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Staff after capture · D-laterFoundation Design Tech · T4 W39–40 · Staff · Staff / D later

Whole neutral 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.

Select after

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.

Empty own page · Source · Selection and access

D-later-D1

Exact prompt: What does the Council note support, and which design claims would need other evidence?

Own heading: My component 1: What does the Council note support, and which design claims would need other evidence?

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.

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.

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.

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.

Look for next: Next evidence is bounded provider-claim interpretation, not a universal recycled/safe/stable label.

New own offer

D-later-D2

Exact prompt: Explore one approved genuinely familiar display feature if wanted; otherwise label new-picture practice honestly.

Own heading: My component 2: Explore one approved genuinely familiar display feature if wanted; otherwise label new-picture practice honestly.

Criterion: Actual known example and own exploration support the offered K01 opportunity; Tess’s fictional familiarity, a new diagram or decline cannot establish it.

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.

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.

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.

Look for next: Next evidence is actual familiar feature exploration where offered, with support recorded; no invented experience or retry quota.

New own offer

D-later-D3

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?

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?

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.

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.

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.

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.

Look for next: Next evidence is an own appropriately limited claim with a relevant missing-evidence question, not copied staff wording.

New own offer

D-later-D4

Exact prompt: Give an own purpose, material/form reason and next learning question for a new display job.

Own heading: My component 4: Give an own purpose, material/form reason and next learning question for a new display job.

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.

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.

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.

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.

Look for next: Next evidence is an own purpose-material/form reason and useful next learning step, with practical observations kept separate.

New own offer

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.