# Staff after capture · A-first

## Whole neutral 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.

## Select after

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.

[Empty own page](../responses/A-first.html) · [Source](../checks/A-first-source.html) · [Selection and access](../teacher/ASSESSMENT.html)

## A-first-A1

**Exact prompt:** What would your own display help the viewer do? Show or tell one face or position that serves that job.

**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.

**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.

**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.

**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.

**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.

**Look for next:** Next evidence is the child’s own linked feature for the new job, not repeating Nuri’s comet wording.

[New own offer](../next/A-first-A1.html)

## A-first-A2

**Exact prompt:** Create two meaningfully different arrangements for this comet-display job. What would change for a viewer or maker?

**Own heading:** My component 2: Create two meaningfully different arrangements for this comet-display job. What would change for a viewer or maker?

**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.

**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.

**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.

**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.

**Look for next:** Next evidence is a described meaningful difference between two own new proposals, with their untested status retained.

[New own offer](../next/A-first-A2.html)

## A-first-A3

**Exact prompt:** Choose one of your ideas, combine them, or choose neither. Give your own reason.

**Own heading:** My component 3: Choose one of your ideas, combine them, or choose neither. Give your own reason.

**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.

**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.

**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.

**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.

**Look for next:** Next evidence is one own reason at its stated scope, rather than a prescribed winner or copied preference.

[New own offer](../next/A-first-A3.html)

## A-first-A4

**Exact prompt:** Name a suitable proposed material, who would act, and a specific first/next step for your chosen idea.

**Own heading:** My component 4: Name a suitable proposed material, who would act, and a specific first/next step for your chosen idea.

**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.

**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.

**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.

**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.

**Look for next:** Next evidence is an exact own material/actor/action sequence and, separately, any actually observed suitable learner making.

[New own offer](../next/A-first-A4.html)

Modified from [Prep alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/curriculum/ac9_tech_design_prep_as_cd_alignment.pdf), [Prep standard elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_design_se_prep.pdf) and [Prep techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_design_technique_cond_prep.pdf), © State of Queensland ([QCAA](https://www.qcaa.qld.edu.au/copyright)) 2023, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.