# Staff after capture · D-first

## Whole neutral 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.

Original 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.

## Select after

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.

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

## D-first-D1

**Exact prompt:** What can the real museum note tell us, and what belongs only to the fictional label account?

**Own heading:** My component 1: What can the real museum note tell us, and what belongs only to the fictional label account?

**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.

**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.

**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.

**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.

**Look for next:** Next evidence is source-role/claim separation in a new ordinary example, not reciting the museum page.

[New own offer](../next/D-first-D1.html)

## D-first-D2

**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.

**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.

**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.

**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.

**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.

**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.

**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.

[New own offer](../next/D-first-D2.html)

## D-first-D3

**Exact prompt:** Keep one maker/design question about a noticed display feature. What maker reason is actually supplied here?

**Own heading:** My component 3: Keep one maker/design question about a noticed display feature. What maker reason is actually supplied here?

**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.

**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.

**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.

**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.

**Look for next:** Next evidence is an own relevant question and honest unanswered/answered status.

[New own offer](../next/D-first-D3.html)

## D-first-D4

**Exact prompt:** Propose an own display purpose and a feature inspired by a noticed relationship. What would still need checking?

**Own heading:** My component 4: Propose an own display purpose and a feature inspired by a noticed relationship. What would still need checking?

**Criterion:** Own purpose-feature communication with a specific unknown effect, without copying external artworks or claiming provider endorsement/universal access.

**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.

**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.

**Teach next:** Link Xeno’s own purpose and planned feature, then offer a new own picture job; keep inspiration, manufacture and check outcomes separate.

**Look for next:** Next evidence is an own purposeful feature and relevant next question, plus actual making/familiarity only when independently observed.

[New own offer](../next/D-first-D4.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.