Whole neutral 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.
Select after
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.
Empty own page · Source · Selection and access
B-first-B1
Exact prompt: Who contributed the design idea, who physically acted, and which proposed action remains unperformed in this source?
Own heading: My component 1: Who contributed the design idea, who physically acted, and which proposed action remains unperformed in this source?
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.
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.
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.
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.
Look for next: Next evidence is accurate actor/status separation and any separately observed real learner action, not memorising Len/Ren.
B-first-B2
Exact prompt: For an own wave-display idea, name a material, proposed actor and an exact action/location.
Own heading: My component 2: For an own wave-display idea, name a material, proposed actor and an exact action/location.
Criterion: Specific own material→actor→action/location related to an own purpose. Real suitability must be locally checked; no mandatory fold or physical product.
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.
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.
Teach next: Model one exact instruction from Cato’s separate account, keeping proposal and performance apart. Invite an own new purpose and action/location.
Look for next: Next evidence is an own precise instruction with material and actor, and honest practical status.
B-first-B3
Exact prompt: Choose one question and a suitable proposed check for your own display. What result is actually supplied here?
Own heading: My component 3: Choose one question and a suitable proposed check for your own display. What result is actually supplied here?
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.
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.
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.
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.
Look for next: Next evidence is one own relevant check and accurate performed/unperformed/result status.
B-first-B4
Exact prompt: Choose a feature to keep or change in an own idea. Explain your reason and what remains unknown.
Own heading: My component 4: Choose a feature to keep or change in an own idea. Explain your reason and what remains unknown.
Criterion: Specific preference/purpose evaluation without converting the unperformed bend into a tested improvement. A keep decision is valid; no failed result required.
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.
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.
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.
Look for next: Next evidence is a specific own feature/reason and an honest unknown effect, not a required redesign.
Modified from Prep alignment, Prep standard elaborations and Prep techniques and conditions, © State of Queensland (QCAA) 2023, CC BY 4.0, subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.