# Eight new-source check-ins

Eight 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.

## Use a small part when useful

Choose 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.

First/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.

### Actual practical/familiar evidence note

Blank 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.



## Selected source, own and staff doors

- A-first · [source](../checks/A-first-source.html) · [four own blanks](../responses/A-first.html) · [staff after capture](../staff/A-first.html)
- A-later · [source](../checks/A-later-source.html) · [four own blanks](../responses/A-later.html) · [staff after capture](../staff/A-later.html)
- B-first · [source](../checks/B-first-source.html) · [four own blanks](../responses/B-first.html) · [staff after capture](../staff/B-first.html)
- B-later · [source](../checks/B-later-source.html) · [four own blanks](../responses/B-later.html) · [staff after capture](../staff/B-later.html)
- C-first · [source](../checks/C-first-source.html) · [four own blanks](../responses/C-first.html) · [staff after capture](../staff/C-first.html)
- C-later · [source](../checks/C-later-source.html) · [four own blanks](../responses/C-later.html) · [staff after capture](../staff/C-later.html)
- D-first · [source](../checks/D-first-source.html) · [four own blanks](../responses/D-first.html) · [staff after capture](../staff/D-first.html)
- D-later · [source](../checks/D-later-source.html) · [four own blanks](../responses/D-later.html) · [staff after capture](../staff/D-later.html)

[Actual practical/familiar capture](CAPTURE.html) · [Whole curriculum and limits](CURRICULUM.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.