-192.html)\n",
    "child/day-193.md": "# Flat or folded: two useful ideas\n\nTry two ways to show your idea. What changes for the person looking? Pick one, both, or neither.\n\nChoose one way. You can stop, rest, keep it private or plan without objects. Ask your grown-up to check anything you actually handle.\n\n## Choose one way\n\n- Draw a flat-face idea and a folded-face idea, then point to what changes.\n- Direct two broad paper arrangements to a willing helper, keeping who bent or placed each part.\n- Tell two different display arrangements in speech/sign/AAC and choose for an own reason.\n\n## Read together\n\nOne drawing might lie flat. Another might have a folded side. Neither has to win. Think about the job you chose, then keep two ideas and a reason for your choice. We haven’t checked whether a proposed folded shape will stand.\n\n<label for=\"my-idea\">My own idea, drawing words or question</label>\n<textarea id=\"my-idea\" aria-label=\"My own idea, drawing words or question\"></textarea>\n\nThe empty space can stay empty. Use blank paper, pointing, dictation, sign or AAC if you want. This page does not save typed work.\n\n[Short home offer](../home/H03.html) · [Paper space](../aids/V17-alternative.html) · [Your grown-up’s plan](../teacher/day-193.html)\n",
    "child/day-194.md": "# Which material, which step?\n\nChoose a suitable sheet with your grown-up, or tell a plan. What would you do first? Who would do it?\n\nChoose one way. You can stop, rest, keep it private or plan without objects. Ask your grown-up to check anything you actually handle.\n\n## Choose one way\n\n- Mark, bend or place one locally suitable whole sheet for the own purpose, if wanted.\n- Direct a willing helper’s exact marking/folding/placement and name their physical contribution.\n- Draw or tell a material-and-step plan with a proposed actor, without handling.\n\n## Read together\n\nA picture of a fold is not a real fold. You can make one suitable part yourself, ask a helper to act exactly as you direct, or keep a drawing. We’ll say who marked, bent or placed the paper. You don’t need to cut anything or make a whole finished display.\n\n<label for=\"my-idea\">My own idea, drawing words or question</label>\n<textarea id=\"my-idea\" aria-label=\"My own idea, drawing words or question\"></textarea>\n\nThe empty space can stay empty. Use blank paper, pointing, dictation, sign or AAC if you want. This page does not save typed work.\n\n[Short home offer](../home/H04.html) · [Paper space](../aids/V17-alternative.html) · [Your grown-up’s plan](../teacher/day-194.html)\n",
    "child/day-195.md": "# Make one useful part\n\nMake one part that helps your job, or tell how it could be made. One part is enough to look at closely.\n\nChoose one way. You can stop, rest, keep it private or plan without objects. Ask your grown-up to check anything you actually handle.\n\n## Choose one way\n\n- Make one suitable own display face or broad fold, keeping the actual step and actor.\n- Give an exact proposed production step to a faithful scribe/helper, without requiring manufacture.\n- Answer one selected taught new-source component privately through usual communication and stop or continue by choice.\n\n## Read together\n\nYour display can be small. Maybe you want to mark one face or place one broad part. A helper can read a new story and one question when you are ready for it. We’ll keep your first response before giving help with the design. You can pause, keep it private or finish.\n\n<label for=\"my-idea\">My own idea, drawing words or question</label>\n<textarea id=\"my-idea\" aria-label=\"My own idea, drawing words or question\"></textarea>\n\nThe empty space can stay empty. Use blank paper, pointing, dictation, sign or AAC if you want. This page does not save typed work.\n\n[Short home offer](../home/H05.html) · [Paper space](../aids/V17-alternative.html) · [Your grown-up’s plan](../teacher/day-195.html)\n",
    "child/day-196.md": "# What would you like to check?\n\nWhat do you want to find out? You can try one suitable action or keep a check plan. What really happened?\n\nChoose one way. You can stop, rest, keep it private or plan without objects. Ask your grown-up to check anything you actually handle.\n\n## Choose one way\n\n- Try one locally suitable chosen display action and record only what is actually noticed.\n- Direct an agreeing helper’s exact check and retain their offered report with attribution.\n- Draw or tell an unperformed check and leave the result empty.\n\n## Read together\n\nYou might ask whether your mark can be seen from your chosen place. If somebody actually checks, keep what they noticed and who acted. If nobody checks, keep the question. One result tells us about that event; it does not promise that every display will work.\n\n<label for=\"my-idea\">My own idea, drawing words or question</label>\n<textarea id=\"my-idea\" aria-label=\"My own idea, drawing words or question\"></textarea>\n\nThe empty space can stay empty. Use blank paper, pointing, dictation, sign or AAC if you want. This page does not save typed work.\n\n[Short home offer](../home/H06.html) · [Paper space](../aids/V17-alternative.html) · [Your grown-up’s plan](../teacher/day-196.html)\n",
    "child/day-197.md": "# Show it, then fold it flat?\n\nCan your display change shape for keeping? What would you want to keep? A stored drawing can stay a plan.\n\nChoose one way. You can stop, rest, keep it private or plan without objects. Ask your grown-up to check anything you actually handle.\n\n## Choose one way\n\n- Draw a show view and a flat-storage view, explaining what would stay visible or be kept.\n- Perform one wanted suitable broad fold/flatten action or direct it to a helper, recording the actual operator.\n- Tell a show→store→proposed show-again sequence without objects or a claimed reopening.\n\n## Read together\n\nThink about a display face and the part you want to keep. You can show a flat view without folding your real work. If somebody closes or flattens it, that is one action. It doesn’t tell us what happened on a later opening unless somebody actually records that too.\n\n<label for=\"my-idea\">My own idea, drawing words or question</label>\n<textarea id=\"my-idea\" aria-label=\"My own idea, drawing words or question\"></textarea>\n\nThe empty space can stay empty. Use blank paper, pointing, dictation, sign or AAC if you want. This page does not save typed work.\n\n[Short home offer](../home/H07.html) · [Paper space](../aids/V17-alternative.html) · [Your grown-up’s plan](../teacher/day-197.html)\n",
    "child/day-198.md": "# Keep, change, or leave a question\n\nPick a part you like, want to change, or want to ask about. Why? A change does not have to happen.\n\nChoose one way. You can stop, rest, keep it private or plan without objects. Ask your grown-up to check anything you actually handle.\n\n## Choose one way\n\n- Annotate or point to an own feature to keep or change and explain why.\n- Direct one suitable broad-part change to a willing helper, retaining their action and your reason.\n- Compare two own word/sign/AAC descriptions and keep a useful feature without objects.\n\n## Read together\n\nKeeping a good part is a design decision too. You can like a shape without saying it worked for everyone. If you change a fold or a face, tell us what you hope the change will help. We’ll only call the new result observed if somebody actually checked it.\n\n<label for=\"my-idea\">My own idea, drawing words or question</label>\n<textarea id=\"my-idea\" aria-label=\"My own idea, drawing words or question\"></textarea>\n\nThe empty space can stay empty. Use blank paper, pointing, dictation, sign or AAC if you want. This page does not save typed work.\n\n[Short home offer](../home/H08.html) · [Paper space](../aids/V17-alternative.html) · [Your grown-up’s plan](../teacher/day-198.html)\n",
    "child/day-199.md": "# Give it an explanation worth using\n\nWhat would help you or a willing person use your display? Keep your own words. A reply is optional.\n\nChoose one way. You can stop, rest, keep it private or plan without objects. Ask your grown-up to check anything you actually handle.\n\n## Choose one way\n\n- Make a broad picture explanation for yourself showing the display’s purpose and first action.\n- Give usual-communication directions to one willing person and retain only their actual offered words.\n- Ask an adult to review one local factual note while creating an original invented display plan; no child browsing.\n\n## Read together\n\nYou can keep a picture guide for yourself. If somebody agrees to look, ask one useful question and keep their real words. A museum page says something about the museum; it doesn’t say our display has been tested or that you visited. We can leave questions unanswered.\n\n<label for=\"my-idea\">My own idea, drawing words or question</label>\n<textarea id=\"my-idea\" aria-label=\"My own idea, drawing words or question\"></textarea>\n\nThe empty space can stay empty. Use blank paper, pointing, dictation, sign or AAC if you want. This page does not save typed work.\n\n[Short home offer](../home/H09.html) · [Paper space](../aids/V17-alternative.html) · [Your grown-up’s plan](../teacher/day-199.html)\n",
    "child/day-200.md": "# Keep what is useful; choose the next job\n\nKeep the part you want to come back to. What would you like to try next? You don’t need a perfect display.\n\nChoose one way. You can stop, rest, keep it private or plan without objects. Ask your grown-up to check anything you actually handle.\n\n## Choose one way\n\n- Keep a paper display plan with a useful next step and any actual observed result.\n- Dictate/sign/AAC an own handover with proposed actor and an honest unanswered question.\n- Use the [Display Play Bench](../interactive/index.html) or its [paper twin](../interactive/PAPER.html) to compare at most two own kept versions. Keep only your own words and actual supplied reports.\n\n## Read together\n\nLook at work that is actually available. Choose something useful to keep and one next thing to try or learn. A helper may offer a new story after the teaching you needed. No missing result needs to be filled in. This is a next step for your design, not a certificate for the whole year.\n\n<label for=\"my-idea\">My own idea, drawing words or question</label>\n<textarea id=\"my-idea\" aria-label=\"My own idea, drawing words or question\"></textarea>\n\nThe empty space can stay empty. Use blank paper, pointing, dictation, sign or AAC if you want. This page does not save typed work.\n\n[Short home offer](../home/H10.html) · [Paper space](../aids/V17-alternative.html) · [Your grown-up’s plan](../teacher/day-200.html)\n",
    "contexts/C01.md": "# C01 · A moon face for a job\n\n**Complete source:** Pia’s invented creature drawing would be shown flat on a table so Pia could look down while drawing. Pia has only made a plan; no sheet has been arranged.\n\n**Own task:** What would your display show, and what would that help somebody do? Keep a first own feature before this model.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** Purpose and proposed face linked to a viewer action. Pia’s flat plan supports the fictional look-down purpose; it is not a tested stand.\n\n**Next teaching:** If only “a display” is offered, model a separate cloud picture intended to be found on a tabletop and name the purpose→face link.\n\n</details>\n\n[Choose a display job](../child/day-191.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "contexts/C02.md": "# C02 · A private choice card\n\n**Complete source:** Uli wants an invented quiet-choice picture close by for private use. Uli chooses a large flat face and says, “I like seeing one choice.” The story records a preference, no trial.\n\n**Own task:** Choose a private or pretend display job. Tell what you want visible.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** A wanted feature or preference can be useful without an audience or functional result. Uli did not test every user.\n\n**Next teaching:** If a preference becomes a universal promise, contrast another person’s different preferred position and return to one own purpose.\n\n</details>\n\n[Choose a display job](../child/day-191.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "contexts/C03.md": "# C03 · An arranger explains a fold\n\n**Complete source:** A fictional classroom arranger, Ivo, says, “I bent the base so the name face points towards our shelf front.” Learner Jo says the shelf label is familiar to Jo. These source statements do not establish this child’s actual familiarity.\n\n**Own task:** Notice a feature of a genuinely known approved display, if available; otherwise ask what this source supplies.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** Ivo supplies Ivo’s reason; Jo supplies a familiarity claim in fiction. Actual learner familiarity needs its own genuine known example and exploration.\n\n**Next teaching:** Use a different original label with an arranger’s words beside it to distinguish noticed form from an attributed intention.\n\n</details>\n\n[Choose a display job](../child/day-192.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "contexts/C04.md": "# C04 · A face with no maker note\n\n**Complete source:** An original drawing shows a broad face and a bent lower part. It has no maker name or account explaining the bend. The drawing is new practice material.\n\n**Own task:** Point to a shown feature, then keep a question about its purpose.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** The bend is shown; the maker’s intention remains unknown. A newly shown drawing is not a real familiar object.\n\n**Next teaching:** Model “I notice a bend; I wonder why” on another invented card, then invite an own question without supplying intent.\n\n</details>\n\n[Choose a display job](../child/day-192.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "contexts/C05.md": "# C05 · A flat pretend price\n\n**Complete source:** Bo’s imaginary fruit-stall card lies flat in a drawing. Bo hopes a pretend customer looking down would see its invented price. There is no customer response or actual arrangement.\n\n**Own task:** Create an own form for a pretend label or other chosen job.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** A flat form can serve a proposed look-down action. Fictional hopes do not prove actual legibility or a real price.\n\n**Next teaching:** Use another invented menu viewed from above to link form and intended viewer position.\n\n</details>\n\n[Choose a display job](../child/day-193.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "contexts/C06.md": "# C06 · A winged face proposal\n\n**Complete source:** Cam draws two broad side wings around a front face for a pretend star label. Cam has not made the wings or checked whether they stand. A second sketch is a flat face for the same job.\n\n**Own task:** Show two meaningfully different arrangements and choose with a reason.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** A side-wing and a flat arrangement differ in support/position relationship. The source proves no stability winner.\n\n**Next teaching:** If only colour differs in the own forms, compare an unrelated flat card with a proposed side bend and ask what would change for the viewer.\n\n</details>\n\n[Choose a display job](../child/day-193.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "contexts/C07.md": "# C07 · One broad fold by an adult\n\n**Complete source:** In the fiction, adult Paz checks one whole sheet and folds a broad lower part. Paz then places it on an agreed surface. No result of standing or reading is recorded.\n\n**Own task:** Tell the material, actor and first/next step for an own plan.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** Paz performed the fold and placement; the performance result stays unknown. Local material checks in a story are not approval of a learner’s real materials.\n\n**Next teaching:** Model an unrelated adult dot-card action and an empty result line to separate actual action from missing result evidence.\n\n</details>\n\n[Choose a display job](../child/day-194.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "contexts/C08.md": "# C08 · A child directs a marker\n\n**Complete source:** Dee chooses an invented picture. Dee directs adult An to mark it near the front of a whole sheet. An does the marking; Dee later describes a fold that nobody makes.\n\n**Own task:** Keep your own idea and name who would or did act on each step.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** Dee’s design/direction and An’s actual marking are separate contributions. The fold remains proposed.\n\n**Next teaching:** On another fictional dot face, faithfully scribe one instruction, then name the actual marker without crediting unobserved child making.\n\n</details>\n\n[Choose a display job](../child/day-194.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "contexts/C09.md": "# C09 · A first own face without a model\n\n**Complete source:** Eda wants to invent a sea creature sign. Eda first draws a front face without seeing a worked display. Eda then sees an unrelated adult example. The story does not supply Eda’s face or result.\n\n**Own task:** Choose a display job and make one own first idea before viewing a model.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** The timing preserves an offered first contribution; it does not make public tasks secure, equally difficult or independent after all help.\n\n**Next teaching:** Use a separate invented flag-face task to practise saving first words before showing a model, then record actual support.\n\n</details>\n\n[Choose a display job](../child/day-195.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "contexts/C10.md": "# C10 · A scribe changes the idea\n\n**Complete source:** Fen says, “I want the picture flat.” A faithful scribe writes those words. A different adult adds, “Make two wings.” The added wings are that adult’s design suggestion, not Fen’s original idea.\n\n**Own task:** Keep your own words or directions and distinguish faithful recording from a new helper idea.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** The flat choice belongs to Fen; the wings are added content help. Neither is automatically an observed product.\n\n**Next teaching:** Demonstrate on an unrelated circle-card description: repeat exact words, then label a separate adult proposal and record both.\n\n</details>\n\n[Choose a display job](../child/day-195.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "contexts/C11.md": "# C11 · One display tips\n\n**Complete source:** Gia places a fictional folded star card on a table to see if it stays upright. It tips during that one check. Gia likes the size of the star. No new version or second check is supplied.\n\n**Own task:** Choose one question for your own display and keep any actual result at its scope.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** The supplied event answers this-time upright for Gia’s setup; preference for mark size is separate. It says nothing about all displays.\n\n**Next teaching:** Use another fictional label that stayed upright once to teach this-event wording and leave future performance open.\n\n</details>\n\n[Choose a display job](../child/day-196.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "contexts/C12.md": "# C12 · The check has not happened\n\n**Complete source:** Hao proposes asking whether a broad mark can be seen from an agreed seat. Nobody carries out that check in this fictional account. Hao draws a plan for the position.\n\n**Own task:** Keep an own check question and mark whether it was performed, reported or unperformed.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** This source explicitly says no check occurred, unlike merely missing result information. A plan is still useful.\n\n**Next teaching:** Compare a separate action-done/no-result-written story with an explicitly unperformed check and teach the difference before own work.\n\n</details>\n\n[Choose a display job](../child/day-196.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "contexts/C13.md": "# C13 · A performed closing action\n\n**Complete source:** Ira closes two broad wings inward on a fictional display. The account says the sheet became flatter in that action. It gives no later opening or reading event.\n\n**Own task:** Show your display and proposed storage views; keep actual actions separately.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** One flattening is reported; no later functioning or preserved-message result is supplied. The story is not this learner’s physical evidence.\n\n**Next teaching:** Use another original folded card to name a closing action and a separate missing reopening result.\n\n</details>\n\n[Choose a display job](../child/day-197.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "contexts/C14.md": "# C14 · A flatter view on paper\n\n**Complete source:** Jin sketches a display face and a folded-flat view. Jin wants the invented mark kept. The source says both views are plans; no paper is folded.\n\n**Own task:** Explain what your own stored view would keep and one check you would still need.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** A purpose/content/form relation is communicated; the physical transformation is unperformed. Storage is not a compliance task.\n\n**Next teaching:** Teach a separate mark-bearing face and proposed inward fold; ask what could be hidden without declaring damage or success.\n\n</details>\n\n[Choose a display job](../child/day-197.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "contexts/C15.md": "# C15 · Keep the broad face\n\n**Complete source:** Kai says, “I want to keep my wide face because I like room for my invented picture.” Kai has not checked standing or readability.\n\n**Own task:** Choose one own feature to keep with a reason.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** Specific preference-based evaluation is valid at that scope. It does not certify functional success.\n\n**Next teaching:** Use another original menu face and a purpose/preference sentence to show that keeping is a meaningful decision.\n\n</details>\n\n[Choose a display job](../child/day-198.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "contexts/C16.md": "# C16 · A changed base with an open effect\n\n**Complete source:** Lea changes a drawing from a narrow proposed base to a wider one because Lea hopes the face might stand. The revised drawing has not been made or tried.\n\n**Own task:** Choose an own keep/change/question decision and tell its reason and status.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** The intended change and hoped effect are supplied; improvement is not measured. No forced revision is required.\n\n**Next teaching:** On a different fictional plain label, separate “I changed” from “I checked and saw”; return to an own optional question.\n\n</details>\n\n[Choose a display job](../child/day-198.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "contexts/C17.md": "# C17 · A narrow reply\n\n**Complete source:** Min offers an original pretend display guide to willing adult Sol. Sol says, “I found the paper face.” Sol does not report whether the face stood, the mark was readable or the whole design worked.\n\n**Own task:** Offer a private guide if wanted and retain only a willing person’s actual reply.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** The exact reply supports finding the face for Sol in fiction; it does not supply further performance or universal approval.\n\n**Next teaching:** Use an unrelated fictional person saying “I found the first sheet” and identify a still-open display question.\n\n</details>\n\n[Choose a display job](../child/day-199.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "contexts/C18.md": "# C18 · A guide kept private\n\n**Complete source:** Nia writes a pretend display explanation and keeps it privately. Nobody is asked to read it. The account gives no recipient reply.\n\n**Own task:** Make a useful own private explanation and leave recipient evidence empty if absent.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** Communicated ideas can be retained without sharing. This source explicitly supplies an unshared guide, no feedback.\n\n**Next teaching:** Use a different private star-card guide to teach a useful next question without inventing a listener.\n\n</details>\n\n[Choose a display job](../child/day-199.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "contexts/C19.md": "# C19 · A fresh souvenir-model job\n\n**Complete source:** Oli proposes a fold-flat card for an invented space-station souvenir. No real place or trip is involved. Oli chooses a side-wing plan and leaves whether it stands unknown.\n\n**Own task:** Choose a genuinely new own display job, communicate a feature and a next check.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** New purpose/feature reasoning is ordinary practice, not an unseen calibrated held test. The plan has no actual souvenir or performance result.\n\n**Next teaching:** Use a different imaginary underwater-gallery label to connect new purpose to a form choice before returning to own work.\n\n</details>\n\n[Choose a display job](../child/day-200.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "contexts/C20.md": "# C20 · Design, making and next learning\n\n**Complete source:** Rae selects a flat display face and directs adult Liv to mark and place it. Liv performs those actions in the story. Rae keeps a next question about viewing the mark; nobody checks it.\n\n**Own task:** Retain a useful own handover with each actual actor and an honest next step.\n\n<details>\n<summary>For your grown-up, after your first idea</summary>\n\n**Staff meaning:** Rae’s design/direction and Liv’s actual operations are distinct. Unasked viewing remains a question, not a tested success.\n\n**Next teaching:** Use a separate toy-library face where the child only directed and the adult marked; next offer actual suitable child making if wanted and genuinely available.\n\n</details>\n\n[Choose a display job](../child/day-200.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "home/H01.md": "# H01 · A display you want to find\n\n**Complete source:** An invented moon creature picture could lie flat so its maker can find it on a table; nothing has been made.\n\n**Try it:** Choose something invented or private to show. Tell where you would look. Draw or describe one face. Keep your first idea before the example.\n\n**Have ready / time:** Whole paper or words; about 3–5minutes with a willing adult.\n\n**Notice / useful next step:** Keep one useful connection: where would you like to find your picture, and which face helps? One idea is enough for today.\n\n[Choose a display job](../child/day-191.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "home/H02.md": "# H02 · A feature you really know\n\n**Complete source:** An original practice drawing has a bent base and no maker account; its maker’s reason is unknown.\n\n**Try it:** If you want, choose an approved display you genuinely know. Point to one feature and keep a question. Otherwise talk about the practice drawing without claiming familiarity.\n\n**Have ready / time:** An actually known approved display or no objects; about 3–5minutes.\n\n**Notice / useful next step:** Ask what they notice. If the picture is new, call it practice. There is no outing, private household history or maker answer to supply.\n\n[Choose a display job](../child/day-192.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "home/H03.md": "# H03 · Two shapes for one job\n\n**Complete source:** A pretend fruit label has flat and two-wing proposals. The label’s price is invented; neither form is tested.\n\n**Try it:** Choose an own display job. Draw, direct or tell two different forms. Pick one or neither with a reason.\n\n**Have ready / time:** Whole paper or usual communication; about 5minutes.\n\n**Notice / useful next step:** Ask what changes for the person looking. Two shapes are useful even if neither is made; there is no winning shape to copy.\n\n[Choose a display job](../child/day-193.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "home/H04.md": "# H04 · One precise step\n\n**Complete source:** A fictional adult marks a picture exactly where a child directs. The adult marks; the child chooses.\n\n**Try it:** Check any actual material/action with your adult. Tell one exact marking/placing step. Make a suitable part if wanted, direct it or keep a plan. Name who acted.\n\n**Have ready / time:** Suitable whole paper/checked marker or no objects; about 3–5minutes.\n\n**Notice / useful next step:** Repeat the child’s exact instruction. Name who actually marked or folded. If “make it” is unclear, show a separate dot-card step and ask for their own next action.\n\n[Choose a display job](../child/day-194.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "home/H05.md": "# H05 · Just one useful part\n\n**Complete source:** An imaginary stall sign can stay a drawing while its maker chooses a front face.\n\n**Try it:** Choose one part of your own display job. Mark, place, describe or direct it. Keep what actually happened and stop when wanted.\n\n**Have ready / time:** Locally suitable broad parts or no objects; about 5minutes.\n\n**Notice / useful next step:** One useful part is enough. Keep what happened, or keep the drawing as a plan. Stop when the child has had enough.\n\n[Choose a display job](../child/day-195.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "home/H06.md": "# H06 · One check, or a check plan\n\n**Complete source:** A folded fictional star card tips once. The story gives no second check.\n\n**Try it:** Choose one question for your own display. Agree any suitable action and stop with an adult. Try it, direct it or draw it as unperformed. Keep only a real result.\n\n**Have ready / time:** Own available paper or words; about 3–5minutes.\n\n**Notice / useful next step:** Keep the question and what was really noticed. If nobody tried it, leave the result open. There is no repeated-trial target or required success.\n\n[Choose a display job](../child/day-196.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "home/H07.md": "# H07 · A shape for keeping\n\n**Complete source:** A fictional drawing shows a face and a flatter storage view; no folding occurred.\n\n**Try it:** Choose something you want to keep. Draw or tell show and stored views. If a broad fold is suitable and wanted, perform or direct one action; preserve cherished work.\n\n**Have ready / time:** Whole paper or words; about 5minutes.\n\n**Notice / useful next step:** Ask which picture or message they want to keep. A drawing can show the stored shape without folding treasured work. Say who acted if a real fold happens.\n\n[Choose a display job](../child/day-197.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "home/H08.md": "# H08 · Keep a favourite part\n\n**Complete source:** A fictional maker likes a wide picture face and keeps it; no functional check is supplied.\n\n**Try it:** Point to one own feature. Keep, change or question it with a reason. A change can remain a plan. If an action happens, say who acted.\n\n**Have ready / time:** Own work or a fresh plan; about 3–5minutes.\n\n**Notice / useful next step:** A favourite shape or useful feature is a reason to keep it. Ask why they like that part; there is no need to redesign everything or call every change better.\n\n[Choose a display job](../child/day-198.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "home/H09.md": "# H09 · A guide for you\n\n**Complete source:** An invented private guide says which face shows a mark and its first placement; nobody reads it.\n\n**Try it:** Make an own short explanation for yourself. If a person agrees to look, ask one question and keep only their actual offered words. Leaving it private is fine.\n\n**Have ready / time:** Paper or usual communication; about 5minutes.\n\n**Notice / useful next step:** The guide can stay private. If somebody replies, keep their exact words and say who said them. Finding the paper does not tell us everything about the display.\n\n[Choose a display job](../child/day-199.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "home/H10.md": "# H10 · One next idea\n\n**Complete source:** A fictional space-station card is only a plan and has an unanswered viewing question.\n\n**Try it:** Choose work that is actually available, or start fresh. Keep one useful feature and one next learning question. Tell which actions happened and which are proposed.\n\n**Have ready / time:** Actual available work or blank paper; about 3–5minutes.\n\n**Notice / useful next step:** Keep one useful part and a next question. Start fresh if earlier work is missing. Next time, offer the particular step or design question they want to explore.\n\n[Choose a display job](../child/day-200.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "interactive/PAPER.md": "# Display Play Bench · paper twin\n\nFill only what is actually supplied. Empty fields can remain empty. No upload, automatic verification or saved record is provided. Keep a paper copy privately if useful.\n\n<label for=\"note0\">My display job</label>\n<textarea id=\"note0\" aria-label=\"My display job\"></textarea>\n\n<label for=\"note1\">My show view or position</label>\n<textarea id=\"note1\" aria-label=\"My show view or position\"></textarea>\n\n<label for=\"note2\">My two ideas and choice</label>\n<textarea id=\"note2\" aria-label=\"My two ideas and choice\"></textarea>\n\n<label for=\"note3\">My material and actor</label>\n<textarea id=\"note3\" aria-label=\"My material and actor\"></textarea>\n\n<label for=\"note4\">My first and next step</label>\n<textarea id=\"note4\" aria-label=\"My first and next step\"></textarea>\n\n<label for=\"note5\">My check question</label>\n<textarea id=\"note5\" aria-label=\"My check question\"></textarea>\n\n<label for=\"note6\">My actual report or open result</label>\n<textarea id=\"note6\" aria-label=\"My actual report or open result\"></textarea>\n\n<label for=\"note7\">My stored view and wanted content</label>\n<textarea id=\"note7\" aria-label=\"My stored view and wanted content\"></textarea>\n\n<label for=\"note8\">My keep/change reason and next question</label>\n<textarea id=\"note8\" aria-label=\"My keep/change reason and next question\"></textarea>\n\n\nChoose My show, My steps, My check, My keep or All my words. Keep two labelled own versions if wanted; include their job, view and actual supplied help. Compare a feature yourself. More words or a later date does not automatically mean improvement. A proposed fold remains a proposal until performed. Empty result areas stay empty when no result is supplied.\n\n[Use the implemented Bench](index.html) · [Original blank aid spaces](../aids/INDEX.html)\n",
    "narration/day-191.md": "# Printed narration candidate · Day 191\n\nThis is the exact written read-together script. It is not an audio file or a listened recording. A willing adult may read it in short parts and pause as wanted.\n\n## Read together\n\nImagine a picture of a creature you invented. You want to find it on your table. Would it lie flat, stand, or be something else? Tell or show your first idea. We’ll keep your words before looking at another design. A drawing is a plan until somebody makes it.\n\n[Child offer](../child/day-191.html)\n",
    "narration/day-192.md": "# Printed narration candidate · Day 192\n\nThis is the exact written read-together script. It is not an audio file or a listened recording. A willing adult may read it in short parts and pause as wanted.\n\n## Read together\n\nSomebody placed words or pictures somewhere for a job. You might know a label in your room. You can point to a part and ask about it. If this picture is new to you, that’s fine: it is practice with a story, not proof that you already knew a real place.\n\n[Child offer](../child/day-192.html)\n",
    "narration/day-193.md": "# Printed narration candidate · Day 193\n\nThis is the exact written read-together script. It is not an audio file or a listened recording. A willing adult may read it in short parts and pause as wanted.\n\n## Read together\n\nOne drawing might lie flat. Another might have a folded side. Neither has to win. Think about the job you chose, then keep two ideas and a reason for your choice. We haven’t checked whether a proposed folded shape will stand.\n\n[Child offer](../child/day-193.html)\n",
    "narration/day-194.md": "# Printed narration candidate · Day 194\n\nThis is the exact written read-together script. It is not an audio file or a listened recording. A willing adult may read it in short parts and pause as wanted.\n\n## Read together\n\nA picture of a fold is not a real fold. You can make one suitable part yourself, ask a helper to act exactly as you direct, or keep a drawing. We’ll say who marked, bent or placed the paper. You don’t need to cut anything or make a whole finished display.\n\n[Child offer](../child/day-194.html)\n",
    "narration/day-195.md": "# Printed narration candidate · Day 195\n\nThis is the exact written read-together script. It is not an audio file or a listened recording. A willing adult may read it in short parts and pause as wanted.\n\n## Read together\n\nYour display can be small. Maybe you want to mark one face or place one broad part. A helper can read a new story and one question when you are ready for it. We’ll keep your first response before giving help with the design. You can pause, keep it private or finish.\n\n[Child offer](../child/day-195.html)\n",
    "narration/day-196.md": "# Printed narration candidate · Day 196\n\nThis is the exact written read-together script. It is not an audio file or a listened recording. A willing adult may read it in short parts and pause as wanted.\n\n## Read together\n\nYou might ask whether your mark can be seen from your chosen place. If somebody actually checks, keep what they noticed and who acted. If nobody checks, keep the question. One result tells us about that event; it does not promise that every display will work.\n\n[Child offer](../child/day-196.html)\n",
    "narration/day-197.md": "# Printed narration candidate · Day 197\n\nThis is the exact written read-together script. It is not an audio file or a listened recording. A willing adult may read it in short parts and pause as wanted.\n\n## Read together\n\nThink about a display face and the part you want to keep. You can show a flat view without folding your real work. If somebody closes or flattens it, that is one action. It doesn’t tell us what happened on a later opening unless somebody actually records that too.\n\n[Child offer](../child/day-197.html)\n",
    "narration/day-198.md": "# Printed narration candidate · Day 198\n\nThis is the exact written read-together script. It is not an audio file or a listened recording. A willing adult may read it in short parts and pause as wanted.\n\n## Read together\n\nKeeping a good part is a design decision too. You can like a shape without saying it worked for everyone. If you change a fold or a face, tell us what you hope the change will help. We’ll only call the new result observed if somebody actually checked it.\n\n[Child offer](../child/day-198.html)\n",
    "narration/day-199.md": "# Printed narration candidate · Day 199\n\nThis is the exact written read-together script. It is not an audio file or a listened recording. A willing adult may read it in short parts and pause as wanted.\n\n## Read together\n\nYou can keep a picture guide for yourself. If somebody agrees to look, ask one useful question and keep their real words. A museum page says something about the museum; it doesn’t say our display has been tested or that you visited. We can leave questions unanswered.\n\n[Child offer](../child/day-199.html)\n",
    "narration/day-200.md": "# Printed narration candidate · Day 200\n\nThis is the exact written read-together script. It is not an audio file or a listened recording. A willing adult may read it in short parts and pause as wanted.\n\n## Read together\n\nLook at work that is actually available. Choose something useful to keep and one next thing to try or learn. A helper may offer a new story after the teaching you needed. No missing result needs to be filled in. This is a next step for your design, not a certificate for the whole year.\n\n[Child offer](../child/day-200.html)\n",
    "national/ANNUAL-ORIGINAL.md": "# Foundation / Prep year sequence — planning map\n\n**Status: planned sequence, not a complete year of lessons.** A row is a teaching brief, not a substitute for a daily lesson, learner material or local syllabus check. English and mathematics have paired daily drafts and integrated sessions across the forty-week map. Separate-subject coverage is changing as packs are written. The [live Foundation coverage map](https://neuroforge.io/subjectnest/library/#foundation) shows how many complete five-day script weeks exist for each additional learning area and which weeks remain. That count checks quantity only; it does not establish quality, accessibility, local fit, learner progress or classroom readiness. Local overlays, Languages pathways and human review remain incomplete. Do not advance a “complete Foundation” claim from this plan.\n\n**Reference point:** [Australian Curriculum Version 9.0](https://www.australiancurriculum.edu.au/downloads), Foundation Year, official workbook retrieved 29 September 2026; original workbook SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. The exact year/band, achievement standard and local implementation need to be checked for each subject. Queensland's [phased v9 schedule](https://www.qcaa.qld.edu.au/downloads/memos/23/043-23.pdf) is one reason this national map is not automatically a current state plan.\n\nThe machine-readable [outcome plan](outcome-plan.json) gives each of the 94 non-Languages Foundation content descriptions one **principal focus week**. A code can also be touched earlier or revisited later; the focus placement is a planning anchor, not a claim that a learner has achieved it. `scripts/audit_foundation_plan.py` checks that the codes match the pinned official import and that none is absent from the plan. The two cultural/content holds in that ledger remain open until appropriate review and local contribution.\n\n## The repeating weekly spine\n\n- **Every school day:** oral language and a story or information text; planned phonological/phonemic work, letter–sound instruction and supported reading/writing at the child's taught point; number talk with objects, movement and drawing; outdoor or indoor movement; child-led exploration; a short closing reflection. Keep decoding tasks tied to graphemes actually taught; never call a memorised picture-word match “decoding.”\n- **Every week:** at least one planned investigation with a prediction or question, one hands-on making/art experience, one HASS or community/place conversation, explicit and practised safety/permission language, and a chance to explain learning in more than one format. The exact subject focus varies below.\n- **Assessment:** notice, record, respond and revisit. Sample a few children closely each day rather than attempting to score every child on every activity. Use the published achievement standard and a body of work at the review point, with professional judgment. No single worksheet certifies a broad outcome.\n- **Languages:** choose a locally available language and its correct ACARA pathway plus local authority/specialist. The 57 Foundation Languages records are **alternative language/pathway choices**, not 57 topics every child must study. First Nations languages require language-owner authority and a community-led process; do not invent word lists or machine-translate cultural material.\n\n## Forty-week route\n\nSchools can move weeks to suit local terms, climate, events and community partnership. “Evidence” names a small artefact or observation worth keeping, not a grade. The English and mathematics columns show the main new focus; earlier skills continue in short daily practice.\n\n| Week | Question children can explore | English focus | Mathematics focus | Integrated focus and evidence to keep |\n| ---: | --- | --- | --- | --- |\n| 1 | How do we find, use and care for our learning places? | Preferred names, listening/turns, oral description, picture/text meaning | See, say and make 0–5; compare small collections | HASS room map; safe science observations; respectful space and design a counter holder. Keep a child's map explanation and one observation. |\n| 2 | How do signs and pictures help us? | Texts in room, book/screen conventions, rhyme and initial sounds | Subitise to 5; build 6–10, order 0–10 and compare small sets | Make an original sign, compare picture/symbol data, ask who a sign helps. Keep a sign with the child's reason. |\n| 3 | Who helps us, and how do we ask? | Oral story beginning/end, character feelings, sentence as one idea | Build, order and compare 10–15 as ten and some more | HASS people/relationships with child-chosen, private family evidence if offered; fictional examples teach inquiry but do not alone show knowledge of the child's family. HPE help-seeking and permission. |\n| 4 | Why do some things roll, slide or stop? | Rhymes, syllables, clear spoken prediction | Build, order and compare 16–20; revisit 0–15 | Science movement test, fair-play route and dance shapes. Keep prediction and what actually happened. |\n| 5 | What can we notice about living things? | Picture/information text, topic words, orally blend taught sounds | Count living/non-living object pictures without making the classification the maths score | Observe approved local plants and animals; sort by visible features. Keep a dated drawing with one exact observation. |\n| 6 | How are useful things made? | Label with taught sounds; one spoken complete idea | Make and name parts of collections up to 5, then up to 10 | Compare material properties, design and safely test a small holder. Keep first and revised design. |\n| 7 | Which messages help keep us safe? | Signs versus stories; capitals and sentence stop in shared writing | Add/remove objects in a real tidy-up story | Health symbols and protective help-seeking; digital personal-information example with teacher guidance. Keep an explanation of a safe choice. |\n| 8 | What does a pattern let us predict? | Sound patterns and oral retell | Copy, continue and create repeating patterns | Music, movement and visual patterns; ask “What repeats?” Keep two representations of one pattern. |\n| 9 | How do we show what we found? | Create a short informative page; speak to a partner | Sort objects and make a picture/object display | Music: make an original class welcome rhythm and ask why music can help a group gather; use a simple data display for science observations. Keep a child's reason and display. |\n| 10 | What changed in our thinking? | Reread, retell and revise a sentence | Revisit 0–10, subitising and parts of 10 | Choice of Week 1–9 investigation, share privately or with permission. Use a portfolio conference and plan next teaching. |\n| 11 | What can ten look like? | New taught letter–sounds and blending in decodable text | Ten as ten objects, marks, fingers, grouped collections | Design a ten-frame from reusable card; show a match in two formats. |\n| 12 | What is a fair way to share? | Explain steps in order; use sequence words | Equal sharing and grouping with objects | Food-free picnic or tool-sharing story; photograph only if local consent allows, or keep a drawing. |\n| 13 | Where do people in a story belong? | Compare fiction with a factual account; character viewpoint | More/less/equal up to 20 with concrete sets | HASS: use fictional families to practise respectful questions, then invite a child-chosen, private account of people in their own family if safe and welcome. Do not infer AC9HSFK01 knowledge from fictional-only work or require public personal disclosure. |\n| 14 | How does a plant change when we look again? | Question words, topic vocabulary and an observation sentence | Count/compare leaves or seeds only where safe and meaningful | Repeated living-thing observation; keep two dated views, without claiming all plants change alike. |\n| 15 | How can one quantity be made two ways? | Shared edit for meaning, space and sentence boundary | Partition/compose up to 10 with physical sets | Music call-and-response of two parts; keep concrete model and spoken explanation. |\n| 16 | Which container can hold more? | Explain a test orally before writing | Direct comparison of capacity; no invented units | Try two safe containers with dry large objects or water under local safety rules; keep method and result. |\n| 17 | What can a picture tell, and what can it leave out? | Word/image relationship and simple comprehension questions | Collect/sort picture responses to a class question | Media arts framing and digital data as pictures/symbols; keep two views of the same information. |\n| 18 | How do we look after a shared outdoor place? | A request and a reason | Location words and simple map paths | HASS place care; outdoor activity; local Country/Place teaching only with approved knowledge-holder input. Keep a care proposal, permission status and any action actually approved. |\n| 19 | What does a good test tell us? | Retell test steps and one result | Add/remove in a practical test setup | Revisit motion or material test, change one feature with guidance, compare results. |\n| 20 | What can I teach someone else? | Short prepared spoken explanation or dictated text | Revisit numbers to at least 20 with objects, numerals and order | Mid-year portfolio conversation using several samples, not one speed test. |\n| 21 | Which shapes can we find and make? | Descriptive vocabulary and one reason | Sort/name/create familiar shapes in objects | Visual art print/collage with student-made shapes; look at an original room/community picture and ask why that artwork helps or matters to people. Keep both shape reasoning and a child's art response. |\n| 22 | How do we find our way? | Listen to and give a two-step direction | Position/location relative to people and objects | Map a safe route in the room, then show it with blocks, words or movement. |\n| 23 | What belongs in a celebration story? | Retell an event with before/after | Days of week and parts of day tied to actual routines | HASS family/community celebrations with opt-in fictional alternatives; avoid assuming a single calendar or faith. |\n| 24 | What do we feel, and whom can we ask? | Precise feeling words, conversation turn | Compare duration of two familiar activities directly | HPE emotions and protective help-seeking; private response option. Keep a rehearsed help route, not personal disclosure. |\n| [25](term-3/week-25-picture-stories-and-tools.md) | Can a digital tool help us tell a story? | [English Days 121–125](english/term-3/weeks-25-26/LESSONS.md): plan a beginning, event and ending | [Maths Days 121–125](mathematics/term-3/weeks-25-26/LESSONS.md): collect/sort/compare picture data | Paper storyboard and child-chosen audience; optional approved offline hardware/software exploration, recorded separately. **Daily drafts authored; digital and media claims depend on actual observation.** |\n| [26](term-3/week-26-move-and-make-fair-rules.md) | What makes a movement safe and fair? | [English Days 126–130](english/term-3/weeks-25-26/LESSONS.md): give a rule and reason | [Maths Days 126–130](mathematics/term-3/weeks-25-26/LESSONS.md): describe paper object position and route | Adapted physical game and child-created movement sequence if locally safe and approved; paper participation remains available. **Daily drafts authored; physical HPE/Dance and familiar-space claims depend on actual observation.** |\n| [27](term-3/week-27-objects-alike-and-different.md) | How are objects alike and different? | [English Days 131–135](english/term-3/weeks-27-28/LESSONS.md): information labels bound to observation | [Maths Days 131–135](mathematics/term-3/weeks-27-28/LESSONS.md): direct length and mass comparison | Science material sort and tested property with counterexample. **Daily and integrated drafts authored; record only direct observations.** |\n| [28](term-3/week-28-what-we-learn-by-asking.md) | What do we learn by asking someone? | [English Days 136–140](english/term-3/weeks-27-28/LESSONS.md): neutral question and faithful attributed report | [Maths Days 136–140](mathematics/term-3/weeks-27-28/LESSONS.md): sort and compare fictional picture responses | HASS source and perspective with opt-in fictional interviews. **Daily and integrated drafts authored; real-person evidence requires consent and actual observation.** |\n| [29](term-3/week-29-rhythm-picture-message.md) | Can a rhythm or picture carry an idea? | [English Days 141–145](english/term-3/weeks-29-30/LESSONS.md): hear rhyme and alliteration in an original poem, then revise a message | [Maths Days 141–145](mathematics/term-3/weeks-29-30/LESSONS.md): name and continue a repeating unit in sound or marks | Original Music, Media Arts and Visual Arts choices with an optional quiet audio cue and consent-led sharing. **Daily and integrated drafts authored; record sound and audience actions only when they happen.** |\n| [30](term-3/week-30-a-stronger-design.md) | How do we make a stronger design? | [English Days 146–150](english/term-3/weeks-29-30/LESSONS.md): explain a change from actual test evidence | [Maths Days 146–150](mathematics/term-3/weeks-29-30/LESSONS.md): count and compare broad material sets to 20 | Folded-paper holder with one-change revision and controlled five-count test. **Daily and integrated drafts authored; a stronger result must be observed, never presumed.** |\n| [31](term-4/week-31-book-sign-paper-screen.md) | What can a book, sign and paper screen each do? | [English Days 151–155](english/term-4/weeks-31-32/LESSONS.md): compare form, purpose and evidence in original texts | [Maths Days 151–155](mathematics/term-4/weeks-31-32/LESSONS.md): represent, compare and order 0–20 | Original book/sign/paper-screen sources and a two-frame choice aid. **Daily and integrated drafts authored; paper frames do not prove digital-system use.** |\n| [32](term-4/week-32-an-inventory-we-can-explain.md) | How do adding and taking-away change a count? | [English Days 156–160](english/term-4/weeks-31-32/LESSONS.md): retell first/action/then accurately | [Maths Days 156–160](mathematics/term-4/weeks-31-32/LESSONS.md): model add-to and take-away within ten | Invented inventories with broad paper pieces and a child-revised holder. **Daily and integrated drafts authored; actual design performance depends on observation.** |\n| [33](term-4/week-33-what-the-drawing-shows.md) | What can we say about a drawing, and what would a real observation need? | [English Days 161–165](english/term-4/weeks-33-34/LESSONS.md): source-bound information page | [Maths Days 161–165](mathematics/term-4/weeks-33-34/LESSONS.md): given question, sort and count fictional picture cards | Distinguish invented drawings from actual living things. **Daily and integrated drafts authored; a real Science observation requires separate local evidence.** |\n| [34](term-4/week-34-test-the-claim.md) | What can a test really tell us about a material? | [English Days 166–170](english/term-4/weeks-33-34/LESSONS.md): compare bounded explanations of a fictional report | [Maths Days 166–170](mathematics/term-4/weeks-33-34/LESSONS.md): direct physical length/capacity/mass comparisons | Plan a safe toy-shelter revision and record *actual* results only where locally tested. **Daily and integrated drafts authored; no completed design cycle claimed from a sketch.** |\n| [35](term-4/week-35-a-fair-try.md) | How can we propose a fair try and check it? | [English Days 171–175](english/term-4/weeks-35-36/LESSONS.md): two views, respectful requests and untested plan | [Maths Days 171–175](mathematics/term-4/weeks-35-36/LESSONS.md): equal share/group and object location | Fictional no-touch mat story and paper groups. **Daily and integrated drafts authored; paper equality does not establish an actual fair agreement or HPE outcome.** |\n| [36](term-4/week-36-teach-the-pattern.md) | What pattern or shape can we teach someone clearly? | [English Days 176–180](english/term-4/weeks-35-36/LESSONS.md): specific instructions and meaningful repair | [Maths Days 176–180](mathematics/term-4/weeks-35-36/LESSONS.md): repeating units and boundary-based shapes | Paper/text/tactile instruction and optional listener check. **Daily and integrated drafts authored; real listener evidence requires a real response.** |\n| [37](term-4/week-37-ask-what-the-source-can-answer.md) | What can this source answer? | [English Days 181–185](english/term-4/weeks-37-38/LESSONS.md): given questions, invented inventory and source-bounded report | [Maths Days 181–185](mathematics/term-4/weeks-37-38/LESSONS.md): given question, picture-card sort and compare | Fictional paper sources, two sorting rules and one-to-one checks. **Daily and integrated drafts authored; no real child preference survey or community-data claim.** |\n| [38](term-4/week-38-check-the-model.md) | What must we check before sharing a claim? | [English Days 186–190](english/term-4/weeks-37-38/LESSONS.md): mock drawing, shown versus imagined and sentence revision | [Maths Days 186–190](mathematics/term-4/weeks-37-38/LESSONS.md): recheck object counts and visible add/remove models | Separate invented drawing and paper-count sources. **Daily and integrated drafts authored; no real plant observation or local experiment claimed.** |\n| [39](term-4/week-39-explain-it-for-a-visitor.md) | How can an audience understand our work? | [English Days 191–195](english/term-4/weeks-39-40/LESSONS.md): purposeful explanation and accurate MODEL/actual feedback | [Maths Days 191–195](mathematics/term-4/weeks-39-40/LESSONS.md): selected number, part, shape/place and given data question | Original fictional visitor sources with same-target response routes. **Daily and integrated drafts authored; actual listener evidence only where someone responded.** |\n| [40](term-4/week-40-what-the-work-really-shows.md) | What can we do now, and what might we try next? | [English Days 196–200](english/term-4/weeks-39-40/LESSONS.md): story/sign purpose, retell, taught-point print and honest handover | [Maths Days 196–200](mathematics/term-4/weeks-39-40/LESSONS.md): selected parts, add/remove, pattern, length, space and given picture-data work | [Original A4 length source](term-4/week-40-length-source.pdf), separate after-check transfer and only **available** dated work samples. **Daily and integrated drafts authored; no year-end certification or classroom validation.** |\n\n## Daily continuity that a weekly theme must not displace\n\nThemed projects are **not** the whole English or mathematics program. The daily subject lessons must specify: the particular sound/letter correspondences already taught, blending and spelling examples that use them, oral vocabulary, a meaningful text for comprehension, handwriting or alternative composition access, number representations, task examples, teacher models, guided practice, independent/partner attempt, and a check that changes tomorrow's teaching. If a week has no complete daily lessons, it remains a plan.\n\nMovement, consent, safe help-seeking, arts making and opportunities to enjoy stories recur through the year. The five Arts subjects each need planned create/share/respond experiences. Do not use “learning style” labels: offer formats and genuine choices to everyone, then adjust individually. Refer to [ACARA student diversity](https://www.australiancurriculum.edu.au/student-diversity/students-with-disability), [EAL/D guidance](https://www.australiancurriculum.edu.au/student-diversity/eal-d-students), and [AERO's early literacy](https://www.edresearch.edu.au/guides-resources/practice-guides/early-literacy-practice-guide) and [early numeracy](https://www.edresearch.edu.au/guides-resources/practice-guides/early-numeracy-practice-guide-full-publication).\n\n## Separate Drama sequence · reviewed source addition, 2 October 2026\n\n[Same moment, another character · Drama Weeks 13–14](drama/term-2/weeks-13-14/README.md) offers ten optional Days 61–70 starts, thirty switchable routes, twenty worked contexts, ten family invitations, ten extras and eight original print pairs. Children can invent a character's event, explore another role, change a dramatic choice, rehearse privately or agree a real recipient. Performed drama, learner direction of an agreeing adult, actual adult enactment, an artifact and an unperformed plan remain distinct. The whole Foundation Arts standard and four Drama descriptions support partial opportunities; actual exploration of how/why arts matter and actual sharing require their own evidence. Exact ordinary/fresh/teacher site delivery, wider repertoires, other states and classroom use remain open. This adds a separate subject fortnight without changing the integrated week themes above.\n\n## Completion ledger\n\n| Gate | Current state | Needed before “year complete” |\n| --- | --- | --- |\n| Framework and local authority | National v9 import exists; local overlays are being built | Exact source/version/rights and implementation for every jurisdiction and subject used |\n| Daily English and maths | Forty weeks of English and mathematics paired as drafts | Human educator and learner testing, systematic review, retention planning and evidence-based next steps across all forty weeks |\n| Other learning areas | Integrated guides through Week 40; separate-subject drafts have uneven coverage, shown in the [live Foundation coverage map](https://neuroforge.io/subjectnest/library/#foundation) | Planned and reviewed subject lesson sequences across the year, not merely theme labels |\n| Assessments | Opening observations and two-week checks | Rubrics and exemplars tied to achievement standards and several modes of response |\n| Learner materials/media | Opening print/visual and short sound packs drafted | Print/text/audio transcripts, accessible media and rights metadata across the year |\n| Languages | Pathway selection rule only | School-selected language with expert/community review and source/translation records |\n| Classroom evidence | None | Teacher usability, child/family feedback, correction log and revised release |\n\n**Reuse:** © NeuroForgeIO Pty Ltd 2026, “SubjectNest Foundation year sequence”, version 0.1.0-draft. Original planning and activities are licensed under [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/): credit SubjectNest by NeuroForgeIO Pty Ltd, link the source and licence, and note changes. ACARA codes and descriptions remain governed by [ACARA's terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). No third-party worksheets, stories or media are included.\n\n## Reviewed Dance source bank: Weeks13–14\n\n[A picture can start my dance](dance/term-2/weeks-13-14/README.md) supplies ten optional25-minute starts, thirty routes, twenty worked contexts, ten standalone family offers, ten supplements and eight original A4 pairs. Root approves47 ordinary, six separate fresh and one educator candidates for exact-source website qualification. This flexible bank samples picture-to-own-movement invention and chosen rehearsal/sharing; the complete Foundation Dance introduction, broader Arts standard, state/local repertoire and actual learner physical evidence remain open. Source approval is not hosted or human trial evidence.\n\n## Reviewed Media Arts source bank: Weeks13–14\n\n[Make a tiny picture magazine](media-arts/term-2/weeks-13-14/README.md) adds ten flexible starts, thirty routes, twenty complete original contexts, ten home invitations, ten supplements and eight original multi-format aids. Root selects34 ordinary, eight separate Q/R and seven labelled educator candidates for website qualification. Child direction, adult fabrication, actual work, plan and real willing presentation remain separate. Actual authorised work/account exploration, broader Foundation Arts, local/state requirements and human use remain open; this is a bounded subject bank, not a full-year timetable.\n\n\n**Digital Technologies source checkpoint · 2 October 2026:** [My little play record](digital-technologies/term-2/weeks-17-18/README.md) adds Days81–90 with10flexible starts/30routes/20contexts/H10/X10, individual E/F first sources, separate educator keys/reteach/reserves,6complete PDFs, optional factual local cards and teacher source review. Exact86-member source/print/default passes; actual optional maker Browser/local qualification remains pending. This partial representation/conditional systems/own-data bank preserves existing allocations and does not complete the year, states or achievement standard. The three closed ZIPs are private proof candidates, not new native download members.\n\n## Separate Drama bank · Weeks 15–16\n\n[Make a tiny scene](drama/term-2/weeks-15-16/README.md) adds ten optional 25-minute starts for Days 71–80, thirty routes, twenty worked contexts, ten home offers and ten supplements. Five ordinary aids and twelve individually staged case aids have complete printable and text alternatives; complete notices accompany the closed downloads. A character with a useful job, an event change or a small original dramatic text can make the child’s own choice worth explaining. Dated theatre facts and an editable local-source workflow connect a fictional scene to a real setting without pretending that the child attended, performed or received audience feedback. The learner’s contribution, agreeing adult operation, rehearsal, plan and actual willing presentation remain distinct. This reviewed partial Foundation Drama bank leaves wider Arts repertoire, whole-year and state/local requirements open. The forty-week integrated planning themes above remain unchanged. Current source/download checks pass; classroom and hosted use need their own review.\n\n## Additional Media Arts Weeks15–16 resource\n\n[Make a small message](media-arts/term-2/weeks-15-16/README.md) supplies Days71–80,30 flexible routes,20 ordinary contexts,10 home invitations and10 extra projects, five visual workspace families and eight illustrated fictional choices. Each of twelve optional selected stages has its own complete source and response pages; staff feedback is separate. The original40-row principal map still places Media Arts principal focus in Week25. This supplementary fortnight is source/native reviewed and does not establish whole-year or all-state completion.\n\n## Additional HPE Weeks 15–16 resource\n\n[Make your little game](hpe/term-2/weeks-15-16/README.md) supplies Days71–80, thirty flexible routes, twenty ordinary examples, ten home offers and ten extra activities. Five roomy blank aid families, four filled fictional examples and twelve separate complete source-and-own-blank choices support planning and observation. The original principal map remains unchanged. Source/native review does not establish actual physical performance, whole-year or all-state completion.\n",
    "national/WHOLE-NATIONAL.md": "# Complete national Foundation Design selection\n\nAll19 selected records are preserved. Full cell values below are literal unchanged data; two present-empty cells remain explicit in the typed raw file. Actual retrieval8October2026UTC/9October2026AEST, workbook2,049,917bytes SHA256db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. This is the inherited checked selection, not a new download or a synchronised feed.\n\n## Workbook row 19722\n\n### A19722 · type s\n\nTechnologies\n\n### B19722 · type s\n\nDesign and Technologies\n\n### C19722 · type s\n\nFoundation Year\n\n### D19722 · type s\n\n<p>Learning in Design and Technologies builds on the Early Years Learning Framework, and each student’s prior learning and experiences.</p><p>By the end of Foundation students should have had the opportunity to create at least one type of designed solution for one of the technologies contexts or one identified by the school. There are rich connections to Digital Technologies, and other learning areas, including Science and Humanities and Social Sciences. </p><p>Students should have opportunities to experience designing and producing a product, service or environment. They explore technologies – materials and equipment – through play experiences in a context and generate ideas to design a solution for a purpose. Students develop an awareness of how people design products, services and environments. They evaluate design ideas and choose the most suitable idea. Students use a range of methods to communicate design ideas, including drawings or models, for example changing perspectives from front view to plan view. They explore working with materials such as cardboard, fabric and other common household items and using equipment such as scissors, glues, trowels or kitchen utensils. Students learn techniques to safely make a designed solution.</p>\n\n### E19722 · type s\n\nTECTDEFY\n\n## Workbook row 19723\n\n### A19723 · type s\n\nTechnologies\n\n### B19723 · type s\n\nDesign and Technologies\n\n### C19723 · type s\n\nFoundation Year\n\n### E19723 · type s\n\nTECTDEFY_1KNO\n\n### H19723 · type s\n\nKnowledge and understanding\n\n## Workbook row 19724\n\n### A19724 · type s\n\nTechnologies\n\n### B19724 · type s\n\nDesign and Technologies\n\n### C19724 · type s\n\nFoundation Year\n\n### E19724 · type s\n\nTECTDEFYKNO_1\n\n### I19724 · type s\n\nTechnologies and society\n\n## Workbook row 19725\n\n### A19725 · type s\n\nTechnologies\n\n### B19725 · type s\n\nDesign and Technologies\n\n### C19725 · type s\n\nFoundation Year\n\n### E19725 · type s\n\nAC9TDEFK01\n\n### J19725 · type s\n\nexplore how familiar products, services and environments are designed by people\n\n## Workbook row 19726\n\n### A19726 · type s\n\nTechnologies\n\n### B19726 · type s\n\nDesign and Technologies\n\n### C19726 · type s\n\nFoundation Year\n\n### E19726 · type s\n\nAC9TDEFK01_E1\n\n### K19726 · type s\n\n<p>identifying how First Nations Australians have long designed and produced domestic items including clothing, tools and shelter, for example the Lamalama Peoples of the eastern Cape York Peninsula weave the reddish coloured fibres from <em>Acacia latifolia</em> alternately with white coloured fibres from <em>Brachychiton diversifolium</em> to produce a striped woven bag</p>\n\n## Workbook row 19727\n\n### A19727 · type s\n\nTechnologies\n\n### B19727 · type s\n\nDesign and Technologies\n\n### C19727 · type s\n\nFoundation Year\n\n### E19727 · type s\n\nAC9TDEFK01_E2\n\n### K19727 · type s\n\nexploring how local delivery services meet different needs of people, for example describing how gift packages can be sent to and from people who live in different locations and how online shopping items arrive at a person’s home\n\n## Workbook row 19728\n\n### A19728 · type s\n\nTechnologies\n\n### B19728 · type s\n\nDesign and Technologies\n\n### C19728 · type s\n\nFoundation Year\n\n### E19728 · type s\n\nAC9TDEFK01_E3\n\n### K19728 · type s\n\nexploring how an environment such as a local playground may have shade structures to protect users and be designed to allow access for all\n\n## Workbook row 19729\n\n### A19729 · type s\n\nTechnologies\n\n### B19729 · type s\n\nDesign and Technologies\n\n### C19729 · type s\n\nFoundation Year\n\n### E19729 · type s\n\nAC9TDEFK01_E4\n\n### K19729 · type s\n\ndescribing how community gardens, public swimming pools and parks are designed to help people stay healthy\n\n## Workbook row 19730\n\n### A19730 · type s\n\nTechnologies\n\n### B19730 · type s\n\nDesign and Technologies\n\n### C19730 · type s\n\nFoundation Year\n\n### E19730 · type s\n\nAC9TDEFK01_E5\n\n### K19730 · type s\n\nasking questions about the design of products from the local store, for example why certain packaging materials might have been selected, and how people design the text and images on the packaging to attract people’s attention\n\n## Workbook row 19731\n\n### A19731 · type s\n\nTechnologies\n\n### B19731 · type s\n\nDesign and Technologies\n\n### C19731 · type s\n\nFoundation Year\n\n### E19731 · type s\n\nTECTDEFY_2PRO\n\n### H19731 · type s\n\nProcesses and production skills\n\n## Workbook row 19732\n\n### A19732 · type s\n\nTechnologies\n\n### B19732 · type s\n\nDesign and Technologies\n\n### C19732 · type s\n\nFoundation Year\n\n### E19732 · type s\n\nTECTDEFYPRO_1\n\n### I19732 · type s\n\nDesigning and making\n\n## Workbook row 19733\n\n### A19733 · type s\n\nTechnologies\n\n### B19733 · type s\n\nDesign and Technologies\n\n### C19733 · type s\n\nFoundation Year\n\n### E19733 · type s\n\nAC9TDEFP01\n\n### J19733 · type s\n\ngenerate, communicate and evaluate design ideas, and use materials, equipment and steps to safely make a solution for a purpose\n\n## Workbook row 19734\n\n### A19734 · type s\n\nTechnologies\n\n### B19734 · type s\n\nDesign and Technologies\n\n### C19734 · type s\n\nFoundation Year\n\n### E19734 · type s\n\nAC9TDEFP01_E1\n\n### K19734 · type s\n\nidentifying a purpose for designing and making a solution, for example the sand keeps blowing out of the sandpit, the birds keep flying into the waste bin and taking food scraps or people with disability need to know where they can park at school\n\n## Workbook row 19735\n\n### A19735 · type s\n\nTechnologies\n\n### B19735 · type s\n\nDesign and Technologies\n\n### C19735 · type s\n\nFoundation Year\n\n### E19735 · type s\n\nAC9TDEFP01_E2\n\n### K19735 · type s\n\nexploring ideas by drawing or modelling and choosing the most suitable idea, for example drawing or modelling designs for bee hotels to attract native bees to the school garden and choosing one to make, and changing perspectives from front view to plan view\n\n## Workbook row 19736\n\n### A19736 · type s\n\nTechnologies\n\n### B19736 · type s\n\nDesign and Technologies\n\n### C19736 · type s\n\nFoundation Year\n\n### E19736 · type s\n\nAC9TDEFP01_E3\n\n### K19736 · type s\n\nevaluating what they have made using personal preferences, for example using a smiley face Likert scale\n\n## Workbook row 19737\n\n### A19737 · type s\n\nTechnologies\n\n### B19737 · type s\n\nDesign and Technologies\n\n### C19737 · type s\n\nFoundation Year\n\n### E19737 · type s\n\nAC9TDEFP01_E4\n\n### K19737 · type s\n\nexploring how available materials can be used or re-used in construction play, for example using blocks and rain gutters or cardboard to make a ramp to roll a ball or toy car down\n\n## Workbook row 19738\n\n### A19738 · type s\n\nTechnologies\n\n### B19738 · type s\n\nDesign and Technologies\n\n### C19738 · type s\n\nFoundation Year\n\n### E19738 · type s\n\nAC9TDEFP01_E5\n\n### K19738 · type s\n\npractising a range of technical skills safely using equipment, for example joining techniques when making a product from materials, such as a greenhouse to keep a seedling warm or a trellis for holding up tomato plants\n\n## Workbook row 19739\n\n### A19739 · type s\n\nTechnologies\n\n### B19739 · type s\n\nDesign and Technologies\n\n### C19739 · type s\n\nFoundation Year\n\n### E19739 · type s\n\nAC9TDEFP01_E6\n\n### K19739 · type s\n\nassembling components of systems and checking they function as planned, for example making and testing a bowling, stacking or obstacle game with discarded food containers or packaging\n\n## Workbook row 246\n\n### A246 · type s\n\nTechnologies\n\n### B246 · type s\n\nDesign and Technologies\n\n### C246 · type s\n\n(Present empty value; retained as empty in RAW-SELECTION.json.)\n\n### D246 · type s\n\n(Present empty value; retained as empty in RAW-SELECTION.json.)\n\n### E246 · type s\n\nFoundation Year\n\n### F246 · type s\n\nBy the end of Foundation students identify familiar products, services and environments. They create a designed solution for a school-selected context. Students create, communicate and choose design ideas. They follow steps and use materials and equipment to safely make a designed solution.\n\n[Typed values and original cell XML](RAW-SELECTION.json) · [Full source notice](../SOURCE-NOTICE.html)\n",
    "next/A-first-A1.md": "# A new display question · A-first-A1\n\nChoose a new display job and show or tell how one face or position helps that job.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nTavi’s unrelated original star-card plan has a large front face because Tavi wants to find the star while looking down. No card is made or tried.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/A-first.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/A-first-A2.md": "# A new display question · A-first-A2\n\nMake two different arrangements for one new job. Tell what changes for the viewer or maker.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nUma’s unrelated pretend café label has a flat proposal for looking down and a side-wing proposal for looking from the table edge. Both are untried drawings.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/A-first.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/A-first-A3.md": "# A new display question · A-first-A3\n\nChoose, combine or reject your own ideas. Keep one own reason.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nVee prefers the broad face in a fictional flower-card drawing because Vee likes room for the invented picture. Vee records no use result.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/A-first.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/A-first-A4.md": "# A new display question · A-first-A4\n\nTell a suitable proposed material, who would act and a precise first/next step for a new job.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nWen’s fictional adult checks a whole blank dot sheet. Wen proposes marking the dot near one edge, then placing that face on a table; nobody makes the proposal.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/A-first.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/A-later-A1.md": "# A new display question · A-later-A1\n\nChoose a new display job and show or tell how one face or position helps that job.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nXia’s unrelated fictional moon-sign job is to find a mark from a selected side of a table. Xia draws a proposed face towards that side and leaves its result open.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/A-later.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/A-later-A2.md": "# A new display question · A-later-A2\n\nMake two different arrangements for one new job. Tell what changes for the viewer or maker.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nYun draws an unrelated two-picture gallery plan: two separate flat faces, or a broad winged face that would be flattened. Both are unmade.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/A-later.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/A-later-A3.md": "# A new display question · A-later-A3\n\nChoose, combine or reject your own ideas. Keep one own reason.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nZoe keeps a fictional wide landscape face because Zoe wants room for the invented scene; Zoe asks rather than assumes whether it will fold to fit the agreed space.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/A-later.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/A-later-A4.md": "# A new display question · A-later-A4\n\nTell a suitable proposed material, who would act and a precise first/next step for a new job.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nAri proposes a separate original animal-card job: mark a broad face, place it flat, and keep the whole face on an agreed shelf. No action is performed in the account.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/A-later.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/B-first-B1.md": "# A new display question · B-first-B1\n\nFor a new own job or the optional story, keep the design idea, actual operator and unperformed steps separate.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nBea chooses a fictional dot for a label and directs adult Cal, who marks it. Bea describes a lower fold but nobody folds it.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/B-first.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/B-first-B2.md": "# A new display question · B-first-B2\n\nGive an own proposed material, actor, action and position for a new display job.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nCato’s fictional adult-approved plain sheet waits on a table. Cato proposes a flower mark near its front edge and asks an adult to make that mark; it is unperformed.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/B-first.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/B-first-B3.md": "# A new display question · B-first-B3\n\nChoose one check question tied to a new own purpose. Keep actual supplied results and unanswered results separate.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nDani’s unrelated fictional leaf-face plan asks whether a mark faces an agreed position; nobody looks from that position. The question is retained.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/B-first.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/B-first-B4.md": "# A new display question · B-first-B4\n\nChoose one feature to keep, change or question in a new idea. Tell why and what remains open.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nElo keeps a broad fictional cloud face because Elo likes its room. A folded alternative was only drawn; its standing result is unknown.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/B-first.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/B-later-B1.md": "# A new display question · B-later-B1\n\nFor a new own job or the optional story, keep the design idea, actual operator and unperformed steps separate.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nFara chooses an invented triangle; adult Gil marks it; Fara bends the lower sheet once; Gil places it. A later winged proposal is not made.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/B-later.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/B-later-B2.md": "# A new display question · B-later-B2\n\nGive an own proposed material, actor, action and position for a new display job.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nHana proposes moving an unrelated original moon face to a flat arrangement on an agreed surface. Hana names an adult helper for placement, which has not happened.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/B-later.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/B-later-B3.md": "# A new display question · B-later-B3\n\nChoose one check question tied to a new own purpose. Keep actual supplied results and unanswered results separate.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nIlan’s fictional bent bird-face stays upright in one table check. Ilan then draws a different lower fold without making it; its effect is unknown.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/B-later.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/B-later-B4.md": "# A new display question · B-later-B4\n\nChoose one feature to keep, change or question in a new idea. Tell why and what remains open.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nJara likes a broad invented tree mark, keeps it, and proposes a wider base after one tip. No revised base or recheck is made.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/B-later.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/C-first-C1.md": "# A new display question · C-first-C1\n\nWith a different own event or the optional story, keep the action, any supplied report and the missing next result separate.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nKori’s unrelated star face is flattened by adult Mai. A record notes only the flattening, not whether the star was still seen or a later opening occurred.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/C-first.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/C-first-C2.md": "# A new display question · C-first-C2\n\nShow or tell your own show view and stored view. Name what you want to keep.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nLeni draws an unrelated invented fish sign and a stored-flat plan. Leni labels the fish as content to keep, but nobody folds or stores it.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/C-first.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/C-first-C3.md": "# A new display question · C-first-C3\n\nGive a material, actor and specific transformation step for your own new job, with a wanted keep or stop condition.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nMori’s fictional person proposes flattening a broad lower crease while leaving an invented dot face whole. They have not performed that plan.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/C-first.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/C-first-C4.md": "# A new display question · C-first-C4\n\nChoose one next check for your own transformed idea. Leave unobserved results open.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nNori’s unrelated fictional label plan asks whether its invented path mark would still be seen after one broad fold. Nobody performs the check.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/C-first.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/C-later-C1.md": "# A new display question · C-later-C1\n\nWith a different own event or the optional story, keep the action, any supplied report and the missing next result separate.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nPela flattens an unrelated fictional flower card. A helper reports one flower mark seen in that flat arrangement; a later folded use is not recorded.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/C-later.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/C-later-C2.md": "# A new display question · C-later-C2\n\nShow or tell your own show view and stored view. Name what you want to keep.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nQin draws an unrelated book-choice picture face and a flat plan with the same invented picture. Qin has not made either.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/C-later.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/C-later-C3.md": "# A new display question · C-later-C3\n\nGive a material, actor and specific transformation step for your own new job, with a wanted keep or stop condition.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nRui proposes moving an original leaf picture flat rather than bending its cherished marked area. An adult would help; the proposal remains unperformed.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/C-later.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/C-later-C4.md": "# A new display question · C-later-C4\n\nChoose one next check for your own transformed idea. Leave unobserved results open.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nSuri’s fictional flattened star card was seen once. Suri proposes checking its next angled arrangement; nobody does that second check.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/C-later.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/D-first-D1.md": "# A new display question · D-first-D1\n\nUsing an optional adult-reviewed note or the original story, separate the provider claim from fictional or actual learner experience.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nTeri reads a different fictional library programme note and an invented arranger story. The note concerns the provider; the story’s visitor is invented and has no real attendance receipt.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/D-first.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/D-first-D2.md": "# A new display question · D-first-D2\n\nExplore an approved display you genuinely know if wanted. Otherwise choose a new picture and say it is new.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nUla knows an approved classroom choice face and points to its marked edge, asking why it is placed there. Varo chooses a new original practice picture instead; that route supplies no prior familiarity.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/D-first.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/D-first-D3.md": "# A new display question · D-first-D3\n\nKeep one feature or claim question. Say what evidence is supplied and what still needs a maker, local or function check.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nWira sees a bend on an original fictional card without a maker note. Wira asks whether the bend was intended to change the viewing position; nobody answers.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/D-first.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/D-first-D4.md": "# A new display question · D-first-D4\n\nChoose a new display job, a material/form reason and a next learning question. Actual making and familiarity need their own observations.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nXeno proposes an unrelated invented animal-mark face aimed towards a chosen seat. Xeno keeps visibility as a question, not a measured result.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/D-first.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/D-later-D1.md": "# A new display question · D-later-D1\n\nUsing an optional adult-reviewed note or the original story, separate the provider claim from fictional or actual learner experience.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nYara’s unrelated adult-reviewed provider note lists a packaging category, while an original fictional child hopes a folded face will stand. The listing supplies no standing result.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/D-later.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/D-later-D2.md": "# A new display question · D-later-D2\n\nExplore an approved display you genuinely know if wanted. Otherwise choose a new picture and say it is new.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nZali knows a permitted classroom reading cue and describes its picture face; Abel instead selects a new original model. Only Zali’s real known-example opportunity would provide familiarity evidence if actually observed.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/D-later.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/D-later-D3.md": "# A new display question · D-later-D3\n\nKeep one feature or claim question. Say what evidence is supplied and what still needs a maker, local or function check.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nBela’s unrelated fictional organiser says one provider category proves every cardboard design works. A new ordinary note only lists a category; it contains no performance report.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/D-later.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "next/D-later-D4.md": "# A new display question · D-later-D4\n\nChoose a new display job, a material/form reason and a next learning question. Actual making and familiarity need their own observations.\n\nKeep your first contribution before the example. You can draw, point, direct, speak, sign, use AAC or stop. A plan does not become an actual action just because it is written.\n\n<label for=\"my-next\">My own next idea or question</label>\n<textarea id=\"my-next\" aria-label=\"My own next idea or question\"></textarea>\n\n<details>\n<summary>A different original story, after your first idea</summary>\n\nCira proposes an unrelated original bird-picture display from adult-checked plain paper, chooses a flat form for drawing beside it and leaves angled viewing open.\n\n</details>\n\nThis is an original next-teaching account, not an observation of you or a supplied result for your own design. Leave a result empty when it is not supplied. Typed words are temporary.\n\n[Your grown-up’s next teaching](../staff/D-later.html) · [Blank paper spaces](../aids/INDEX.html)\n",
    "ordinary/O01.md": "# O01 · A private creature picture\n\n**Complete ordinary source:** Pia invents a moon creature and wants to find its picture on her table. Her first proposal is a flat whole-sheet face with the creature mark in the middle. Her second proposal bends one broad side so that a face might stand. Pia chooses the flat idea because she wants to look down while drawing. Neither proposal has been made or checked; the drawing supplies no stand-up result.\n\n**Own task:** Choose an invented picture and its own display job; show a first face; propose a different form and a reason.\n\n**Choose a route:** Sketch front and side views; direct broad-part placement to a helper; tell two forms without objects.\n\n**Look for:** Own purpose, meaningfully different form and choice reason.\n\n**Next teaching:** If only colour changes, compare a separate adult cloud face lying flat versus bent and name a viewer-action difference.\n\n[Your own job](../interactive/index.html) · [Original aid](../aids/V01-alternative.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "ordinary/O02.md": "# O02 · A known classroom label, if it really is known\n\n**Complete ordinary source:** Uli says, “I know the name label on our classroom shelf. I looked at its folded base today.” Uli’s fictional arranger says, “I folded it so the name faces the shelf front.” In a different original sketch, a broad face has a base but there is no arranger account. These are supplied fictional sources, not this learner’s familiarity or a real shelf observation.\n\n**Own task:** Choose a genuinely familiar approved display if available; notice one feature; ask a maker/use question or keep it open. A new diagram is a source-practice option.\n\n**Choose a route:** Point and redraw a known feature; ask a willing actual arranger; compare the two fictional accounts.\n\n**Look for:** Record real familiarity/exploration only when supplied; source form/account distinctions separately.\n\n**Next teaching:** Use a separate table label with no maker note to teach noticing versus intention; then offer another genuine familiar-example opportunity.\n\n[Your own job](../interactive/index.html) · [Original aid](../aids/V02-alternative.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "ordinary/O03.md": "# O03 · A pretend stall price face\n\n**Complete ordinary source:** Bo draws a made-up stall label for one imaginary fruit. One idea lies on the table; another opens as two wings. The price is invented and is not a real shop price. Bo chooses the wing idea to show the mark at an angle but has not made it. The story gives no result about whether the wings stand.\n\n**Own task:** Invent a pretend label purpose; create two forms that change how someone would look; choose or reject them for a reason.\n\n**Choose a route:** Draw two placements; direct two broad arrangements; describe different viewer positions.\n\n**Look for:** Meaningful operation/layout alternatives and purpose-linked choice; no real financial or performance claim.\n\n**Next teaching:** Teach a flat menu versus a folded face using another pretend service; ask which viewing action changes.\n\n[Your own job](../interactive/index.html) · [Original aid](../aids/V03-alternative.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "ordinary/O04.md": "# O04 · A quiet choice cue\n\n**Complete ordinary source:** Dee wants a pretend quiet-choice cue with one broad picture. Dee directs an adult, Paz, to mark the picture on a whole sheet. Paz actually marks it in this fictional account; Dee supplies the picture idea. Dee then describes a possible fold. Nobody folds or tests that proposal in the source.\n\n**Own task:** Choose your cue job; communicate material, actor and one exact first/next action; make only a locally suitable wanted part.\n\n**Choose a route:** Mark a checked whole sheet; direct a helper’s precise action; keep a no-object step plan.\n\n**Look for:** Separate communicated design and actual operator action; practical child evidence only where observed.\n\n**Next teaching:** Model an unrelated adult dot-card first step, then ask the child’s own next material/action/location.\n\n[Your own job](../interactive/index.html) · [Original aid](../aids/V04-alternative.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "ordinary/O05.md": "# O05 · A pretend animal information face\n\n**Complete ordinary source:** Ena invents an animal and wants its mark visible while telling a story. In the fiction Ena places a folded sheet on an agreed table; the face tips over once. Ena likes the large mark but gives no new base or second trial. There is no actual animal handling or fact about real animal care.\n\n**Own task:** Choose one check tied to your own display job; agree a suitable action/operator; keep actual observation, report or unperformed plan.\n\n**Choose a route:** Perform one suitable check; direct a willing checker; draw a check without a result.\n\n**Look for:** Purpose-linked question with bounded result, separate preference and unknown next event.\n\n**Next teaching:** Use another invented route sign where the action happened but no result was written; teach unknown versus definitely unperformed.\n\n[Your own job](../interactive/index.html) · [Original aid](../aids/V05-alternative.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "ordinary/O06.md": "# O06 · A fold-flat story landmark\n\n**Complete ordinary source:** Fin’s original drawing shows a pretend story sign: a front face with one hill mark and two broad sides. Fin proposes folding the sides inward to keep it flatter. Fin has not closed or reopened the model. The picture does not reveal whether the hill mark would be hidden in that stored arrangement.\n\n**Own task:** Create show and stored views for an invented display; explain what should be kept; give one transformation step and an open check.\n\n**Choose a route:** Draw the two views; perform or direct one suitable fold/flatten; tell the relationship without objects.\n\n**Look for:** Content/form relationship and honest actual/proposed status, not tidy compliance.\n\n**Next teaching:** Use a different broad card with a dot on a face; model a proposed closed view and ask which face needs checking.\n\n[Your own job](../interactive/index.html) · [Original aid](../aids/V06-alternative.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "ordinary/O07.md": "# O07 · An invented gallery card\n\n**Complete ordinary source:** Gia makes an original card for a pretend gallery; it carries Gia’s own spiral mark, not an imported artwork or cultural motif. Gia changes a proposed base from narrow to wider because Gia hopes the face might stand. The revised drawing is untried. The real F1 museum note can prompt a display question but supplies no result about Gia’s model.\n\n**Own task:** Choose a feature to keep/change/question; communicate why; distinguish a new plan from an observed improvement.\n\n**Choose a route:** Annotate an own design; direct one wanted suitable change; compare two own spoken descriptions.\n\n**Look for:** Specific evaluation reason and status of revision/effect; no copied artwork or universal access claim.\n\n**Next teaching:** Teach hoped effect versus seen effect with another original plain label; return to one own check question.\n\n[Your own job](../interactive/index.html) · [Original aid](../aids/V07-alternative.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "ordinary/O08.md": "# O08 · A useful private handover\n\n**Complete ordinary source:** Hao keeps a pretend display guide: “My face shows my own star mark. Put the flat sheet in my chosen place.” Hao offers it to a willing fictional adult, Ren, who replies, “I found the sheet.” Ren does not say that the whole display worked. Another original guide remains unshared. No actual recipient is required for this learner.\n\n**Own task:** Keep a purpose, first step and next question; share privately only by agreement; keep any real reply exactly.\n\n**Choose a route:** Make a broad picture guide; give usual-communication instructions to a willing person; retain a no-object private guide.\n\n**Look for:** Useful communication and bounded recipient/source evidence, with an honest next learning step.\n\n**Next teaching:** Teach found-the-sheet versus tested-the-display using a different fictional reply, then ask what should be checked next.\n\n[Your own job](../interactive/index.html) · [Original aid](../aids/V08-alternative.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "projects/X01.md": "# X01 · A mini private exhibition\n\n**Complete source:** A pretend gallery face carries only its maker’s own invented mark, not a museum artwork.\n\n**Try it:** Choose an invented display purpose. Create an own front face and one optional alternative. Keep a choice reason. Privately label actual making/checks only if they happen.\n\n**Have ready / time:** One broad paper or no-object communication;10–20minutes in short parts.\n\n**Notice / useful next step:** Useful outcome: one purposeful face and next question. If the task becomes decoration-only, ask what somebody would look at and why. No public sharing or copied art.\n\n[Choose a display job](../child/day-191.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "projects/X02.md": "# X02 · A familiar feature notebook\n\n**Complete source:** A new original folded-face drawing has no maker note; the purpose of the bend is unknown.\n\n**Try it:** Choose one approved genuinely known display if available. Notice a feature, ask one question and retain any actual arranger reply. Add an own possible use; otherwise keep new-source practice.\n\n**Have ready / time:** Paper or usual communication;10minutes with pauses.\n\n**Notice / useful next step:** Useful outcome: actual familiar exploration where supplied and a separate own question. No real familiarity inferred from fiction or a provider page.\n\n[Choose a display job](../child/day-192.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "projects/X03.md": "# X03 · Two forms, one invented job\n\n**Complete source:** A pretend shop card could be flat or have two broad sides; no customer or trial is supplied.\n\n**Try it:** Invent your own label/message job. Communicate two different layouts/forms. Tell what changes for the viewer. Choose, combine or reject them with a reason.\n\n**Have ready / time:** Whole paper or described arrangements;10–20minutes.\n\n**Notice / useful next step:** Useful outcome: meaningful alternatives. Teach a different adult flat-versus-bent example if the two ideas merely change colour.\n\n[Choose a display job](../child/day-193.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "projects/X04.md": "# X04 · An actor-and-step guide\n\n**Complete source:** A fictional child directs a mark; an adult draws it and folds a broad side. Both contributions are named.\n\n**Try it:** Check locally suitable actions and materials. Create first/next marking, fold or placement steps. Make a wanted part or direct a willing helper. Name actual operator, design helper and status on each step.\n\n**Have ready / time:** Suitable broad whole paper/card/marker or no-object route;10–20minutes.\n\n**Notice / useful next step:** Useful outcome: an exact production plan or observed suitable contribution. Do not claim actual child fabrication from faithful adult action.\n\n[Choose a display job](../child/day-194.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "projects/X05.md": "# X05 · A display challenge you can stop\n\n**Complete source:** An invented creature face should help its maker find the picture; the supplied idea is untested.\n\n**Try it:** Choose an own purposeful part. Communicate material and form. Make one suitable part if wanted. Stop, rest or keep a plan. Add a next check instead of a completion quota.\n\n**Have ready / time:** Broad checked paper or words;10–15minutes.\n\n**Notice / useful next step:** Useful outcome: one part worth explaining. If a model is copied, capture its exposure and invite a new own purpose without deleting supported work.\n\n[Choose a display job](../child/day-195.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "projects/X06.md": "# X06 · A bounded display check\n\n**Complete source:** In an original fiction, one folded card tips on one tabletop check; a wide picture mark is still liked.\n\n**Try it:** Choose one own question, suitable action, actor and stop. Keep actual conditions and only what was observed/reported. A no-action plan keeps result blank. Ask one new question after any result.\n\n**Have ready / time:** Own suitable work or no-object plan;10–20minutes.\n\n**Notice / useful next step:** Useful outcome: honest event-bound evidence. No stability, readability, causal improvement or all-user access promised from one check.\n\n[Choose a display job](../child/day-196.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "projects/X07.md": "# X07 · Show-view / stored-view booklet\n\n**Complete source:** An original pretend story sign has a front face with a hill mark and two wings; closing is proposed, not performed.\n\n**Try it:** Create an own show view and stored view. Explain what should be kept. Give one transformation step. Make or direct only suitable wanted actions and leave next reopening unknown unless observed.\n\n**Have ready / time:** Whole paper or descriptions;10–20minutes.\n\n**Notice / useful next step:** Useful outcome: form/content relationship. Do not dismantle cherished work or infer automatic later function.\n\n[Choose a display job](../child/day-197.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "projects/X08.md": "# X08 · A reasoned revision note\n\n**Complete source:** A fictional wider-base drawing was changed to try for standing; nobody made or retested it.\n\n**Try it:** Retain an actual original if available or label a fresh plan. Choose keep/change/question. Explain purpose, preference or actual event. Record a real wanted action if performed; otherwise preserve the proposal.\n\n**Have ready / time:** Own actual work or a new plan;10–20minutes.\n\n**Notice / useful next step:** Useful outcome: precise evaluation. If “better” lacks a result, keep it as hoped effect and decide whether a suitable check is wanted.\n\n[Choose a display job](../child/day-198.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "projects/X09.md": "# X09 · A local display question\n\n**Complete source:** F1 · The official Rockhampton Museum of Art exhibition-page indexed extract describes a changing exhibition programme. Checked through the primary-site index on 12 October 2026; the search result was marked crawled six days earlier. Direct current-page requests failed. No publication/update date for the general statement was supplied. [Primary page](https://www.rmoa.com.au/Collection-Exhibitions/Exhibitions). This dated provider note can start a question about displays; it supplies no learner visit, maker explanation, model performance, artwork copying grant, current venue status or cultural permission.\n\n**Try it:** Adult reads F1 with its primary link and limits, or chooses the ordinary invented route. Complete the six local review fields manually. Ask one display question. Create an own invented face without importing artworks, provider photographs or cultural designs.\n\n**Have ready / time:** Plain paper/words and optional adult-only source review;10–20minutes.\n\n**Notice / useful next step:** Useful outcome: locally relevant question with source/date/unknowns. No trip, compulsory child browsing, consultation reply or cultural permission inferred.\n\n[Choose a display job](../child/day-199.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "projects/X10.md": "# X10 · An honest design handover\n\n**Complete source:** A fictional flat face was chosen by a child and marked by an adult; the child’s viewing question remained unanswered.\n\n**Try it:** Use only actual available work or label a fresh plan. Retain purpose, form/material steps, actors and any actual check. Keep one feature/reason and a next learning job. Compare at most two own retained versions if useful.\n\n**Have ready / time:** Paper/usual communication;10–20minutes in parts.\n\n**Notice / useful next step:** Useful outcome: a practical private handover, not a certificate or completed-year claim. Next provide the specific missing familiar/practical/design opportunity rather than rehearse a held answer.\n\n[Choose a display job](../child/day-200.html) · [Paper spaces](../aids/INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "references/PRIMARY-READING.md": "# Dated primary-source reading\n\nThe independently reviewed proposal and Root whole review read the full QCAA Prep alignment1page, November2023 standard elaborations4pages and October2023 techniques/conditions3pages as indexed primary PDF text on12 October 2026. This source author carries that attributed review; no new raw PDF, workbook or pixel fetch is claimed.\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n\n[ACARA current terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) sections2–17 · [Version history](https://www.australiancurriculum.edu.au/help/f-10-curriculum-overview/version-history) · [QCAA copyright](https://www.qcaa.qld.edu.au/copyright) · [CARA overview](https://education.qld.gov.au/curriculum/stages-of-schooling/cara). The overview is not an activity approval or a full local risk procedure.\n\nFull dated factual starters, retrieval limits, operative core notices and exceptions are on [Sources and reuse](../SOURCE-NOTICE.html). The national workbook receipt remains8 October UTC / 9 October AEST,2,049,917 bytes; all19records/96typed values and rawXML are carried unchanged.\n",
    "responses/A-first.md": "# Your own words · A comet face\n\nYour grown-up can read the story and one taught question neutrally. Use blank paper, pointing, directing, speech, sign or AAC if wanted. All four spaces start empty. Stop or rest when you want. Typed words are temporary; leaving or reloading can lose them. Reading this story below keeps you on this same page.\n\n<div id=\"own-controls\" class=\"toolbar\" hidden><button id=\"all\" type=\"button\">All four questions</button><button id=\"one\" type=\"button\">One question</button><button id=\"previous\" type=\"button\">Previous</button><button id=\"next\" type=\"button\">Next</button><button id=\"print\" type=\"button\">Print my page</button><p id=\"position\" aria-live=\"polite\"></p></div>\n<details id=\"source-detail\"><summary>Read the whole story</summary>\n\nOriginal fiction. Nuri wants a display to show one invented comet mark to someone looking from an agreed tabletop position. One whole blank paper sheet is available in the story; it will stay uncut. Nuri may propose a flat, folded or another communicated arrangement. No idea has been supplied, no sheet has been marked or folded, and nobody has checked a result. The story’s available sheet is not local approval of a learner’s actual materials.\n\n</details>\n\n<section id=\"question0\" class=\"own-question\">\n<label for=\"own0\">My component 1: What would your own display help the viewer do? Show or tell one face or position that serves that job.</label>\n<textarea id=\"own0\" aria-label=\"My component 1: What would your own display help the viewer do? Show or tell one face or position that serves that job.\"></textarea>\n</section>\n\n<section id=\"question1\" class=\"own-question\">\n<label for=\"own1\">My component 2: Create two meaningfully different arrangements for this comet-display job. What would change for a viewer or maker?</label>\n<textarea id=\"own1\" aria-label=\"My component 2: Create two meaningfully different arrangements for this comet-display job. What would change for a viewer or maker?\"></textarea>\n</section>\n\n<section id=\"question2\" class=\"own-question\">\n<label for=\"own2\">My component 3: Choose one of your ideas, combine them, or choose neither. Give your own reason.</label>\n<textarea id=\"own2\" aria-label=\"My component 3: Choose one of your ideas, combine them, or choose neither. Give your own reason.\"></textarea>\n</section>\n\n<section id=\"question3\" class=\"own-question\">\n<label for=\"own3\">My component 4: Name a suitable proposed material, who would act, and a specific first/next step for your chosen idea.</label>\n<textarea id=\"own3\" aria-label=\"My component 4: Name a suitable proposed material, who would act, and a specific first/next step for your chosen idea.\"></textarea>\n</section>\n\n<p id=\"status\" role=\"status\"></p>\n<script src=\"../own.js\" defer></script>\n",
    "responses/A-later.md": "# Your own words · A shell-pattern face\n\nYour grown-up can read the story and one taught question neutrally. Use blank paper, pointing, directing, speech, sign or AAC if wanted. All four spaces start empty. Stop or rest when you want. Typed words are temporary; leaving or reloading can lose them. Reading this story below keeps you on this same page.\n\n<div id=\"own-controls\" class=\"toolbar\" hidden><button id=\"all\" type=\"button\">All four questions</button><button id=\"one\" type=\"button\">One question</button><button id=\"previous\" type=\"button\">Previous</button><button id=\"next\" type=\"button\">Next</button><button id=\"print\" type=\"button\">Print my page</button><p id=\"position\" aria-live=\"polite\"></p></div>\n<details id=\"source-detail\"><summary>Read the whole story</summary>\n\nOriginal fiction. Ora wants a small display showing Ora’s invented shell pattern at a chosen table-edge viewing position, and wants a plan for putting the display flatter afterwards. Two whole blank paper parts are available in the story; both stay uncut. Ora has not chosen a form, marked, bent or placed either part. Nobody has checked visibility, standing or storage. Any own plan must name its proposed material and actors; a viewer or result must not be invented.\n\n</details>\n\n<section id=\"question0\" class=\"own-question\">\n<label for=\"own0\">My component 1: Give an own purpose for showing the shell pattern and a face/position that connects to that purpose.</label>\n<textarea id=\"own0\" aria-label=\"My component 1: Give an own purpose for showing the shell pattern and a face/position that connects to that purpose.\"></textarea>\n</section>\n\n<section id=\"question1\" class=\"own-question\">\n<label for=\"own1\">My component 2: Create two different arrangements for showing the pattern and putting the parts flatter. Explain a real form/action difference.</label>\n<textarea id=\"own1\" aria-label=\"My component 2: Create two different arrangements for showing the pattern and putting the parts flatter. Explain a real form/action difference.\"></textarea>\n</section>\n\n<section id=\"question2\" class=\"own-question\">\n<label for=\"own2\">My component 3: Choose a form, combine ideas, or reject them. Why does the choice fit your purpose or preference?</label>\n<textarea id=\"own2\" aria-label=\"My component 3: Choose a form, combine ideas, or reject them. Why does the choice fit your purpose or preference?\"></textarea>\n</section>\n\n<section id=\"question3\" class=\"own-question\">\n<label for=\"own3\">My component 4: Communicate material/actor steps to make or arrange your idea, and one step for keeping the parts flatter.</label>\n<textarea id=\"own3\" aria-label=\"My component 4: Communicate material/actor steps to make or arrange your idea, and one step for keeping the parts flatter.\"></textarea>\n</section>\n\n<p id=\"status\" role=\"status\"></p>\n<script src=\"../own.js\" defer></script>\n",
    "responses/B-first.md": "# Your own words · Who marked the wave?\n\nYour grown-up can read the story and one taught question neutrally. Use blank paper, pointing, directing, speech, sign or AAC if wanted. All four spaces start empty. Stop or rest when you want. Typed words are temporary; leaving or reloading can lose them. Reading this story below keeps you on this same page.\n\n<div id=\"own-controls\" class=\"toolbar\" hidden><button id=\"all\" type=\"button\">All four questions</button><button id=\"one\" type=\"button\">One question</button><button id=\"previous\" type=\"button\">Previous</button><button id=\"next\" type=\"button\">Next</button><button id=\"print\" type=\"button\">Print my page</button><p id=\"position\" aria-live=\"polite\"></p></div>\n<details id=\"source-detail\"><summary>Read the whole story</summary>\n\nOriginal fiction. Len chooses an invented wave mark and tells adult Ren where to put it on a whole paper sheet. Ren marks the wave and places the sheet flat. Len then describes a bend; no one makes that bend in this source. Nobody conducts a standing or viewing check. The source does not say that Len marked, folded or placed the paper. It gives no actual result about a folded display.\n\n</details>\n\n<section id=\"question0\" class=\"own-question\">\n<label for=\"own0\">My component 1: Who contributed the design idea, who physically acted, and which proposed action remains unperformed in this source?</label>\n<textarea id=\"own0\" aria-label=\"My component 1: Who contributed the design idea, who physically acted, and which proposed action remains unperformed in this source?\"></textarea>\n</section>\n\n<section id=\"question1\" class=\"own-question\">\n<label for=\"own1\">My component 2: For an own wave-display idea, name a material, proposed actor and an exact action/location.</label>\n<textarea id=\"own1\" aria-label=\"My component 2: For an own wave-display idea, name a material, proposed actor and an exact action/location.\"></textarea>\n</section>\n\n<section id=\"question2\" class=\"own-question\">\n<label for=\"own2\">My component 3: Choose one question and a suitable proposed check for your own display. What result is actually supplied here?</label>\n<textarea id=\"own2\" aria-label=\"My component 3: Choose one question and a suitable proposed check for your own display. What result is actually supplied here?\"></textarea>\n</section>\n\n<section id=\"question3\" class=\"own-question\">\n<label for=\"own3\">My component 4: Choose a feature to keep or change in an own idea. Explain your reason and what remains unknown.</label>\n<textarea id=\"own3\" aria-label=\"My component 4: Choose a feature to keep or change in an own idea. Explain your reason and what remains unknown.\"></textarea>\n</section>\n\n<p id=\"status\" role=\"status\"></p>\n<script src=\"../own.js\" defer></script>\n",
    "responses/B-later.md": "# Your own words · Mo’s sun face\n\nYour grown-up can read the story and one taught question neutrally. Use blank paper, pointing, directing, speech, sign or AAC if wanted. All four spaces start empty. Stop or rest when you want. Typed words are temporary; leaving or reloading can lose them. Reading this story below keeps you on this same page.\n\n<div id=\"own-controls\" class=\"toolbar\" hidden><button id=\"all\" type=\"button\">All four questions</button><button id=\"one\" type=\"button\">One question</button><button id=\"previous\" type=\"button\">Previous</button><button id=\"next\" type=\"button\">Next</button><button id=\"print\" type=\"button\">Print my page</button><p id=\"position\" aria-live=\"polite\"></p></div>\n<details id=\"source-detail\"><summary>Read the whole story</summary>\n\nOriginal fiction. Mo chooses an invented sun mark. Adult Tal marks it on a whole sheet. Mo makes one broad fold after the story’s local check; Tal places the folded face on a table. It tips once during that stated check. Mo then chooses a flat arrangement as a new plan; nobody arranges or tries the flat version. This is a supplied fictional account, not evidence of this learner’s making, actual material approval or general stability.\n\n</details>\n\n<section id=\"question0\" class=\"own-question\">\n<label for=\"own0\">My component 1: Name the actual operators and the unperformed changed plan. What practical action does the source attribute to Mo?</label>\n<textarea id=\"own0\" aria-label=\"My component 1: Name the actual operators and the unperformed changed plan. What practical action does the source attribute to Mo?\"></textarea>\n</section>\n\n<section id=\"question1\" class=\"own-question\">\n<label for=\"own1\">My component 2: Communicate a material/actor/step plan for an own changed display idea.</label>\n<textarea id=\"own1\" aria-label=\"My component 2: Communicate a material/actor/step plan for an own changed display idea.\"></textarea>\n</section>\n\n<section id=\"question2\" class=\"own-question\">\n<label for=\"own2\">My component 3: Give a purpose-linked question for your own next check. Which result is supplied, and which is still open?</label>\n<textarea id=\"own2\" aria-label=\"My component 3: Give a purpose-linked question for your own next check. Which result is supplied, and which is still open?\"></textarea>\n</section>\n\n<section id=\"question3\" class=\"own-question\">\n<label for=\"own3\">My component 4: Choose a specific feature to keep, change or question in an own new idea and explain why.</label>\n<textarea id=\"own3\" aria-label=\"My component 4: Choose a specific feature to keep, change or question in an own new idea and explain why.\"></textarea>\n</section>\n\n<p id=\"status\" role=\"status\"></p>\n<script src=\"../own.js\" defer></script>\n",
    "responses/C-first.md": "# Your own words · The cloud card closes\n\nYour grown-up can read the story and one taught question neutrally. Use blank paper, pointing, directing, speech, sign or AAC if wanted. All four spaces start empty. Stop or rest when you want. Typed words are temporary; leaving or reloading can lose them. Reading this story below keeps you on this same page.\n\n<div id=\"own-controls\" class=\"toolbar\" hidden><button id=\"all\" type=\"button\">All four questions</button><button id=\"one\" type=\"button\">One question</button><button id=\"previous\" type=\"button\">Previous</button><button id=\"next\" type=\"button\">Next</button><button id=\"print\" type=\"button\">Print my page</button><p id=\"position\" aria-live=\"polite\"></p></div>\n<details id=\"source-detail\"><summary>Read the whole story</summary>\n\nOriginal fiction. Kit’s display drawing has a front face carrying an invented cloud mark and two broad wings. Kit wants it to be put flatter while keeping the wanted picture. Adult Luz actually closes the wings inward once. The source records that closing action but gives no observation of whether the cloud was visible or protected after closing, and no later opening result. Kit’s own proposed new storage design has not been supplied.\n\n</details>\n\n<section id=\"question0\" class=\"own-question\">\n<label for=\"own0\">My component 1: Which transformation happened, and which results are not supplied?</label>\n<textarea id=\"own0\" aria-label=\"My component 1: Which transformation happened, and which results are not supplied?\"></textarea>\n</section>\n\n<section id=\"question1\" class=\"own-question\">\n<label for=\"own1\">My component 2: Create own show and stored views, telling what wanted content you mean to keep.</label>\n<textarea id=\"own1\" aria-label=\"My component 2: Create own show and stored views, telling what wanted content you mean to keep.\"></textarea>\n</section>\n\n<section id=\"question2\" class=\"own-question\">\n<label for=\"own2\">My component 3: Give material/actor steps for putting your own display flatter while keeping wanted work.</label>\n<textarea id=\"own2\" aria-label=\"My component 3: Give material/actor steps for putting your own display flatter while keeping wanted work.\"></textarea>\n</section>\n\n<section id=\"question3\" class=\"own-question\">\n<label for=\"own3\">My component 4: What one check would help you learn about your own stored design? Keep any result honest.</label>\n<textarea id=\"own3\" aria-label=\"My component 4: What one check would help you learn about your own stored design? Keep any result honest.\"></textarea>\n</section>\n\n<p id=\"status\" role=\"status\"></p>\n<script src=\"../own.js\" defer></script>\n",
    "responses/C-later.md": "# Your own words · The reading-corner cue\n\nYour grown-up can read the story and one taught question neutrally. Use blank paper, pointing, directing, speech, sign or AAC if wanted. All four spaces start empty. Stop or rest when you want. Typed words are temporary; leaving or reloading can lose them. Reading this story below keeps you on this same page.\n\n<div id=\"own-controls\" class=\"toolbar\" hidden><button id=\"all\" type=\"button\">All four questions</button><button id=\"one\" type=\"button\">One question</button><button id=\"previous\" type=\"button\">Previous</button><button id=\"next\" type=\"button\">Next</button><button id=\"print\" type=\"button\">Print my page</button><p id=\"position\" aria-live=\"polite\"></p></div>\n<details id=\"source-detail\"><summary>Read the whole story</summary>\n\nOriginal fiction. Oren’s invented reading-corner cue has a broad front mark and one bent lower part. Oren flattens that lower part once. The supplied observer says, “The mark was still visible while the sheet lay flat.” No later folded display or reading event is recorded. Oren now wants a different show/store plan for an own cue; the source does not supply that new design. A reported visible mark is not approval for all users or proof that a later standing form will work.\n\n</details>\n\n<section id=\"question0\" class=\"own-question\">\n<label for=\"own0\">My component 1: Which action and bounded result are supplied? What later event stays unknown?</label>\n<textarea id=\"own0\" aria-label=\"My component 1: Which action and bounded result are supplied? What later event stays unknown?\"></textarea>\n</section>\n\n<section id=\"question1\" class=\"own-question\">\n<label for=\"own1\">My component 2: Create own show and storage views for the new cue and explain what content you want to keep.</label>\n<textarea id=\"own1\" aria-label=\"My component 2: Create own show and storage views for the new cue and explain what content you want to keep.\"></textarea>\n</section>\n\n<section id=\"question2\" class=\"own-question\">\n<label for=\"own2\">My component 3: Give a specific material/actor/action sequence for your own chosen transformation and a wanted stop/keep condition.</label>\n<textarea id=\"own2\" aria-label=\"My component 3: Give a specific material/actor/action sequence for your own chosen transformation and a wanted stop/keep condition.\"></textarea>\n</section>\n\n<section id=\"question3\" class=\"own-question\">\n<label for=\"own3\">My component 4: Choose one next check for your own transformed display. What does the source not already prove?</label>\n<textarea id=\"own3\" aria-label=\"My component 4: Choose one next check for your own transformed display. What does the source not already prove?\"></textarea>\n</section>\n\n<p id=\"status\" role=\"status\"></p>\n<script src=\"../own.js\" defer></script>\n",
    "responses/D-first.md": "# Your own words · A local museum note and a known label\n\nYour grown-up can read the story and one taught question neutrally. Use blank paper, pointing, directing, speech, sign or AAC if wanted. All four spaces start empty. Stop or rest when you want. Typed words are temporary; leaving or reloading can lose them. Reading this story below keeps you on this same page.\n\n<div id=\"own-controls\" class=\"toolbar\" hidden><button id=\"all\" type=\"button\">All four questions</button><button id=\"one\" type=\"button\">One question</button><button id=\"previous\" type=\"button\">Previous</button><button id=\"next\" type=\"button\">Next</button><button id=\"print\" type=\"button\">Print my page</button><p id=\"position\" aria-live=\"polite\"></p></div>\n<details id=\"source-detail\"><summary>Read the whole story</summary>\n\nTwo source roles. Real dated note: F1 · The official Rockhampton Museum of Art exhibition-page indexed extract describes a changing exhibition programme. Checked through the primary-site index on 12 October 2026; the search result was marked crawled six days earlier. Direct current-page requests failed. No publication/update date for the general statement was supplied. [Primary page](https://www.rmoa.com.au/Collection-Exhibitions/Exhibitions). This dated provider note can start a question about displays; it supplies no learner visit, maker explanation, model performance, artwork copying grant, current venue status or cultural permission.\n\nOriginal fiction: Sam says, “I know our classroom shelf label. Today I noticed its front face and bent base.” The fictional label’s maker supplies no reason. This is not this learner’s visit, familiarity, observation, maker account or tested display.\n\n</details>\n\n<section id=\"question0\" class=\"own-question\">\n<label for=\"own0\">My component 1: What can the real museum note tell us, and what belongs only to the fictional label account?</label>\n<textarea id=\"own0\" aria-label=\"My component 1: What can the real museum note tell us, and what belongs only to the fictional label account?\"></textarea>\n</section>\n\n<section id=\"question1\" class=\"own-question\">\n<label for=\"own1\">My component 2: If you want, explore a feature of an approved display you genuinely know. Otherwise use a new practice picture and say that it is new.</label>\n<textarea id=\"own1\" aria-label=\"My component 2: If you want, explore a feature of an approved display you genuinely know. Otherwise use a new practice picture and say that it is new.\"></textarea>\n</section>\n\n<section id=\"question2\" class=\"own-question\">\n<label for=\"own2\">My component 3: Keep one maker/design question about a noticed display feature. What maker reason is actually supplied here?</label>\n<textarea id=\"own2\" aria-label=\"My component 3: Keep one maker/design question about a noticed display feature. What maker reason is actually supplied here?\"></textarea>\n</section>\n\n<section id=\"question3\" class=\"own-question\">\n<label for=\"own3\">My component 4: Propose an own display purpose and a feature inspired by a noticed relationship. What would still need checking?</label>\n<textarea id=\"own3\" aria-label=\"My component 4: Propose an own display purpose and a feature inspired by a noticed relationship. What would still need checking?\"></textarea>\n</section>\n\n<p id=\"status\" role=\"status\"></p>\n<script src=\"../own.js\" defer></script>\n",
    "responses/D-later.md": "# Your own words · A local paper note and a familiar menu face\n\nYour grown-up can read the story and one taught question neutrally. Use blank paper, pointing, directing, speech, sign or AAC if wanted. All four spaces start empty. Stop or rest when you want. Typed words are temporary; leaving or reloading can lose them. Reading this story below keeps you on this same page.\n\n<div id=\"own-controls\" class=\"toolbar\" hidden><button id=\"all\" type=\"button\">All four questions</button><button id=\"one\" type=\"button\">One question</button><button id=\"previous\" type=\"button\">Previous</button><button id=\"next\" type=\"button\">Next</button><button id=\"print\" type=\"button\">Print my page</button><p id=\"position\" aria-live=\"polite\"></p></div>\n<details id=\"source-detail\"><summary>Read the whole story</summary>\n\nTwo source roles. Real dated fact F2: on 12 October 2026, Rockhampton Regional Council’s Yellow lid Recycling Wheelie Bin page lists paper and cardboard among accepted household categories and asks for accepted recyclables to be loose and clean. Primary link: https://www.rockhamptonregion.qld.gov.au/CouncilServices/Rockhampton-Regional-Waste-and-Recycling/Bins-and-Collections/Yellow-lid-Recycling-Wheelie-Bin. The note does not approve every item, promise our design’s recyclability or tell whether a sheet will stand. Original fiction: Tess says, “I know our classroom pretend-menu face. I noticed its wide marked front.” Its maker gives no explanation. No actual learner experience, disposal, standing test or maker reply is supplied.\n\n</details>\n\n<section id=\"question0\" class=\"own-question\">\n<label for=\"own0\">My component 1: What does the Council note support, and which design claims would need other evidence?</label>\n<textarea id=\"own0\" aria-label=\"My component 1: What does the Council note support, and which design claims would need other evidence?\"></textarea>\n</section>\n\n<section id=\"question1\" class=\"own-question\">\n<label for=\"own1\">My component 2: Explore one approved genuinely familiar display feature if wanted; otherwise label new-picture practice honestly.</label>\n<textarea id=\"own1\" aria-label=\"My component 2: Explore one approved genuinely familiar display feature if wanted; otherwise label new-picture practice honestly.\"></textarea>\n</section>\n\n<section id=\"question2\" class=\"own-question\">\n<label for=\"own2\">My component 3: Someone says, “Every paper display will stand and can go in any recycling bin.” Does this page tell us that? What could we check?</label>\n<textarea id=\"own2\" aria-label=\"My component 3: Someone says, “Every paper display will stand and can go in any recycling bin.” Does this page tell us that? What could we check?\"></textarea>\n</section>\n\n<section id=\"question3\" class=\"own-question\">\n<label for=\"own3\">My component 4: Give an own purpose, material/form reason and next learning question for a new display job.</label>\n<textarea id=\"own3\" aria-label=\"My component 4: Give an own purpose, material/form reason and next learning question for a new display job.\"></textarea>\n</section>\n\n<p id=\"status\" role=\"status\"></p>\n<script src=\"../own.js\" defer></script>\n",
    "staff/A-first.md": "# Staff after capture · A-first\n\n## Whole neutral source\n\nOriginal fiction. Nuri wants a display to show one invented comet mark to someone looking from an agreed tabletop position. One whole blank paper sheet is available in the story; it will stay uncut. Nuri may propose a flat, folded or another communicated arrangement. No idea has been supplied, no sheet has been marked or folded, and nobody has checked a result. The story’s available sheet is not local approval of a learner’s actual materials.\n\n## Select after\n\nActual purpose→feature, meaningful alternatives, choice/reason, material/actor/first-next instruction teaching (Days191,193,194 or equivalent); neutral reading/usual access; source/keys unexposed.\n\n[Empty own page](../responses/A-first.html) · [Source](../checks/A-first-source.html) · [Selection and access](../teacher/ASSESSMENT.html)\n\n## A-first-A1\n\n**Exact prompt:** What would your own display help the viewer do? Show or tell one face or position that serves that job.\n\n**Own heading:** My component 1: What would your own display help the viewer do? Show or tell one face or position that serves that job.\n\n**Criterion:** An own specific display purpose and a feature/position linked to it. Copying “a display” alone leaves the relationship open; a communicated plan is not an observed product.\n\n**Possible response:** For example, “My comet mark faces the agreed looking place so the viewer can find it.” Other workable purpose-feature links may fit; no particular fold or standing result is required.\n\n**Different next-teaching account:** Tavi’s unrelated original star-card plan has a large front face because Tavi wants to find the star while looking down. No card is made or tried.\n\n**Teach next:** Point to Tavi’s wanted action and its face; ask how they connect. Then offer a new own picture job and capture one purpose-feature link before another model.\n\n**Look for next:** Next evidence is the child’s own linked feature for the new job, not repeating Nuri’s comet wording.\n\n[New own offer](../next/A-first-A1.html)\n\n## A-first-A2\n\n**Exact prompt:** Create two meaningfully different arrangements for this comet-display job. What would change for a viewer or maker?\n\n**Own heading:** My component 2: Create two meaningfully different arrangements for this comet-display job. What would change for a viewer or maker?\n\n**Criterion:** Two own proposed forms/layouts with a meaningful difference in support, position, view or action. Two renamed copies or decoration-only changes need further teaching; neither must be manufactured.\n\n**Possible response:** An own flat face and a face with a proposed bent base might change looking position/support. Different valid arrangements are acceptable; neither is declared stable.\n\n**Different next-teaching account:** Uma’s unrelated pretend café label has a flat proposal for looking down and a side-wing proposal for looking from the table edge. Both are untried drawings.\n\n**Teach next:** Compare which relationship changes in Uma’s two ideas. Ask for a new own display job with two action/form alternatives; preserve ideas before showing any held later source.\n\n**Look for next:** Next evidence is a described meaningful difference between two own new proposals, with their untested status retained.\n\n[New own offer](../next/A-first-A2.html)\n\n## A-first-A3\n\n**Exact prompt:** Choose one of your ideas, combine them, or choose neither. Give your own reason.\n\n**Own heading:** My component 3: Choose one of your ideas, combine them, or choose neither. Give your own reason.\n\n**Criterion:** An actual own choice tied to purpose, preference or genuine available material. A reason may be subjective; it does not require proving function or choosing the staff model.\n\n**Possible response:** “I choose my flat face because I want to look down at my mark” is one possible reason. A different reason or neither with a revised purpose can be useful.\n\n**Different next-teaching account:** Vee prefers the broad face in a fictional flower-card drawing because Vee likes room for the invented picture. Vee records no use result.\n\n**Teach next:** Read Vee’s preference and distinguish it from “it stood.” Invite a new own choice and reason, without demanding a functional trial or positive verdict.\n\n**Look for next:** Next evidence is one own reason at its stated scope, rather than a prescribed winner or copied preference.\n\n[New own offer](../next/A-first-A3.html)\n\n## A-first-A4\n\n**Exact prompt:** Name a suitable proposed material, who would act, and a specific first/next step for your chosen idea.\n\n**Own heading:** My component 4: Name a suitable proposed material, who would act, and a specific first/next step for your chosen idea.\n\n**Criterion:** Material/action/location/actor steps that relate to the chosen whole-sheet form. Real materials/actions require adult local checks; a proposed actor or directed helper is not actual child making.\n\n**Possible response:** “After an adult checks our whole paper, I would mark my comet on the front; then I would place it at my chosen position” is one proposed sequence. A wanted suitable fold can be described without claiming it occurred.\n\n**Different next-teaching account:** Wen’s fictional adult checks a whole blank dot sheet. Wen proposes marking the dot near one edge, then placing that face on a table; nobody makes the proposal.\n\n**Teach next:** Name Wen’s material, action, where and proposed actor. Model one unrelated first action only if suitable, then invite a new own next step and its status.\n\n**Look for next:** Next evidence is an exact own material/actor/action sequence and, separately, any actually observed suitable learner making.\n\n[New own offer](../next/A-first-A4.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "staff/A-later.md": "# Staff after capture · A-later\n\n## Whole neutral source\n\nOriginal fiction. Ora wants a small display showing Ora’s invented shell pattern at a chosen table-edge viewing position, and wants a plan for putting the display flatter afterwards. Two whole blank paper parts are available in the story; both stay uncut. Ora has not chosen a form, marked, bent or placed either part. Nobody has checked visibility, standing or storage. Any own plan must name its proposed material and actors; a viewer or result must not be invented.\n\n## Select after\n\nA-first matching selected originals actually retained, precise intervening teaching for the selected relationship, actual interval/access/exposure recorded; genuinely new current source unexposed. Not automatic Day200 eligibility.\n\n[Empty own page](../responses/A-later.html) · [Source](../checks/A-later-source.html) · [Selection and access](../teacher/ASSESSMENT.html)\n\n## A-later-A1\n\n**Exact prompt:** Give an own purpose for showing the shell pattern and a face/position that connects to that purpose.\n\n**Own heading:** My component 1: Give an own purpose for showing the shell pattern and a face/position that connects to that purpose.\n\n**Criterion:** Own purpose-feature/view relationship for this changed table-edge job, with storage a proposed additional constraint rather than assumed success.\n\n**Possible response:** An own face aimed towards the chosen looking place with “so the pattern can be found there” may fit. The child chooses the form; no guaranteed visibility is inferred.\n\n**Different next-teaching account:** Xia’s unrelated fictional moon-sign job is to find a mark from a selected side of a table. Xia draws a proposed face towards that side and leaves its result open.\n\n**Teach next:** Locate Xia’s desired viewer action and planned position, then ask for a new own job’s feature connection; do not rehearse Ora’s answer.\n\n**Look for next:** Next evidence is a new own purpose-position relationship, with any real visibility observation recorded separately.\n\n[New own offer](../next/A-later-A1.html)\n\n## A-later-A2\n\n**Exact prompt:** Create two different arrangements for showing the pattern and putting the parts flatter. Explain a real form/action difference.\n\n**Own heading:** My component 2: Create two different arrangements for showing the pattern and putting the parts flatter. Explain a real form/action difference.\n\n**Criterion:** Two own meaningful alternatives responding to the changed purpose/constraint. A single drawing with different colours does not establish a second operation; no physical flattening is claimed from sketches.\n\n**Possible response:** One proposed joined-looking pair of faces and another separate flat-face layout might differ in viewing/storage action; other purposeful alternatives can fit without joining or cutting.\n\n**Different next-teaching account:** Yun draws an unrelated two-picture gallery plan: two separate flat faces, or a broad winged face that would be flattened. Both are unmade.\n\n**Teach next:** Use Yun’s two proposals to identify what the viewer or keeper would do differently. Invite alternatives for a separate own picture job and retain them before later feedback.\n\n**Look for next:** Next evidence is an explicit changed relationship in own alternatives, not a duplicate of a held design.\n\n[New own offer](../next/A-later-A2.html)\n\n## A-later-A3\n\n**Exact prompt:** Choose a form, combine ideas, or reject them. Why does the choice fit your purpose or preference?\n\n**Own heading:** My component 3: Choose a form, combine ideas, or reject them. Why does the choice fit your purpose or preference?\n\n**Criterion:** Actual own choice/reason that considers the shell-pattern viewing or keeping job, personal preference or available material without a forced best answer.\n\n**Possible response:** “I would keep two flat parts separate because I want to choose their position” is a possible reason. Different own reasons may be suitable; this is not a prescribed solution.\n\n**Different next-teaching account:** Zoe keeps a fictional wide landscape face because Zoe wants room for the invented scene; Zoe asks rather than assumes whether it will fold to fit the agreed space.\n\n**Teach next:** Separate Zoe’s chosen reason from the unanswered storage question; offer a new own choice and ask for its intended job.\n\n**Look for next:** Next evidence is an own supported reason and an honest open constraint, not an official grade.\n\n[New own offer](../next/A-later-A3.html)\n\n## A-later-A4\n\n**Exact prompt:** Communicate material/actor steps to make or arrange your idea, and one step for keeping the parts flatter.\n\n**Own heading:** My component 4: Communicate material/actor steps to make or arrange your idea, and one step for keeping the parts flatter.\n\n**Criterion:** Specific proposed material and actor/actions for the own form and keeping relationship. Safe practical performance is assessed only if the learner actually performs locally suitable steps.\n\n**Possible response:** The child could propose marking an agreed face, placing it for viewing, then moving or flattening appropriate whole parts. Name actors/status; no instruction to damage wanted work.\n\n**Different next-teaching account:** Ari proposes a separate original animal-card job: mark a broad face, place it flat, and keep the whole face on an agreed shelf. No action is performed in the account.\n\n**Teach next:** Identify Ari’s exact actions and who would act. For a different own job, ask for one making/arranging and one keeping step; offer actual making only if suitable and wanted.\n\n**Look for next:** Next evidence is own precise steps plus a separately observed practical contribution when genuinely available.\n\n[New own offer](../next/A-later-A4.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "staff/B-first.md": "# Staff after capture · B-first\n\n## Whole neutral source\n\nOriginal fiction. Len chooses an invented wave mark and tells adult Ren where to put it on a whole paper sheet. Ren marks the wave and places the sheet flat. Len then describes a bend; no one makes that bend in this source. Nobody conducts a standing or viewing check. The source does not say that Len marked, folded or placed the paper. It gives no actual result about a folded display.\n\n## Select after\n\nActual actor/design/practical evidence distinction and exact step teaching; B3 additionally needs purpose-linked check teaching (Day196 or equivalent); B4 preference/result/unknown teaching. Select only individually taught components.\n\n[Empty own page](../responses/B-first.html) · [Source](../checks/B-first-source.html) · [Selection and access](../teacher/ASSESSMENT.html)\n\n## B-first-B1\n\n**Exact prompt:** Who contributed the design idea, who physically acted, and which proposed action remains unperformed in this source?\n\n**Own heading:** My component 1: Who contributed the design idea, who physically acted, and which proposed action remains unperformed in this source?\n\n**Criterion:** Len supplies choice/direction; Ren actually marks and places; the described bend is unperformed. Do not infer Len’s physical making or a folded result.\n\n**Possible response:** Len chose/directed the wave; Ren marked and placed flat. The bend stays a proposal. Correct source attribution is not observation of this learner’s practical skill.\n\n**Different next-teaching account:** Bea chooses a fictional dot for a label and directs adult Cal, who marks it. Bea describes a lower fold but nobody folds it.\n\n**Teach next:** Trace Bea’s idea and Cal’s physical operation separately, then compare with a new ordinary own directed job. Keep helper contribution and child contribution distinct.\n\n**Look for next:** Next evidence is accurate actor/status separation and any separately observed real learner action, not memorising Len/Ren.\n\n[New own offer](../next/B-first-B1.html)\n\n## B-first-B2\n\n**Exact prompt:** For an own wave-display idea, name a material, proposed actor and an exact action/location.\n\n**Own heading:** My component 2: For an own wave-display idea, name a material, proposed actor and an exact action/location.\n\n**Criterion:** Specific own material→actor→action/location related to an own purpose. Real suitability must be locally checked; no mandatory fold or physical product.\n\n**Possible response:** “I would ask a checked helper to place my whole wave sheet in my chosen spot” can fit a planned flat form; more detailed own steps are also acceptable.\n\n**Different next-teaching account:** Cato’s fictional adult-approved plain sheet waits on a table. Cato proposes a flower mark near its front edge and asks an adult to make that mark; it is unperformed.\n\n**Teach next:** Model one exact instruction from Cato’s separate account, keeping proposal and performance apart. Invite an own new purpose and action/location.\n\n**Look for next:** Next evidence is an own precise instruction with material and actor, and honest practical status.\n\n[New own offer](../next/B-first-B2.html)\n\n## B-first-B3\n\n**Exact prompt:** Choose one question and a suitable proposed check for your own display. What result is actually supplied here?\n\n**Own heading:** My component 3: Choose one question and a suitable proposed check for your own display. What result is actually supplied here?\n\n**Criterion:** A question/action linked to own purpose, with the source’s standing/viewing result absent because no check was conducted. No fabricated result or obligatory trial.\n\n**Possible response:** “Can my wave be seen from my chosen seat? An agreeing adult could look from there.” The source supplies no completed check; the learner may also keep a no-action plan.\n\n**Different next-teaching account:** Dani’s unrelated fictional leaf-face plan asks whether a mark faces an agreed position; nobody looks from that position. The question is retained.\n\n**Teach next:** Identify Dani’s question, proposed actor/action and empty result. Then ask for one purpose-linked check for a new own label, with result open unless real evidence is supplied.\n\n**Look for next:** Next evidence is one own relevant check and accurate performed/unperformed/result status.\n\n[New own offer](../next/B-first-B3.html)\n\n## B-first-B4\n\n**Exact prompt:** Choose a feature to keep or change in an own idea. Explain your reason and what remains unknown.\n\n**Own heading:** My component 4: Choose a feature to keep or change in an own idea. Explain your reason and what remains unknown.\n\n**Criterion:** Specific preference/purpose evaluation without converting the unperformed bend into a tested improvement. A keep decision is valid; no failed result required.\n\n**Possible response:** “I would keep my large wave face because I like its space; I still want to ask whether it can be seen” is one possibility. Other own reasons can fit.\n\n**Different next-teaching account:** Elo keeps a broad fictional cloud face because Elo likes its room. A folded alternative was only drawn; its standing result is unknown.\n\n**Teach next:** Read Elo’s reason and separate it from a functional result. Offer a different own card decision and ask which effect is still a question.\n\n**Look for next:** Next evidence is a specific own feature/reason and an honest unknown effect, not a required redesign.\n\n[New own offer](../next/B-first-B4.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "staff/B-later.md": "# Staff after capture · B-later\n\n## Whole neutral source\n\nOriginal fiction. Mo chooses an invented sun mark. Adult Tal marks it on a whole sheet. Mo makes one broad fold after the story’s local check; Tal places the folded face on a table. It tips once during that stated check. Mo then chooses a flat arrangement as a new plan; nobody arranges or tries the flat version. This is a supplied fictional account, not evidence of this learner’s making, actual material approval or general stability.\n\n## Select after\n\nMatching B-first originals and genuine targeted actor/steps/check/evaluation instruction, actual interval/exposure/access conditions recorded; unexposed changed source. Components need their own taught prerequisites.\n\n[Empty own page](../responses/B-later.html) · [Source](../checks/B-later-source.html) · [Selection and access](../teacher/ASSESSMENT.html)\n\n## B-later-B1\n\n**Exact prompt:** Name the actual operators and the unperformed changed plan. What practical action does the source attribute to Mo?\n\n**Own heading:** My component 1: Name the actual operators and the unperformed changed plan. What practical action does the source attribute to Mo?\n\n**Criterion:** Tal marked/placed; Mo made one broad fold; tipping is one supplied event; the flat choice is unperformed. Do not over-credit Mo for Tal’s operations.\n\n**Possible response:** The source supplies Mo’s fold only as Mo’s physical action. It gives no flat-version performance and no real learner observation.\n\n**Different next-teaching account:** Fara chooses an invented triangle; adult Gil marks it; Fara bends the lower sheet once; Gil places it. A later winged proposal is not made.\n\n**Teach next:** Separate Fara’s and Gil’s exact operations and the later proposal. Offer a new own making/directing opportunity and record actual operators.\n\n**Look for next:** Next evidence is precise actor attribution plus actual separately observed learner action where offered.\n\n[New own offer](../next/B-later-B1.html)\n\n## B-later-B2\n\n**Exact prompt:** Communicate a material/actor/step plan for an own changed display idea.\n\n**Own heading:** My component 2: Communicate a material/actor/step plan for an own changed display idea.\n\n**Criterion:** Exact own proposed material/action/location and actor linked to the changed purpose; no assumption that Mo’s local fictional check approves real materials.\n\n**Possible response:** An own flat-face plan could name checked whole paper, a proposed marker and chosen position. Another suitable own form can fit; mark it proposed unless performed.\n\n**Different next-teaching account:** Hana proposes moving an unrelated original moon face to a flat arrangement on an agreed surface. Hana names an adult helper for placement, which has not happened.\n\n**Teach next:** Find Hana’s material, actor, action and location. Then invite a precise step for a new own display, keeping performance separate.\n\n**Look for next:** Next evidence is an own actionable instruction and honest contribution/status.\n\n[New own offer](../next/B-later-B2.html)\n\n## B-later-B3\n\n**Exact prompt:** Give a purpose-linked question for your own next check. Which result is supplied, and which is still open?\n\n**Own heading:** My component 3: Give a purpose-linked question for your own next check. Which result is supplied, and which is still open?\n\n**Criterion:** One observed fictional tipping event is supplied for the folded setup; no flat result. Own question must relate to purpose, with next performance left open.\n\n**Possible response:** “My next question is whether my mark can be seen from my chosen place.” Mo’s folded face tipped once; the new flat setup has not been tried.\n\n**Different next-teaching account:** Ilan’s fictional bent bird-face stays upright in one table check. Ilan then draws a different lower fold without making it; its effect is unknown.\n\n**Teach next:** Contrast Ilan’s performed one-event check with the untried revision. Invite a different own check question and record exact conditions only if conducted.\n\n**Look for next:** Next evidence is a bounded own check plus accurate supplied/unknown result, not causal proof.\n\n[New own offer](../next/B-later-B3.html)\n\n## B-later-B4\n\n**Exact prompt:** Choose a specific feature to keep, change or question in an own new idea and explain why.\n\n**Own heading:** My component 4: Choose a specific feature to keep, change or question in an own new idea and explain why.\n\n**Criterion:** Own reason can use the source event, purpose or preference without claiming the flat plan is already better. A choice is not a measured effect.\n\n**Possible response:** “I want to try a flat arrangement after seeing the tip, but I haven’t checked it” is one reason at correct scope. Other own decisions can fit.\n\n**Different next-teaching account:** Jara likes a broad invented tree mark, keeps it, and proposes a wider base after one tip. No revised base or recheck is made.\n\n**Teach next:** Separate Jara’s keep preference, purpose-linked revision and untested effect. Ask for a new own feature decision and a next question.\n\n**Look for next:** Next evidence is specific own evaluation and honest revision/result status.\n\n[New own offer](../next/B-later-B4.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "staff/C-first.md": "# Staff after capture · C-first\n\n## Whole neutral source\n\nOriginal fiction. Kit’s display drawing has a front face carrying an invented cloud mark and two broad wings. Kit wants it to be put flatter while keeping the wanted picture. Adult Luz actually closes the wings inward once. The source records that closing action but gives no observation of whether the cloud was visible or protected after closing, and no later opening result. Kit’s own proposed new storage design has not been supplied.\n\n## Select after\n\nActual show/stored view relationships, content-preservation steps and actual/proposed/missing-result teaching (Day197 plus196 or equivalent); faithful source reading and unexposed case.\n\n[Empty own page](../responses/C-first.html) · [Source](../checks/C-first-source.html) · [Selection and access](../teacher/ASSESSMENT.html)\n\n## C-first-C1\n\n**Exact prompt:** Which transformation happened, and which results are not supplied?\n\n**Own heading:** My component 1: Which transformation happened, and which results are not supplied?\n\n**Criterion:** Luz’s closing action is actual in fiction; post-closing picture visibility/protection and later opening results are unknown. Missing results do not mean the action was unperformed.\n\n**Possible response:** Luz closed the wings once. The source gives no picture-after or reopening result; it is not proof of damage or successful preservation.\n\n**Different next-teaching account:** Kori’s unrelated star face is flattened by adult Mai. A record notes only the flattening, not whether the star was still seen or a later opening occurred.\n\n**Teach next:** Mark the action record and each missing result separately. Contrast with another explicitly unperformed plan, then invite an own event/status record.\n\n**Look for next:** Next evidence is accurate action/result distinction in a new source or own recorded event, not a guessed success.\n\n[New own offer](../next/C-first-C1.html)\n\n## C-first-C2\n\n**Exact prompt:** Create own show and stored views, telling what wanted content you mean to keep.\n\n**Own heading:** My component 2: Create own show and stored views, telling what wanted content you mean to keep.\n\n**Criterion:** Two own purpose-related views with a content/form preservation relationship. Drawing a kept mark is a proposal, not a demonstrated preservation test.\n\n**Possible response:** An own show face and flatter view that names the cloud/content to retain can fit. A different own fold/storage plan may fit; no mandatory layout.\n\n**Different next-teaching account:** Leni draws an unrelated invented fish sign and a stored-flat plan. Leni labels the fish as content to keep, but nobody folds or stores it.\n\n**Teach next:** Point to Leni’s shown/stored relationship and retained content, then invite views for a new own card without copying the cloud wings.\n\n**Look for next:** Next evidence is own communicated form/content relationship and its actual/proposed status.\n\n[New own offer](../next/C-first-C2.html)\n\n## C-first-C3\n\n**Exact prompt:** Give material/actor steps for putting your own display flatter while keeping wanted work.\n\n**Own heading:** My component 3: Give material/actor steps for putting your own display flatter while keeping wanted work.\n\n**Criterion:** Specific own transformation steps tied to content/parts, proposed actor and locally suitable material. No forced dismantling or generic tidy score.\n\n**Possible response:** “With an adult-approved whole sheet, I would flatten my proposed lower fold and keep the marked face intact” may fit an own form. Name the actor and stop if unsuitable.\n\n**Different next-teaching account:** Mori’s fictional person proposes flattening a broad lower crease while leaving an invented dot face whole. They have not performed that plan.\n\n**Teach next:** Name Mori’s particular part/action and keep condition. Invite a step for a new own display and allow a drawing if real work should remain intact.\n\n**Look for next:** Next evidence is a precise purposeful own transformation instruction, with actual operator if performed.\n\n[New own offer](../next/C-first-C3.html)\n\n## C-first-C4\n\n**Exact prompt:** What one check would help you learn about your own stored design? Keep any result honest.\n\n**Own heading:** My component 4: What one check would help you learn about your own stored design? Keep any result honest.\n\n**Criterion:** Purpose-linked next question/action about content/form after storage or reopening, without inventing the source’s missing result. A plan is valid.\n\n**Possible response:** “After suitable flattening, could my wanted mark still be found?” is one possible question. No result exists until a relevant real or attributed check is supplied.\n\n**Different next-teaching account:** Nori’s unrelated fictional label plan asks whether its invented path mark would still be seen after one broad fold. Nobody performs the check.\n\n**Teach next:** Locate Nori’s question and an agreed possible actor/action; offer a different own stored-card question and leave its result open.\n\n**Look for next:** Next evidence is an own relevant check and accurate unknown/actual result, not another held-source retry.\n\n[New own offer](../next/C-first-C4.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "staff/C-later.md": "# Staff after capture · C-later\n\n## Whole neutral source\n\nOriginal fiction. Oren’s invented reading-corner cue has a broad front mark and one bent lower part. Oren flattens that lower part once. The supplied observer says, “The mark was still visible while the sheet lay flat.” No later folded display or reading event is recorded. Oren now wants a different show/store plan for an own cue; the source does not supply that new design. A reported visible mark is not approval for all users or proof that a later standing form will work.\n\n## Select after\n\nMatching C-first originals, actual targeted transformation/content/status/check instruction and a real interval with exposure/access notes; this new source unexposed. May extend beyondDay200.\n\n[Empty own page](../responses/C-later.html) · [Source](../checks/C-later-source.html) · [Selection and access](../teacher/ASSESSMENT.html)\n\n## C-later-C1\n\n**Exact prompt:** Which action and bounded result are supplied? What later event stays unknown?\n\n**Own heading:** My component 1: Which action and bounded result are supplied? What later event stays unknown?\n\n**Criterion:** Oren flattened once; the observer reported a mark visible in the flat arrangement. Later folded display/reading remain unknown; no all-user or next-event inference.\n\n**Possible response:** The source supports that one flat-view visibility report. It does not say a reopened folded face stood or a person read the message.\n\n**Different next-teaching account:** Pela flattens an unrelated fictional flower card. A helper reports one flower mark seen in that flat arrangement; a later folded use is not recorded.\n\n**Teach next:** Underline the exact observer/event scope, then ask a new ordinary event question and distinguish what remains unknown.\n\n**Look for next:** Next evidence is precise bounded action/report and an open next event, not a universal conclusion.\n\n[New own offer](../next/C-later-C1.html)\n\n## C-later-C2\n\n**Exact prompt:** Create own show and storage views for the new cue and explain what content you want to keep.\n\n**Own heading:** My component 2: Create own show and storage views for the new cue and explain what content you want to keep.\n\n**Criterion:** Own different-purpose views with a meaningful content/form connection; no copy requirement or automatic practical success from the source.\n\n**Possible response:** A child could show a broad reading cue face and a flatter stored view, naming their own invented mark to retain. Other communicated solutions can fit.\n\n**Different next-teaching account:** Qin draws an unrelated book-choice picture face and a flat plan with the same invented picture. Qin has not made either.\n\n**Teach next:** Use Qin’s retained-content relationship to teach show/stored representation, then invite a new own cue’s two views before a model.\n\n**Look for next:** Next evidence is own communicated relationship, with separately observed production only if supplied.\n\n[New own offer](../next/C-later-C2.html)\n\n## C-later-C3\n\n**Exact prompt:** Give a specific material/actor/action sequence for your own chosen transformation and a wanted stop/keep condition.\n\n**Own heading:** My component 3: Give a specific material/actor/action sequence for your own chosen transformation and a wanted stop/keep condition.\n\n**Criterion:** Own precise steps preserve a chosen part and acknowledge local suitability/actors. Stop/keep is a design choice; no compliance or forced flattening score.\n\n**Possible response:** The child might propose flattening one checked broad bend while keeping a wanted marked face whole, then stopping at a chosen storage position. Other purposeful steps fit.\n\n**Different next-teaching account:** Rui proposes moving an original leaf picture flat rather than bending its cherished marked area. An adult would help; the proposal remains unperformed.\n\n**Teach next:** Identify Rui’s preserve/stop condition and proposed actor, then invite an own transformation step that does not require damaging wanted work.\n\n**Look for next:** Next evidence is a specific purposeful own instruction and accurate actual/proposed operator status.\n\n[New own offer](../next/C-later-C3.html)\n\n## C-later-C4\n\n**Exact prompt:** Choose one next check for your own transformed display. What does the source not already prove?\n\n**Own heading:** My component 4: Choose one next check for your own transformed display. What does the source not already prove?\n\n**Criterion:** Relevant own check about the changed display/content/view, with later standing/reading and universal effects kept open.\n\n**Possible response:** “Could my face stand again at my chosen place?” can be a proposed next question, not a guaranteed result. Oren’s flat-view report cannot answer it.\n\n**Different next-teaching account:** Suri’s fictional flattened star card was seen once. Suri proposes checking its next angled arrangement; nobody does that second check.\n\n**Teach next:** Compare Suri’s available report with the new proposed question, then ask one relevant check for a different own cue.\n\n**Look for next:** Next evidence is an own next question and accurate available-versus-needed evidence.\n\n[New own offer](../next/C-later-C4.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "staff/D-first.md": "# Staff after capture · D-first\n\n## Whole neutral source\n\nTwo source roles. Real dated note: F1 · The official Rockhampton Museum of Art exhibition-page indexed extract describes a changing exhibition programme. Checked through the primary-site index on 12 October 2026; the search result was marked crawled six days earlier. Direct current-page requests failed. No publication/update date for the general statement was supplied. [Primary page](https://www.rmoa.com.au/Collection-Exhibitions/Exhibitions). This dated provider note can start a question about displays; it supplies no learner visit, maker explanation, model performance, artwork copying grant, current venue status or cultural permission.\n\nOriginal fiction: Sam says, “I know our classroom shelf label. Today I noticed its front face and bent base.” The fictional label’s maker supplies no reason. This is not this learner’s visit, familiarity, observation, maker account or tested display.\n\n## Select after\n\nActual primary-note/fiction/source-claim distinction, genuine familiar-example exploration and noticing-versus-intention teaching (Day192/199 or equivalent). Own familiar doorway optional; unexposed held source. No required personal disclosure.\n\n[Empty own page](../responses/D-first.html) · [Source](../checks/D-first-source.html) · [Selection and access](../teacher/ASSESSMENT.html)\n\n## D-first-D1\n\n**Exact prompt:** What can the real museum note tell us, and what belongs only to the fictional label account?\n\n**Own heading:** My component 1: What can the real museum note tell us, and what belongs only to the fictional label account?\n\n**Criterion:** Museum note supports a dated provider statement about its changing programme; Sam’s familiarity/noticing belongs to supplied fiction. Neither proves this learner’s visit or the label maker’s intention.\n\n**Possible response:** The provider programme statement is a real dated note; Sam’s label account is fiction. No classroom design success or actual learner experience follows.\n\n**Different next-teaching account:** Teri reads a different fictional library programme note and an invented arranger story. The note concerns the provider; the story’s visitor is invented and has no real attendance receipt.\n\n**Teach next:** Label Teri’s two source roles and one claim each supports. Use a new local adult-reviewed note if available, with unknown dates/experience left open.\n\n**Look for next:** Next evidence is source-role/claim separation in a new ordinary example, not reciting the museum page.\n\n[New own offer](../next/D-first-D1.html)\n\n## D-first-D2\n\n**Exact prompt:** If you want, explore a feature of an approved display you genuinely know. Otherwise use a new practice picture and say that it is new.\n\n**Own heading:** My component 2: If you want, explore a feature of an approved display you genuinely know. Otherwise use a new practice picture and say that it is new.\n\n**Criterion:** For genuine K01 opportunity record actual known example and actual exploration. A new picture, declined response or Sam’s fiction leaves the child’s actual familiar evidence open; no fabricated response required.\n\n**Possible response:** There is no fixed correct object or obligatory familiarity answer. A genuinely known classroom label plus an own feature/question may supply actual exploration; a new drawing remains practice.\n\n**Different next-teaching account:** Ula knows an approved classroom choice face and points to its marked edge, asking why it is placed there. Varo chooses a new original practice picture instead; that route supplies no prior familiarity.\n\n**Teach next:** Offer a genuinely known appropriate example without household disclosure; let the learner notice and ask. If unavailable, teach with a new picture and record the distinct scope.\n\n**Look for next:** Next evidence is actual familiar exploration where genuinely offered, or a clearly labelled new-source practice; do not score decline as design failure.\n\n[New own offer](../next/D-first-D2.html)\n\n## D-first-D3\n\n**Exact prompt:** Keep one maker/design question about a noticed display feature. What maker reason is actually supplied here?\n\n**Own heading:** My component 3: Keep one maker/design question about a noticed display feature. What maker reason is actually supplied here?\n\n**Criterion:** An own question relates to a feature, with the fictional label maker’s reason unknown. Asking is not an actual reply or permission to claim intent.\n\n**Possible response:** “Why did the maker bend the base?” is a possible question, not a supplied answer. The museum programme note does not answer the classroom maker’s reason.\n\n**Different next-teaching account:** Wira sees a bend on an original fictional card without a maker note. Wira asks whether the bend was intended to change the viewing position; nobody answers.\n\n**Teach next:** Separate Wira’s question from a maker reply. Invite a feature-based question for another own/approved display and keep any actual reply exactly attributed.\n\n**Look for next:** Next evidence is an own relevant question and honest unanswered/answered status.\n\n[New own offer](../next/D-first-D3.html)\n\n## D-first-D4\n\n**Exact prompt:** Propose an own display purpose and a feature inspired by a noticed relationship. What would still need checking?\n\n**Own heading:** My component 4: Propose an own display purpose and a feature inspired by a noticed relationship. What would still need checking?\n\n**Criterion:** Own purpose-feature communication with a specific unknown effect, without copying external artworks or claiming provider endorsement/universal access.\n\n**Possible response:** A child might propose a face for an invented picture at a chosen location and ask whether it can be seen there. No museum layout, artwork or actual visit is required.\n\n**Different next-teaching account:** Xeno proposes an unrelated invented animal-mark face aimed towards a chosen seat. Xeno keeps visibility as a question, not a measured result.\n\n**Teach next:** Link Xeno’s own purpose and planned feature, then offer a new own picture job; keep inspiration, manufacture and check outcomes separate.\n\n**Look for next:** Next evidence is an own purposeful feature and relevant next question, plus actual making/familiarity only when independently observed.\n\n[New own offer](../next/D-first-D4.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "staff/D-later.md": "# Staff after capture · D-later\n\n## Whole neutral source\n\nTwo source roles. Real dated fact F2: on 12 October 2026, Rockhampton Regional Council’s Yellow lid Recycling Wheelie Bin page lists paper and cardboard among accepted household categories and asks for accepted recyclables to be loose and clean. Primary link: https://www.rockhamptonregion.qld.gov.au/CouncilServices/Rockhampton-Regional-Waste-and-Recycling/Bins-and-Collections/Yellow-lid-Recycling-Wheelie-Bin. The note does not approve every item, promise our design’s recyclability or tell whether a sheet will stand. Original fiction: Tess says, “I know our classroom pretend-menu face. I noticed its wide marked front.” Its maker gives no explanation. No actual learner experience, disposal, standing test or maker reply is supplied.\n\n## Select after\n\nMatching D-first originals, targeted source-role/real-familiar/noticing/own-purpose teaching, interval/exposure/access recorded; changed source unexposed. Genuine familiar contribution optional and not fabricated.\n\n[Empty own page](../responses/D-later.html) · [Source](../checks/D-later-source.html) · [Selection and access](../teacher/ASSESSMENT.html)\n\n## D-later-D1\n\n**Exact prompt:** What does the Council note support, and which design claims would need other evidence?\n\n**Own heading:** My component 1: What does the Council note support, and which design claims would need other evidence?\n\n**Criterion:** Dated listing of paper/cardboard categories and loose/clean guidance at provider scope; not a universal material, local school-bin or stability approval. Tess’s source remains fiction.\n\n**Possible response:** It supports the narrow provider listing. Whether a particular real item is accepted or a display stands needs relevant current/local evidence; no disposal action is required.\n\n**Different next-teaching account:** Yara’s unrelated adult-reviewed provider note lists a packaging category, while an original fictional child hopes a folded face will stand. The listing supplies no standing result.\n\n**Teach next:** Mark Yara’s provider claim separately from the hope. Use a new ordinary note and identify one actual needed check, without importing provider procedures.\n\n**Look for next:** Next evidence is bounded provider-claim interpretation, not a universal recycled/safe/stable label.\n\n[New own offer](../next/D-later-D1.html)\n\n## D-later-D2\n\n**Exact prompt:** Explore one approved genuinely familiar display feature if wanted; otherwise label new-picture practice honestly.\n\n**Own heading:** My component 2: Explore one approved genuinely familiar display feature if wanted; otherwise label new-picture practice honestly.\n\n**Criterion:** Actual known example and own exploration support the offered K01 opportunity; Tess’s fictional familiarity, a new diagram or decline cannot establish it.\n\n**Possible response:** No compulsory example or fixed answer. The teacher records what was genuinely known and explored; an offered new-picture response remains useful at different scope.\n\n**Different next-teaching account:** Zali knows a permitted classroom reading cue and describes its picture face; Abel instead selects a new original model. Only Zali’s real known-example opportunity would provide familiarity evidence if actually observed.\n\n**Teach next:** Offer another genuine familiar display without requiring private history; ask one feature question. If not available, retain new-source practice and plan a future actual opportunity.\n\n**Look for next:** Next evidence is actual familiar feature exploration where offered, with support recorded; no invented experience or retry quota.\n\n[New own offer](../next/D-later-D2.html)\n\n## D-later-D3\n\n**Exact prompt:** Someone says, “Every paper display will stand and can go in any recycling bin.” Does this page tell us that? What could we check?\n\n**Own heading:** My component 3: Someone says, “Every paper display will stand and can go in any recycling bin.” Does this page tell us that? What could we check?\n\n**Criterion:** Separates the Council category note from a display’s actual function and the destination of a particular item. A relevant own check/question is enough; no disposal, bin access, legal certification or multi-part written argument is required.\n\n**Possible response:** One possible response is “The page lists some paper and cardboard. It does not tell us whether this display stands. We could check our display and ask an adult about this item.” Other accurately limited own responses can fit.\n\n**Different next-teaching account:** Bela’s unrelated fictional organiser says one provider category proves every cardboard design works. A new ordinary note only lists a category; it contains no performance report.\n\n**Teach next:** Point to Bela’s unsupported leaps, then split provider listing, local suitability and functional result into different evidence questions. Invite a new own bounded sentence.\n\n**Look for next:** Next evidence is an own appropriately limited claim with a relevant missing-evidence question, not copied staff wording.\n\n[New own offer](../next/D-later-D3.html)\n\n## D-later-D4\n\n**Exact prompt:** Give an own purpose, material/form reason and next learning question for a new display job.\n\n**Own heading:** My component 4: Give an own purpose, material/form reason and next learning question for a new display job.\n\n**Criterion:** Own linked purpose/choice reason and a genuine next question; material choice is locally reviewed, not automatically suitable or recycled by provider note. No whole-year or real familiarity inference.\n\n**Possible response:** A child can propose a checked whole-sheet face for an invented reading cue, choose flat for a look-down purpose and ask about another viewing position. Other own solutions fit.\n\n**Different next-teaching account:** Cira proposes an unrelated original bird-picture display from adult-checked plain paper, chooses a flat form for drawing beside it and leaves angled viewing open.\n\n**Teach next:** Locate Cira’s purpose/choice/question, then ask for a new own practical display job; offer separately any needed making/familiar-exploration opportunity.\n\n**Look for next:** Next evidence is an own purpose-material/form reason and useful next learning step, with practical observations kept separate.\n\n[New own offer](../next/D-later-D4.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "teacher/ASSESSMENT.md": "# Eight new-source check-ins\n\nEight public formative source/empty-own/separate-staff relationships.32 complete components. Neutral full-source reading, exact access record, first capture before any key/design hint; selected components only. Actual matched later eligibility needs retained originals, targeted intervening instruction, interval/exposure/access notes; no automatic dates/calibration/securetest/causal gain/official bands. Own ordinary practical actions and actual familiar exploration remain separately observed. Decline/rest is not invented learner work.\n\n## Use a small part when useful\n\nChoose a component actually taught. Read its complete story and question neutrally, offer empty own space and keep the first contribution before the staff panel. A faithful scribe records exact words; a design suggestion is additional help. Staff criteria, responses and next-teaching stories belong in separate adult panels.\n\nFirst/later are optional formative partners. Select a matching later component after targeted teaching with actual earlier work, interval, source exposure and changed support recorded. If a source or answer was seen, use it for teaching and choose a genuinely different check-in for an unprompted response. No attempt is needed to finish the set. Actual practical making and actual familiar exploration are separate; do not fill those gaps with a fictional source answer.\n\n### Actual practical/familiar evidence note\n\nBlank staff fields: date/task; actual chosen purpose; actual materials/actions and local review; exact learner marking/folding/placement; actual helper operation; child design/directing contribution; real known example and explored feature if supplied; actual observed/attributed check and conditions; actual offered support/source exposure; exact next teaching. Leave a field empty if evidence is absent. Record observation at its scope, never a prefilled result or whole-year grade.\n\n\n\n## Selected source, own and staff doors\n\n- A-first · [source](../checks/A-first-source.html) · [four own blanks](../responses/A-first.html) · [staff after capture](../staff/A-first.html)\n- A-later · [source](../checks/A-later-source.html) · [four own blanks](../responses/A-later.html) · [staff after capture](../staff/A-later.html)\n- B-first · [source](../checks/B-first-source.html) · [four own blanks](../responses/B-first.html) · [staff after capture](../staff/B-first.html)\n- B-later · [source](../checks/B-later-source.html) · [four own blanks](../responses/B-later.html) · [staff after capture](../staff/B-later.html)\n- C-first · [source](../checks/C-first-source.html) · [four own blanks](../responses/C-first.html) · [staff after capture](../staff/C-first.html)\n- C-later · [source](../checks/C-later-source.html) · [four own blanks](../responses/C-later.html) · [staff after capture](../staff/C-later.html)\n- D-first · [source](../checks/D-first-source.html) · [four own blanks](../responses/D-first.html) · [staff after capture](../staff/D-first.html)\n- D-later · [source](../checks/D-later-source.html) · [four own blanks](../responses/D-later.html) · [staff after capture](../staff/D-later.html)\n\n[Actual practical/familiar capture](CAPTURE.html) · [Whole curriculum and limits](CURRICULUM.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "teacher/CAPTURE.md": "# Actual making, familiar exploration and support\n\nFill only what is actually supplied. Empty fields can remain empty. No upload, automatic verification or saved record is provided. Keep a paper copy privately if useful.\n\n<label for=\"note0\">Date and task</label>\n<textarea id=\"note0\" aria-label=\"Date and task\"></textarea>\n\n<label for=\"note1\">Actual chosen purpose</label>\n<textarea id=\"note1\" aria-label=\"Actual chosen purpose\"></textarea>\n\n<label for=\"note2\">Actual materials/actions and local review</label>\n<textarea id=\"note2\" aria-label=\"Actual materials/actions and local review\"></textarea>\n\n<label for=\"note3\">Exact learner marking, folding or placement</label>\n<textarea id=\"note3\" aria-label=\"Exact learner marking, folding or placement\"></textarea>\n\n<label for=\"note4\">Actual helper operation</label>\n<textarea id=\"note4\" aria-label=\"Actual helper operation\"></textarea>\n\n<label for=\"note5\">Child design or directing contribution</label>\n<textarea id=\"note5\" aria-label=\"Child design or directing contribution\"></textarea>\n\n<label for=\"note6\">Actual known example and explored feature, if supplied</label>\n<textarea id=\"note6\" aria-label=\"Actual known example and explored feature, if supplied\"></textarea>\n\n<label for=\"note7\">Actual observed or attributed check and conditions</label>\n<textarea id=\"note7\" aria-label=\"Actual observed or attributed check and conditions\"></textarea>\n\n<label for=\"note8\">Actually offered support and source exposure</label>\n<textarea id=\"note8\" aria-label=\"Actually offered support and source exposure\"></textarea>\n\n<label for=\"note9\">Exact next teaching</label>\n<textarea id=\"note9\" aria-label=\"Exact next teaching\"></textarea>\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "teacher/CURRICULUM.md": "# Curriculum, facts and reuse\n\n## National scope\n\nThe inherited source includes all 19 selected records and all 96 present typed values with literal source XML: 94 nonempty and two present-empty cells. The actual workbook was fetched 8 October 2026 UTC / 9 October AEST, 2,049,917 bytes, SHA256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The full raw file is retained unchanged in intake/published35-36/national/RAW-SELECTION.json. This proposal claims no new workbook, synchronised feed or fresh workbook-byte verification.\n\nAC9TDEFP01 is the principal partial focus: own purpose/form alternatives, communication/choice/evaluation, actual locally suitable material actions, and a meaningful next check. P01 E1–E5 help explain these opportunities. Elaborations are examples, not additional mandated tasks; all six remain below. A paper display does not automatically cover all fabrication techniques or materials.\n\nAC9TDEFK01 is offered through a genuinely familiar approved display in Days 192/199 and selected D components. Fictional familiarity, a new drawing, a museum note or a source answer cannot fill actual learner familiarity. Practical creation and safe use of materials/equipment need real observed learner opportunities. A no-object plan or faithful adult operation has its own useful but narrower scope.\n\n## Queensland Prep\n\nThe complete 1-page alignment, 4-page November 2023 standard elaborations and 3-page October 2023 techniques/conditions were read as indexed primary PDF text on 12 October 2026. No new raw PDF bytes or rendered-page inspection is claimed. Prep is the Foundation year before Year 1. School-selected context and locally suitable practical work remain school decisions. Written, spoken/signed, practical and multimodal routes can contribute evidence. Teachers can select short components across lessons and record faithful reading/scribing/support. Response length alone does not demonstrate quality.\n\nThe official AP/MC/WW/EX/BA judgements concern qualities in a folio across a year/band and teacher on-balance judgement. Our 32 original formative prompts are not calibrated official bands or causal progress measures. Schools select evidence they have actually taught and observed. Direct practical observation and genuine familiar exploration remain visible gaps where missing. Every source component has a specific criterion and an unrelated next-teaching account in the [staff panels](ASSESSMENT.html).\n\n## Session contribution\n\n| Day | Relationship offered | Selected check-ins | Scope |\n| --- | --- | --- | --- |\n| 191 | Purpose → face/view | A1/A3 | P01 design communication |\n| 192 | Genuine familiar feature, noticing / maker account | D2/D3 after teaching | K01 actual opportunity separately |\n| 193 | Meaningful alternatives and choice | A2/A3 | P01 |\n| 194 | Material, actor, exact first/next step | A4/B1/B2 | P01; real making observed separately |\n| 195 | One useful part | Individually taught A/B parts | P01, no whole-set quota |\n| 196 | Purpose-linked check, event/result boundary | B3/B4 | P01 evaluation |\n| 197 | Show/stored relationship and content | C1–C4 after teaching | P01 representation/steps |\n| 198 | Keep/change reason, unknown effect | B4/C4 | P01 evaluation |\n| 199 | Useful explanation, source/recipient limits | Taught D1–D4 | P01; K01 opportunity separately |\n| 200 | Actual matching later evidence, next learning | Genuinely eligible A–D parts | Partial evidence, no yearly certification |\n\n## Current primary limits\n\nThe [ACARA terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) were read through sections 2–17 on 12 October 2026. Covered core curriculum uses CC BY 4.0 with complete attribution/change detail. Logos, website design, third-party works and excluded support/media have separate restrictions. Inherited cell text stays unchanged; extraction, organisation, formatting and mapping are distinct additions. Literal cultural elaboration text is curriculum reference, not permission for community-held designs, stories or languages. No First Nations motif or translation is generated here.\n\nThe [QCAA copyright notice](https://www.qcaa.qld.edu.au/copyright), operative page dated 23 September 2024, was read on 12 October 2026 with exceptions for marks, third-party/alternative notices, student images/work/audio/video and glossary definitions. Modified-from credit appears on affected guidance. Original fictional stories, criteria and pictures do not become QCAA material by linking to guidance.\n\nThe [CARA overview](https://education.qld.gov.au/curriculum/stages-of-schooling/cara) was read on 12 October 2026. It describes the Queensland state-school risk process and locally applied minimum guidelines. This proposal is not an activity approval. Staff check actual actions, context, support and current procedures before making. No full CARA procedure or activity-specific guideline review is claimed here.\n\nCurrent Council copyright doors could not be retrieved; failures are retained. The tiny factual provider notes are independently worded factual compilations with source/date/link/limits. No provider expression, photograph, logo, map, artwork, media or display layout is imported or offered under a blanket reuse grant. No entry hours, exhibition dates or recycling quantities are relied on.\n\n## Original and outside ownership\n\nOriginal planning, stories, prompts, criteria, briefs, full alternatives and independent factual compilations are © NeuroForgeIO Pty Ltd 2026, created with Codex assistance, CC BY 4.0 with creator/source/version/change credit. Historical annual planning is original SubjectNest work with separately attributed ACARA inputs, not wholly ACARA-owned. Outside inputs retain their actual grants/exclusions. Original software uses Apache 2.0 separately; the complete LICENSE-SOFTWARE.txt is bundled. Child work remains theirs; this proposal authorises no publication of it. Families may choose competent language support; no verified translation or recorded narration exists.\n\nThis generated source edition contains original lesson pages,20SVG aids with complete text alternatives and an implemented temporary Display Play Bench. Author reconstruction/finite handler and whole art checks are separate from different whole source/art judgement, actual Browser/native print, deployment, classroom validation, all-state coverage and whole-year completion.\n\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n\n## Dated factual starters\n\nF1 · The official Rockhampton Museum of Art exhibition-page indexed extract describes a changing exhibition programme. Checked through the primary-site index on 12 October 2026; the search result was marked crawled six days earlier. Direct current-page requests failed. No publication/update date for the general statement was supplied. [Primary page](https://www.rmoa.com.au/Collection-Exhibitions/Exhibitions). This dated provider note can start a question about displays; it supplies no learner visit, maker explanation, model performance, artwork copying grant, current venue status or cultural permission.\n\nF2 · The official Council yellow-lid page lists paper and cardboard categories and asks for accepted recyclables to be loose and clean. Its indexed primary text was read on 12 October 2026. [Primary page](https://www.rockhamptonregion.qld.gov.au/CouncilServices/Rockhampton-Regional-Waste-and-Recycling/Bins-and-Collections/Yellow-lid-Recycling-Wheelie-Bin). The listing does not approve every item, our actual school bin, material/action suitability or a display’s function. No disposal activity is required. No update date was supplied for this narrow category statement.\n\n## All 19 literal national meanings\n\n# Complete national Foundation Design selection\n\nAll19 selected records are preserved. Full cell values below are literal unchanged data; two present-empty cells remain explicit in the typed raw file. Actual retrieval8October2026UTC/9October2026AEST, workbook2,049,917bytes SHA256db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. This is the inherited checked selection, not a new download or a synchronised feed.\n\n## Workbook row 19722\n\n### A19722 · type s\n\nTechnologies\n\n### B19722 · type s\n\nDesign and Technologies\n\n### C19722 · type s\n\nFoundation Year\n\n### D19722 · type s\n\n<p>Learning in Design and Technologies builds on the Early Years Learning Framework, and each student’s prior learning and experiences.</p><p>By the end of Foundation students should have had the opportunity to create at least one type of designed solution for one of the technologies contexts or one identified by the school. There are rich connections to Digital Technologies, and other learning areas, including Science and Humanities and Social Sciences. </p><p>Students should have opportunities to experience designing and producing a product, service or environment. They explore technologies – materials and equipment – through play experiences in a context and generate ideas to design a solution for a purpose. Students develop an awareness of how people design products, services and environments. They evaluate design ideas and choose the most suitable idea. Students use a range of methods to communicate design ideas, including drawings or models, for example changing perspectives from front view to plan view. They explore working with materials such as cardboard, fabric and other common household items and using equipment such as scissors, glues, trowels or kitchen utensils. Students learn techniques to safely make a designed solution.</p>\n\n### E19722 · type s\n\nTECTDEFY\n\n## Workbook row 19723\n\n### A19723 · type s\n\nTechnologies\n\n### B19723 · type s\n\nDesign and Technologies\n\n### C19723 · type s\n\nFoundation Year\n\n### E19723 · type s\n\nTECTDEFY_1KNO\n\n### H19723 · type s\n\nKnowledge and understanding\n\n## Workbook row 19724\n\n### A19724 · type s\n\nTechnologies\n\n### B19724 · type s\n\nDesign and Technologies\n\n### C19724 · type s\n\nFoundation Year\n\n### E19724 · type s\n\nTECTDEFYKNO_1\n\n### I19724 · type s\n\nTechnologies and society\n\n## Workbook row 19725\n\n### A19725 · type s\n\nTechnologies\n\n### B19725 · type s\n\nDesign and Technologies\n\n### C19725 · type s\n\nFoundation Year\n\n### E19725 · type s\n\nAC9TDEFK01\n\n### J19725 · type s\n\nexplore how familiar products, services and environments are designed by people\n\n## Workbook row 19726\n\n### A19726 · type s\n\nTechnologies\n\n### B19726 · type s\n\nDesign and Technologies\n\n### C19726 · type s\n\nFoundation Year\n\n### E19726 · type s\n\nAC9TDEFK01_E1\n\n### K19726 · type s\n\n<p>identifying how First Nations Australians have long designed and produced domestic items including clothing, tools and shelter, for example the Lamalama Peoples of the eastern Cape York Peninsula weave the reddish coloured fibres from <em>Acacia latifolia</em> alternately with white coloured fibres from <em>Brachychiton diversifolium</em> to produce a striped woven bag</p>\n\n## Workbook row 19727\n\n### A19727 · type s\n\nTechnologies\n\n### B19727 · type s\n\nDesign and Technologies\n\n### C19727 · type s\n\nFoundation Year\n\n### E19727 · type s\n\nAC9TDEFK01_E2\n\n### K19727 · type s\n\nexploring how local delivery services meet different needs of people, for example describing how gift packages can be sent to and from people who live in different locations and how online shopping items arrive at a person’s home\n\n## Workbook row 19728\n\n### A19728 · type s\n\nTechnologies\n\n### B19728 · type s\n\nDesign and Technologies\n\n### C19728 · type s\n\nFoundation Year\n\n### E19728 · type s\n\nAC9TDEFK01_E3\n\n### K19728 · type s\n\nexploring how an environment such as a local playground may have shade structures to protect users and be designed to allow access for all\n\n## Workbook row 19729\n\n### A19729 · type s\n\nTechnologies\n\n### B19729 · type s\n\nDesign and Technologies\n\n### C19729 · type s\n\nFoundation Year\n\n### E19729 · type s\n\nAC9TDEFK01_E4\n\n### K19729 · type s\n\ndescribing how community gardens, public swimming pools and parks are designed to help people stay healthy\n\n## Workbook row 19730\n\n### A19730 · type s\n\nTechnologies\n\n### B19730 · type s\n\nDesign and Technologies\n\n### C19730 · type s\n\nFoundation Year\n\n### E19730 · type s\n\nAC9TDEFK01_E5\n\n### K19730 · type s\n\nasking questions about the design of products from the local store, for example why certain packaging materials might have been selected, and how people design the text and images on the packaging to attract people’s attention\n\n## Workbook row 19731\n\n### A19731 · type s\n\nTechnologies\n\n### B19731 · type s\n\nDesign and Technologies\n\n### C19731 · type s\n\nFoundation Year\n\n### E19731 · type s\n\nTECTDEFY_2PRO\n\n### H19731 · type s\n\nProcesses and production skills\n\n## Workbook row 19732\n\n### A19732 · type s\n\nTechnologies\n\n### B19732 · type s\n\nDesign and Technologies\n\n### C19732 · type s\n\nFoundation Year\n\n### E19732 · type s\n\nTECTDEFYPRO_1\n\n### I19732 · type s\n\nDesigning and making\n\n## Workbook row 19733\n\n### A19733 · type s\n\nTechnologies\n\n### B19733 · type s\n\nDesign and Technologies\n\n### C19733 · type s\n\nFoundation Year\n\n### E19733 · type s\n\nAC9TDEFP01\n\n### J19733 · type s\n\ngenerate, communicate and evaluate design ideas, and use materials, equipment and steps to safely make a solution for a purpose\n\n## Workbook row 19734\n\n### A19734 · type s\n\nTechnologies\n\n### B19734 · type s\n\nDesign and Technologies\n\n### C19734 · type s\n\nFoundation Year\n\n### E19734 · type s\n\nAC9TDEFP01_E1\n\n### K19734 · type s\n\nidentifying a purpose for designing and making a solution, for example the sand keeps blowing out of the sandpit, the birds keep flying into the waste bin and taking food scraps or people with disability need to know where they can park at school\n\n## Workbook row 19735\n\n### A19735 · type s\n\nTechnologies\n\n### B19735 · type s\n\nDesign and Technologies\n\n### C19735 · type s\n\nFoundation Year\n\n### E19735 · type s\n\nAC9TDEFP01_E2\n\n### K19735 · type s\n\nexploring ideas by drawing or modelling and choosing the most suitable idea, for example drawing or modelling designs for bee hotels to attract native bees to the school garden and choosing one to make, and changing perspectives from front view to plan view\n\n## Workbook row 19736\n\n### A19736 · type s\n\nTechnologies\n\n### B19736 · type s\n\nDesign and Technologies\n\n### C19736 · type s\n\nFoundation Year\n\n### E19736 · type s\n\nAC9TDEFP01_E3\n\n### K19736 · type s\n\nevaluating what they have made using personal preferences, for example using a smiley face Likert scale\n\n## Workbook row 19737\n\n### A19737 · type s\n\nTechnologies\n\n### B19737 · type s\n\nDesign and Technologies\n\n### C19737 · type s\n\nFoundation Year\n\n### E19737 · type s\n\nAC9TDEFP01_E4\n\n### K19737 · type s\n\nexploring how available materials can be used or re-used in construction play, for example using blocks and rain gutters or cardboard to make a ramp to roll a ball or toy car down\n\n## Workbook row 19738\n\n### A19738 · type s\n\nTechnologies\n\n### B19738 · type s\n\nDesign and Technologies\n\n### C19738 · type s\n\nFoundation Year\n\n### E19738 · type s\n\nAC9TDEFP01_E5\n\n### K19738 · type s\n\npractising a range of technical skills safely using equipment, for example joining techniques when making a product from materials, such as a greenhouse to keep a seedling warm or a trellis for holding up tomato plants\n\n## Workbook row 19739\n\n### A19739 · type s\n\nTechnologies\n\n### B19739 · type s\n\nDesign and Technologies\n\n### C19739 · type s\n\nFoundation Year\n\n### E19739 · type s\n\nAC9TDEFP01_E6\n\n### K19739 · type s\n\nassembling components of systems and checking they function as planned, for example making and testing a bowling, stacking or obstacle game with discarded food containers or packaging\n\n## Workbook row 246\n\n### A246 · type s\n\nTechnologies\n\n### B246 · type s\n\nDesign and Technologies\n\n### C246 · type s\n\n(Present empty value; retained as empty in RAW-SELECTION.json.)\n\n### D246 · type s\n\n(Present empty value; retained as empty in RAW-SELECTION.json.)\n\n### E246 · type s\n\nFoundation Year\n\n### F246 · type s\n\nBy the end of Foundation students identify familiar products, services and environments. They create a designed solution for a school-selected context. Students create, communicate and choose design ideas. They follow steps and use materials and equipment to safely make a designed solution.\n\n[Typed values and original cell XML](../national/RAW-SELECTION.json) · [Full source notice](../SOURCE-NOTICE.html)\n\n\n## Complete inherited ACARA notice and platform paragraph\n\n> © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the [Australian Curriculum website](https://www.australiancurriculum.edu.au/) (Website) (accessed 9 October 2026) and was not modified.\n>\n> The material is licensed under [CC BY 4.0 Attribution 4.0 International Deed](https://creativecommons.org/licenses/by/4.0/). Version updates are tracked in the ‘Curriculum version history’ section on the '[About the Australian Curriculum](https://www.australiancurriculum.edu.au/help/f-10-curriculum-overview/version-history)' page of the Australian Curriculum website.\n>\n> ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA.\n>\n> It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions and achievement standards (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions and achievement standards (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).\n\nSeparate literal modification statement: the core cell text was not modified. Extraction, selection/organisation, readable presentation and new original mapping were added. The complete access/notice above follows the predecessor's actual workbook receipt, not a new 9 October workbook campaign.\n\n“It is important to check the frequency with which the platform or app is updated and, if the platform or app allows users to download the Australian Curriculum to their portable device, how often and in what circumstances the user’s device synchronises with the platform.” This bank is a dated offline selection. [Current terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) sections 2–17 and [version history](https://www.australiancurriculum.edu.au/help/f-10-curriculum-overview/version-history) have been read; no ACARA media/logo/site design, excluded implementation support or community-held derivative knowledge is imported.\n\n",
    "teacher/INDEX.md": "# Ten small sessions, one useful display\n\nChoose one route each day; stop or continue by choice. Dates do not make a check-in eligible.\n\n- 191 · [What would you like to put on show?](day-191.html) · [child](../child/day-191.html) · [home](../home/H01.html)\n- 192 · [A familiar display has choices](day-192.html) · [child](../child/day-192.html) · [home](../home/H02.html)\n- 193 · [Flat or folded: two useful ideas](day-193.html) · [child](../child/day-193.html) · [home](../home/H03.html)\n- 194 · [Which material, which step?](day-194.html) · [child](../child/day-194.html) · [home](../home/H04.html)\n- 195 · [Make one useful part](day-195.html) · [child](../child/day-195.html) · [home](../home/H05.html)\n- 196 · [What would you like to check?](day-196.html) · [child](../child/day-196.html) · [home](../home/H06.html)\n- 197 · [Show it, then fold it flat?](day-197.html) · [child](../child/day-197.html) · [home](../home/H07.html)\n- 198 · [Keep, change, or leave a question](day-198.html) · [child](../child/day-198.html) · [home](../home/H08.html)\n- 199 · [Give it an explanation worth using](day-199.html) · [child](../child/day-199.html) · [home](../home/H09.html)\n- 200 · [Keep what is useful; choose the next job](day-200.html) · [child](../child/day-200.html) · [home](../home/H10.html)\n\n[Start](PREPARE.html) · [Assessment](ASSESSMENT.html) · [Sources](../SOURCE-NOTICE.html)\n",
    "teacher/LOCAL.md": "# Review a local factual starter\n\nFill only what is actually supplied. Empty fields can remain empty. No upload, automatic verification or saved record is provided. Keep a paper copy privately if useful.\n\n<label for=\"note0\">Location and provider</label>\n<textarea id=\"note0\" aria-label=\"Location and provider\"></textarea>\n\n<label for=\"note1\">Exact source URL and title</label>\n<textarea id=\"note1\" aria-label=\"Exact source URL and title\"></textarea>\n\n<label for=\"note2\">Publication/update date if supplied; your access date</label>\n<textarea id=\"note2\" aria-label=\"Publication/update date if supplied; your access date\"></textarea>\n\n<label for=\"note3\">One claim in your own words and supporting passage/location</label>\n<textarea id=\"note3\" aria-label=\"One claim in your own words and supporting passage/location\"></textarea>\n\n<label for=\"note4\">Second relevant source/check; disagreement or unanswered detail</label>\n<textarea id=\"note4\" aria-label=\"Second relevant source/check; disagreement or unanswered detail\"></textarea>\n\n<label for=\"note5\">Intended example, remaining local check and reuse limits</label>\n<textarea id=\"note5\" aria-label=\"Intended example, remaining local check and reuse limits\"></textarea>\n\n\nThe museum/indexed and Council notes are dated12 October 2026 starters. Recheck locally with an adult before using a present claim; a failed request stays a failed request. Provider facts do not prove learner visits, design function, actual item suitability or permission to reuse artworks.\n\n[Dated facts and full source limits](../SOURCE-NOTICE.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "teacher/NEXT.md": "# Specific next teaching\n\nThe complete adult criteria and worked meanings are separate from every own page. Use the different next-teaching account for the particular relationship, then offer a new own job. Do not rehearse a held answer or infer yearly mastery.\n\n- [A-first staff and four exact next moves](../staff/A-first.html)\n- [A-later staff and four exact next moves](../staff/A-later.html)\n- [B-first staff and four exact next moves](../staff/B-first.html)\n- [B-later staff and four exact next moves](../staff/B-later.html)\n- [C-first staff and four exact next moves](../staff/C-first.html)\n- [C-later staff and four exact next moves](../staff/C-later.html)\n- [D-first staff and four exact next moves](../staff/D-first.html)\n- [D-later staff and four exact next moves](../staff/D-later.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "teacher/PREPARE.md": "# Start with one useful display job\n\nChoose a short offer, a wanted job and one route. Whole locally checked paper and usual communication are enough; planning can also happen without objects. Keep the first own idea before a model. Ask what the chosen face should help somebody do.\n\nStart with [Day191](day-191.html), [the child offer](../child/day-191.html) or [H01](../home/H01.html). If prior work is missing, start fresh. No product, public audience, trip, cutting, purchase or repeated trial is required.\n\nKeep the design question while changing the response route. Offer one large space, fewer visible questions, a calm place, movement breaks, dictation, sign/AAC, demonstration or no-object planning as chosen. The route does not determine a diagnosis or fixed learning style.\n\nIf bored, let the job matter: an invented creature’s home sign, pretend menu, private reading-choice face or fold-flat story landmark. Ask which face helps the chosen action. Add a second constraint after the first relationship is clear. If overwhelmed, do one face and stop.\n\nRecord actual design contribution and helper actions. A plan or adult-made part can show design communication; actual child practical making needs its own observation. For a genuinely familiar display, note the actual known example and explored feature. Fiction and a new picture remain practice at a different scope.\n\n## Before a selected check-in\n\nRead the [selection guide](ASSESSMENT.html). Offer only components actually taught, neutrally read the complete chosen story, retain four empty own spaces and capture the first contribution. Staff models remain on adult routes. Actual learner making and genuine familiar exploration need their own observed opportunities.\n\n[Lesson list](INDEX.html) · [Original aids](../aids/INDEX.html) · [Bench](../interactive/index.html) · [Whole curriculum/limits](CURRICULUM.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "teacher/day-191.md": "# Day 191 · What would you like to put on show?\n\n**Learning job:** Choose a display job and a first idea; do not assume an earlier product.\n\n**Have ready:** Whole blank paper and usual communication. A child can use an invented mark or describe a display without making it.\n\n**Say to the child:** Choose one thing you want to show. Where would you look for it? Your idea can stay private.\n\n1. Invite a wanted job: show an invented creature, make a pretend shop label, or keep a private picture where you can find it. Ask what the display would help somebody do.\n2. Save the first own idea before a picture model. Ask which part shows the chosen mark and where somebody would look.\n3. Offer one route below. Keep the child’s purpose, including choosing not to show anything publicly.\n4. After capture, read C01/C02: Pia wants one pretend moon picture visible on her table; Uli wants a quiet private choice card. Each has a different job.\n5. Ask how a proposed face or position serves the own purpose. “I like it” is a preference; it need not claim a tested result.\n6. Keep the purpose and a first feature. If only “a display” is offered, use a separate adult cloud-picture example to connect a face with a viewer action, then return to own work.\n\n**Choose one route:**\n\n- Draw an own front face, point to what it should show, and tell its job.\n- Direct a willing helper to place or mark one broad paper face; name the helper’s actual action.\n- Use speech/sign/AAC to describe a pretend display and who would look, without objects.\n\n**Look for / next teaching:** An own purpose linked to a proposed feature. Teach feature→viewer action with a different invented picture if the connection is missing.\n\n**More choices:** C01/C02, H01, X01. Keep models after the first idea.\n\n**Read together:**\n\nImagine a picture of a creature you invented. You want to find it on your table. Would it lie flat, stand, or be something else? Tell or show your first idea. We’ll keep your words before looking at another design. A drawing is a plan until somebody makes it.\n\n[Child offer](../child/day-191.html) · [Read/write offer](../written/W191.html) · [Short home offer](../home/H01.html) · [Bigger job](../projects/X01.html) · [Original aids](../aids/INDEX.html) · [Bench](../interactive/index.html) · [Lesson list](INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "teacher/day-192.md": "# Day 192 · A familiar display has choices\n\n**Learning job:** Explore a genuinely known designed feature, or keep the familiarity evidence open.\n\n**Have ready:** An adult-approved known classroom label/display if genuinely familiar; otherwise O02’s original fiction. No visit or household disclosure.\n\n**Say to the child:** Look at a display you really know, if you want. What did somebody choose? What would you ask?\n\n1. Ask whether a suitable display is actually known to the child. The usual classroom label may qualify; an adult’s familiar museum does not automatically qualify.\n2. Let the child notice one real feature and ask a question. Record what makes the example genuinely known, without demanding private history.\n3. Choose a route. If using a new diagram, record source practice and leave actual K01 familiarity open.\n4. After own noticing, read C03/C04: one fictional arranger supplies a reason for a folded face; another drawing supplies no maker account.\n5. An adult may read F1’s dated museum exhibition note. It is a local design question starter, not evidence that the child visited or that our display will work.\n6. Keep the noticed feature and source. If a guessed intention becomes fact, teach “I notice / this person says / I wonder” with another ordinary label.\n\n**Choose one route:**\n\n- Point to and redraw one feature of an approved genuinely familiar display.\n- Ask an agreeing actual arranger one question, keeping their exact offered reply or the unanswered question.\n- Compare the two fictional accounts in usual communication, without objects or a familiarity claim.\n\n**Look for / next teaching:** Actual familiar exploration for K01 only where offered; interpretation of fiction separately. Next teach visible form versus a maker’s own account.\n\n**More choices:** C03/C04, H02, X02. Keep models after the first idea.\n\n**Read together:**\n\nSomebody placed words or pictures somewhere for a job. You might know a label in your room. You can point to a part and ask about it. If this picture is new to you, that’s fine: it is practice with a story, not proof that you already knew a real place.\n\n[Child offer](../child/day-192.html) · [Read/write offer](../written/W192.html) · [Short home offer](../home/H02.html) · [Bigger job](../projects/X02.html) · [Original aids](../aids/INDEX.html) · [Bench](../interactive/index.html) · [Lesson list](INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "teacher/day-193.md": "# Day 193 · Flat or folded: two useful ideas\n\n**Learning job:** Generate and communicate meaningfully different forms for one display purpose.\n\n**Have ready:** Whole paper, a checked surface, optional locally suitable folding; no tools or handling required.\n\n**Say to the child:** Try two ways to show your idea. What changes for the person looking? Pick one, both, or neither.\n\n1. Read the own purpose or invite a new one. Offer a no-object start if earlier work is unavailable.\n2. Keep an own first form before examples. Ask which face carries the mark and what supports or positions it.\n3. Create a second meaningfully different form through the chosen route. A flat face and a proposed folded face differ in arrangement; changing only colour need not change the job.\n4. After both ideas, show C05’s flat view and C06’s two-wing proposal. These are untested original models, with no stability guarantee.\n5. Ask which idea the child would choose for their purpose, preference or actual available materials. “Neither” can lead to a new purpose.\n6. Keep both ideas and the reason. If the forms are only renamed, demonstrate an unrelated adult blank sheet lying flat versus bent at one broad crease, and invite an own relationship difference.\n\n**Choose one route:**\n\n- Draw a flat-face idea and a folded-face idea, then point to what changes.\n- Direct two broad paper arrangements to a willing helper, keeping who bent or placed each part.\n- Tell two different display arrangements in speech/sign/AAC and choose for an own reason.\n\n**Look for / next teaching:** Meaningful alternatives and a stated choice. Next teach how position or a fold changes a proposed viewer action, without promising function.\n\n**More choices:** C05/C06, H03, X03. Keep models after the first idea.\n\n**Read together:**\n\nOne drawing might lie flat. Another might have a folded side. Neither has to win. Think about the job you chose, then keep two ideas and a reason for your choice. We haven’t checked whether a proposed folded shape will stand.\n\n[Child offer](../child/day-193.html) · [Read/write offer](../written/W193.html) · [Short home offer](../home/H03.html) · [Bigger job](../projects/X03.html) · [Original aids](../aids/INDEX.html) · [Bench](../interactive/index.html) · [Lesson list](INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "teacher/day-194.md": "# Day 194 · Which material, which step?\n\n**Learning job:** Communicate specific material/actor steps and practise a suitable broad-paper action if wanted.\n\n**Have ready:** Locally checked whole plain paper/card and marking tool; comfortable stable surface. No cutting, glue, reclaimed packaging or shopping required.\n\n**Say to the child:** Choose a suitable sheet with your grown-up, or tell a plan. What would you do first? Who would do it?\n\n1. Check actual materials, marking/folding actions, support and surface locally. If nothing suitable is available, choose the no-object route.\n2. Capture the child’s material choice and steps before an adult model: where to put the mark, whether to fold, and where to place the face.\n3. Use a route. Separate designing/directing from the actual person marking, folding or placing.\n4. After capture, show C07/C08: one adult folds a checked sheet; another child directs an adult’s marking. Neither proves this learner’s making.\n5. Read back a first and next action. A bend or crease may be a wanted option, not a requirement or success claim.\n6. Keep actual actions and proposed steps. If “make it” is the only instruction, model a separate adult dot-card first step and ask for an own specific next action.\n\n**Choose one route:**\n\n- Mark, bend or place one locally suitable whole sheet for the own purpose, if wanted.\n- Direct a willing helper’s exact marking/folding/placement and name their physical contribution.\n- Draw or tell a material-and-step plan with a proposed actor, without handling.\n\n**Look for / next teaching:** P01 communicated steps; actual child safe making only where directly observed. Next teach one precise material/action/location relationship.\n\n**More choices:** C07/C08, H04, X04. Keep models after the first idea.\n\n**Read together:**\n\nA picture of a fold is not a real fold. You can make one suitable part yourself, ask a helper to act exactly as you direct, or keep a drawing. We’ll say who marked, bent or placed the paper. You don’t need to cut anything or make a whole finished display.\n\n[Child offer](../child/day-194.html) · [Read/write offer](../written/W194.html) · [Short home offer](../home/H04.html) · [Bigger job](../projects/X04.html) · [Original aids](../aids/INDEX.html) · [Bench](../interactive/index.html) · [Lesson list](INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "teacher/day-195.md": "# Day 195 · Make one useful part\n\n**Learning job:** Offer actual suitable production and selected taught A/B-first components, without a whole-task quota.\n\n**Have ready:** Own suitable broad paper or no-object plan. Staff select exact taught components and keep held sources/keys separate.\n\n**Say to the child:** Make one part that helps your job, or tell how it could be made. One part is enough to look at closely.\n\n1. Check what was actually taught and which held sources remain unexposed. A-first purpose, alternatives, choice and steps require their actual teaching; B-first check-question components wait for Day196 or equivalent.\n2. For a selected eligible component, neutrally read the complete held source and its prompt. Give the matching empty own area and preserve original contribution before hints.\n3. Choose a route for one useful own part. Ordinary making is optional and distinct from a held fictional response.\n4. Observe actual marking/folding/placement only where it occurs. Faithful adult operation is not the child’s unobserved practical skill.\n5. After selected capture, use the precise criterion and its unrelated next-teaching account. Protect other uncollected components from answers.\n6. Retain the original, offered support and next instruction. A calendar day does not make a whole first/later pair eligible.\n\n**Choose one route:**\n\n- Make one suitable own display face or broad fold, keeping the actual step and actor.\n- Give an exact proposed production step to a faithful scribe/helper, without requiring manufacture.\n- Answer one selected taught new-source component privately through usual communication and stop or continue by choice.\n\n**Look for / next teaching:** Actual own production at observed scope and source-specific taught components. Next teaching follows the particular missing relationship; no official band from completion.\n\n**More choices:** C09/C10, H05, X05. Keep models after the first idea.\n\n**Read together:**\n\nYour display can be small. Maybe you want to mark one face or place one broad part. A helper can read a new story and one question when you are ready for it. We’ll keep your first response before giving help with the design. You can pause, keep it private or finish.\n\n[Child offer](../child/day-195.html) · [Read/write offer](../written/W195.html) · [Short home offer](../home/H05.html) · [Bigger job](../projects/X05.html) · [Original aids](../aids/INDEX.html) · [Bench](../interactive/index.html) · [Lesson list](INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "teacher/day-196.md": "# Day 196 · What would you like to check?\n\n**Learning job:** Link a chosen design purpose to one bounded observation, or preserve an unperformed check plan.\n\n**Have ready:** Own available work or a new plan, adult-approved surface/action/operator and an agreed stop. No repeated-trial target.\n\n**Say to the child:** What do you want to find out? You can try one suitable action or keep a check plan. What really happened?\n\n1. Invite one question tied to the own job: is the chosen mark visible from the agreed position, does the sheet stand in this arrangement, or can it be placed flat? Keep the exact question.\n2. Agree a suitable action, operator and stopping point. Do not require touching, an audience or another person’s cooperation.\n3. Use one route and keep what actually happens or is faithfully reported. A proposed action keeps its result unknown.\n4. After capture, read C11’s one-event report and C12’s explicitly unperformed plan. An action with no result recorded is also possible; missing evidence is not automatic proof of no event.\n5. Separate a preference from a functional result. “I like the wide face” can stand on its own.\n6. Keep question, actor, conditions, actual/attributed observation and unknowns. If hoped and observed outcomes merge, teach that distinction with a different adult name-card account.\n\n**Choose one route:**\n\n- Try one locally suitable chosen display action and record only what is actually noticed.\n- Direct an agreeing helper’s exact check and retain their offered report with attribution.\n- Draw or tell an unperformed check and leave the result empty.\n\n**Look for / next teaching:** A purpose-linked check and accurate event boundary. Next teach hope versus observation using an unrelated ordinary source.\n\n**More choices:** C11/C12, H06, X06. Keep models after the first idea.\n\n**Read together:**\n\nYou might ask whether your mark can be seen from your chosen place. If somebody actually checks, keep what they noticed and who acted. If nobody checks, keep the question. One result tells us about that event; it does not promise that every display will work.\n\n[Child offer](../child/day-196.html) · [Read/write offer](../written/W196.html) · [Short home offer](../home/H06.html) · [Bigger job](../projects/X06.html) · [Original aids](../aids/INDEX.html) · [Bench](../interactive/index.html) · [Lesson list](INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "teacher/day-197.md": "# Day 197 · Show it, then fold it flat?\n\n**Learning job:** Design a meaningful show/storage transformation while preserving a wanted message or picture.\n\n**Have ready:** Whole paper or drawings; optional suitable broad fold/flatten action. No requirement to dismantle treasured work.\n\n**Say to the child:** Can your display change shape for keeping? What would you want to keep? A stored drawing can stay a plan.\n\n1. Ask what must remain available when the display is put flat. The content can be an invented mark; no previous artifact is required.\n2. Capture an own show view and proposed stored view. Keep face, fold and content relationships rather than a generic tidying rule.\n3. Use a route. Record actual folding/flattening where observed, otherwise mark both views as plans.\n4. After capture, read C13/C14: one source describes a performed closing action; another only proposes a flatter form. Neither supplies the next opening result.\n5. Ask which step might hide a mark, damage wanted work or need a future check. Leave that question open if untested.\n6. Keep a specific transformation/keep step. Selected C-first components need this actual instruction plus actor/result-boundary teaching; earlier dates do not guarantee it.\n\n**Choose one route:**\n\n- Draw a show view and a flat-storage view, explaining what would stay visible or be kept.\n- Perform one wanted suitable broad fold/flatten action or direct it to a helper, recording the actual operator.\n- Tell a show→store→proposed show-again sequence without objects or a claimed reopening.\n\n**Look for / next teaching:** Purpose-linked form transformation and accurate status. Next teach which face/content is preserved using a separate invented card.\n\n**More choices:** C13/C14, H07, X07. Keep models after the first idea.\n\n**Read together:**\n\nThink about a display face and the part you want to keep. You can show a flat view without folding your real work. If somebody closes or flattens it, that is one action. It doesn’t tell us what happened on a later opening unless somebody actually records that too.\n\n[Child offer](../child/day-197.html) · [Read/write offer](../written/W197.html) · [Short home offer](../home/H07.html) · [Bigger job](../projects/X07.html) · [Original aids](../aids/INDEX.html) · [Bench](../interactive/index.html) · [Lesson list](INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "teacher/day-198.md": "# Day 198 · Keep, change, or leave a question\n\n**Learning job:** Evaluate a specific form/material feature and communicate a chosen revision without assumed improvement.\n\n**Have ready:** Own actual work or a new plan; optional suitable action; no compulsory redesign.\n\n**Say to the child:** Pick a part you like, want to change, or want to ask about. Why? A change does not have to happen.\n\n1. Ask for one feature to keep, change or question. Accept a preference, a purpose connection or a real event reason.\n2. Save an original/changed view honestly. Do not fabricate an earlier design when none was retained.\n3. Choose a route to mark a proposed revision or carry out a wanted suitable change. Keep actual actors.\n4. After capture, compare C15’s keep decision with C16’s changed but untried wider-base proposal.\n5. If a recheck is wanted, agree the same question and record changed material, location, operator or support. A preference does not need an experiment.\n6. Keep the reason and unknown effect. If “better” is unsupported, ask what job or preference the new feature is meant to serve; teach that relationship with a different display.\n\n**Choose one route:**\n\n- Annotate or point to an own feature to keep or change and explain why.\n- Direct one suitable broad-part change to a willing helper, retaining their action and your reason.\n- Compare two own word/sign/AAC descriptions and keep a useful feature without objects.\n\n**Look for / next teaching:** Specific feature→reason evaluation; observed change separately from hoped effect. Next teach purpose/reason using an unrelated pretend label.\n\n**More choices:** C15/C16, H08, X08. Keep models after the first idea.\n\n**Read together:**\n\nKeeping a good part is a design decision too. You can like a shape without saying it worked for everyone. If you change a fold or a face, tell us what you hope the change will help. We’ll only call the new result observed if somebody actually checked it.\n\n[Child offer](../child/day-198.html) · [Read/write offer](../written/W198.html) · [Short home offer](../home/H08.html) · [Bigger job](../projects/X08.html) · [Original aids](../aids/INDEX.html) · [Bench](../interactive/index.html) · [Lesson list](INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "teacher/day-199.md": "# Day 199 · Give it an explanation worth using\n\n**Learning job:** Communicate the display job and a useful first instruction; keep local-source/recipient claims bounded.\n\n**Have ready:** Private self-use or one willing person; no sharing, trip, photograph or household report requirement.\n\n**Say to the child:** What would help you or a willing person use your display? Keep your own words. A reply is optional.\n\n1. Choose what the own explanation should help someone do. Private self-use is a complete option.\n2. Keep purpose, chosen face/form, first material/step and one open question before models.\n3. Use a route. A recipient’s exact reply is recorded only if actually supplied; no reply is useful evidence of an unanswered question.\n4. After capture, read C17/C18’s narrow offered reply and unshared guide. Neither becomes proof about every visitor.\n5. An adult may complete the local source review fields for F1/F2. The real provider note is not an observation of this learner, universal material approval or maker-intention account.\n6. Retain the usable explanation. D-first requires actual source-status and familiar-example teaching and may be postponed beyond this sequence.\n\n**Choose one route:**\n\n- Make a broad picture explanation for yourself showing the display’s purpose and first action.\n- Give usual-communication directions to one willing person and retain only their actual offered words.\n- Ask an adult to review one local factual note while creating an original invented display plan; no child browsing.\n\n**Look for / next teaching:** Own communicated design and source/reply limits. Next teach a reply’s exact scope with an unrelated fictional instruction.\n\n**More choices:** C17/C18, H09, X09. Keep models after the first idea.\n\n**Read together:**\n\nYou can keep a picture guide for yourself. If somebody agrees to look, ask one useful question and keep their real words. A museum page says something about the museum; it doesn’t say our display has been tested or that you visited. We can leave questions unanswered.\n\n[Child offer](../child/day-199.html) · [Read/write offer](../written/W199.html) · [Short home offer](../home/H09.html) · [Bigger job](../projects/X09.html) · [Original aids](../aids/INDEX.html) · [Bench](../interactive/index.html) · [Lesson list](INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "teacher/day-200.md": "# Day 200 · Keep what is useful; choose the next job\n\n**Learning job:** Retain an honest design handover and selected eligible later components after targeted teaching.\n\n**Have ready:** Actual available own work/records only; blank-paper alternative; no end-of-year portfolio quota.\n\n**Say to the child:** Keep the part you want to come back to. What would you like to try next? You don’t need a perfect display.\n\n1. Review actual first responses, intervening instruction, exposure and changed support. Select only genuinely eligible matching later components; C/D may need time beyond Day200.\n2. Read the complete selected later source neutrally and give its empty own fields. Save originals before hints; do not reconstruct missing first work.\n3. Choose a route for an ordinary own handover after capture. Ordinary work and held source responses stay different records.\n4. Keep actual makers, suitable actions, checks, preferences, revisions and open questions at their own scope.\n5. Use the precise later criterion and unrelated next teaching. Comparing actual records can guide teaching; these public uncalibrated tasks do not prove causal progress or yearly mastery.\n6. Let the child keep, revise, rest, finish or choose a new practical job. Retain useful work privately; publication requires separate authority.\n\n**Choose one route:**\n\n- Keep a paper display plan with a useful next step and any actual observed result.\n- Dictate/sign/AAC an own handover with proposed actor and an honest unanswered question.\n- Use the [Display Play Bench](../interactive/index.html) or its [paper twin](../interactive/PAPER.html) to compare at most two own kept versions. Keep only your own words and actual supplied reports.\n\n**Look for / next teaching:** Actual selected components and honest next learning. Next offer the missing familiar/practical opportunity or specific design relationship rather than retrying a held answer.\n\n**More choices:** C19/C20, H10, X10. Keep models after the first idea.\n\n**Read together:**\n\nLook at work that is actually available. Choose something useful to keep and one next thing to try or learn. A helper may offer a new story after the teaching you needed. No missing result needs to be filled in. This is a next step for your design, not a certificate for the whole year.\n\n[Child offer](../child/day-200.html) · [Read/write offer](../written/W200.html) · [Short home offer](../home/H10.html) · [Bigger job](../projects/X10.html) · [Original aids](../aids/INDEX.html) · [Bench](../interactive/index.html) · [Lesson list](INDEX.html)\n\nModified 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/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.\n",
    "written/W191.md": "# Read together · Day 191\n\nImagine a picture of a creature you invented. You want to find it on your table. Would it lie flat, stand, or be something else? Tell or show your first idea. We’ll keep your words before looking at another design. A drawing is a plan until somebody makes it.\n\n<label for=\"own\">My own response or picture words</label>\n<textarea id=\"own\" aria-label=\"My own response or picture words\"></textarea>\n\nDrawing, pointing, directing, speech, sign or AAC also works. You can leave this blank, stop or keep the idea on paper. Typed words are temporary.\n\n[Child offer](../child/day-191.html) · [Whole teacher plan](../teacher/day-191.html)\n",
    "written/W192.md": "# Read together · Day 192\n\nSomebody placed words or pictures somewhere for a job. You might know a label in your room. You can point to a part and ask about it. If this picture is new to you, that’s fine: it is practice with a story, not proof that you already knew a real place.\n\n<label for=\"own\">My own response or picture words</label>\n<textarea id=\"own\" aria-label=\"My own response or picture words\"></textarea>\n\nDrawing, pointing, directing, speech, sign or AAC also works. You can leave this blank, stop or keep the idea on paper. Typed words are temporary.\n\n[Child offer](../child/day-192.html) · [Whole teacher plan](../teacher/day-192.html)\n",
    "written/W193.md": "# Read together · Day 193\n\nOne drawing might lie flat. Another might have a folded side. Neither has to win. Think about the job you chose, then keep two ideas and a reason for your choice. We haven’t checked whether a proposed folded shape will stand.\n\n<label for=\"own\">My own response or picture words</label>\n<textarea id=\"own\" aria-label=\"My own response or picture words\"></textarea>\n\nDrawing, pointing, directing, speech, sign or AAC also works. You can leave this blank, stop or keep the idea on paper. Typed words are temporary.\n\n[Child offer](../child/day-193.html) · [Whole teacher plan](../teacher/day-193.html)\n",
    "written/W194.md": "# Read together · Day 194\n\nA picture of a fold is not a real fold. You can make one suitable part yourself, ask a helper to act exactly as you direct, or keep a drawing. We’ll say who marked, bent or placed the paper. You don’t need to cut anything or make a whole finished display.\n\n<label for=\"own\">My own response or picture words</label>\n<textarea id=\"own\" aria-label=\"My own response or picture words\"></textarea>\n\nDrawing, pointing, directing, speech, sign or AAC also works. You can leave this blank, stop or keep the idea on paper. Typed words are temporary.\n\n[Child offer](../child/day-194.html) · [Whole teacher plan](../teacher/day-194.html)\n",
    "written/W195.md": "# Read together · Day 195\n\nYour display can be small. Maybe you want to mark one face or place one broad part. A helper can read a new story and one question when you are ready for it. We’ll keep your first response before giving help with the design. You can pause, keep it private or finish.\n\n<label for=\"own\">My own response or picture words</label>\n<textarea id=\"own\" aria-label=\"My own response or picture words\"></textarea>\n\nDrawing, pointing, directing, speech, sign or AAC also works. You can leave this blank, stop or keep the idea on paper. Typed words are temporary.\n\n[Child offer](../child/day-195.html) · [Whole teacher plan](../teacher/day-195.html)\n",
    "written/W196.md": "# Read together · Day 196\n\nYou might ask whether your mark can be seen from your chosen place. If somebody actually checks, keep what they noticed and who acted. If nobody checks, keep the question. One result tells us about that event; it does not promise that every display will work.\n\n<label for=\"own\">My own response or picture words</label>\n<textarea id=\"own\" aria-label=\"My own response or picture words\"></textarea>\n\nDrawing, pointing, directing, speech, sign or AAC also works. You can leave this blank, stop or keep the idea on paper. Typed words are temporary.\n\n[Child offer](../child/day-196.html) · [Whole teacher plan](../teacher/day-196.html)\n",
    "written/W197.md": "# Read together · Day 197\n\nThink about a display face and the part you want to keep. You can show a flat view without folding your real work. If somebody closes or flattens it, that is one action. It doesn’t tell us what happened on a later opening unless somebody actually records that too.\n\n<label for=\"own\">My own response or picture words</label>\n<textarea id=\"own\" aria-label=\"My own response or picture words\"></textarea>\n\nDrawing, pointing, directing, speech, sign or AAC also works. You can leave this blank, stop or keep the idea on paper. Typed words are temporary.\n\n[Child offer](../child/day-197.html) · [Whole teacher plan](../teacher/day-197.html)\n",
    "written/W198.md": "# Read together · Day 198\n\nKeeping a good part is a design decision too. You can like a shape without saying it worked for everyone. If you change a fold or a face, tell us what you hope the change will help. We’ll only call the new result observed if somebody actually checked it.\n\n<label for=\"own\">My own response or picture words</label>\n<textarea id=\"own\" aria-label=\"My own response or picture words\"></textarea>\n\nDrawing, pointing, directing, speech, sign or AAC also works. You can leave this blank, stop or keep the idea on paper. Typed words are temporary.\n\n[Child offer](../child/day-198.html) · [Whole teacher plan](../teacher/day-198.html)\n",
    "written/W199.md": "# Read together · Day 199\n\nYou can keep a picture guide for yourself. If somebody agrees to look, ask one useful question and keep their real words. A museum page says something about the museum; it doesn’t say our display has been tested or that you visited. We can leave questions unanswered.\n\n<label for=\"own\">My own response or picture words</label>\n<textarea id=\"own\" aria-label=\"My own response or picture words\"></textarea>\n\nDrawing, pointing, directing, speech, sign or AAC also works. You can leave this blank, stop or keep the idea on paper. Typed words are temporary.\n\n[Child offer](../child/day-199.html) · [Whole teacher plan](../teacher/day-199.html)\n",
    "written/W200.md": "# Read together · Day 200\n\nLook at work that is actually available. Choose something useful to keep and one next thing to try or learn. A helper may offer a new story after the teaching you needed. No missing result needs to be filled in. This is a next step for your design, not a certificate for the whole year.\n\n<label for=\"own\">My own response or picture words</label>\n<textarea id=\"own\" aria-label=\"My own response or picture words\"></textarea>\n\nDrawing, pointing, directing, speech, sign or AAC also works. You can leave this blank, stop or keep the idea on paper. Typed words are temporary.\n\n[Child offer](../child/day-200.html) · [Whole teacher plan](../teacher/day-200.html)\n"
  },
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    "components": 32,
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    "national": 19,
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