PAGE 1 OF 15
Original descriptive rubric and next teaching
Complete source · use one useful part in your usual communication
Educator only, after first capture. These are original formative criteria,
not official QCAA A–E descriptors, a summed grade, clinical test or
whole-year judgement. The examples below are fictional possibilities or
conditional real opportunities, never observed children, made assets,
real replies or human accounts supplied by this pack. No particular
image, word, order, audience emotion, spoken reason or tool
performance is correct.
For each component use own evidence available / supported own
evidence / adult-only contribution / unavailable or declined, with a literal
note. These are descriptive statuses, not ordered levels. Plan-based
reasoning can be valuable; it supplies no actual made-work,
source-encounter or recipient event. Supported own selections remain
supported, and helper fabrication stays separate from child tool
operation. No total, improvement quota or fixed ability inference.
Criterion | Actual evidence to describe | One next invitation
C1 · Own purpose and selection | An attributable own job, intention,
preference or accepted/rejected choice, with offered options identified. |
Return one genuine feature/job choice; retain UNKNOWN rather than
invent intent.
C2 · Possibilities and relations | An own possibility or selected relation,
with actual made trial versus plan named and no fixed first/next
convention. | Offer one neutral actual broad relation trial on an
unrelated ordinary subject.
C3 · Actual communicating work | Actual child-authored made features
and own supplied idea when available; child operation, helper
fabrication and adult-added detail separate. | Make one wanted part
only on agreement; a specification stays a plan until realised.
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PAGE 2 OF 15
Original descriptive rubric and next teaching
Complete source · use one useful part in your usual communication ·
continued
C4 · Actual source and own how/why | Actual authorised
work/account/medium and own scoped exploration, with genuine
account, child interpretation and adult inference distinct. | Prepare a
real optional source/account; do not promote factual recall or a fictional
model to human importance evidence.
C5 · Actual reception of made own work | Actual made own work
deliberately presented to a real suitable willing recipient through agreed
medium; presenter and actual reply/NONE separate. | Preserve privacy;
offer a later actual option if wanted. Permission, supervision, plan and
puppet are not reception.
C6 · Honest revisit and next choice | An own keep/change/try/leave
choice with intention, actual/NONE/model response and
actual/current-only comparison accurately named. | Model the
event/plan distinction after first capture, then return the decision
without requiring agreement or improvement.
A changed route, support, source, context or actual condition prevents a
simple before/after gain claim. Keep first response, later assistance and
actually delivered teaching separate.
A · first · A message for an imaginary parcel station
Target: own purpose and a made communicating feature (C1 / C3).
Complete task: Invent a small picture message for an imaginary parcel
station. Choose a job for it and one thing you want it to show. You may
make one wanted part, direct a willing helper, keep an unmade plan,
choose another job, or pass.
One possible worked interpretation: An invented model maker chooses
a message about finding the first pictured parcel, directs one broad
square at the edge and leaves the next part unmade. Adult draws the
square; a decorative stripe chosen by the adult stays adult detail. Own
selection is supported evidence; the remaining direction is a plan. No
recipient or reply.
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PAGE 3 OF 15
Original descriptive rubric and next teaching
Complete source · use one useful part in your usual communication ·
continued
Accept alternatives accurately: An own coherent different response,
supported own choice, one part, private plan, no words, rejection or
decline is described for the component actually available. Decline is not
proof of attainment. A specification is not a made work; adult fabrication
is not child handling. D needs an actual source/account and own
exploration; E needs actual reception of made own work. No stage page
or plan supplies those events.
Next teaching: If purpose and representation were wholly adult
supplied, give one unrelated ordinary broad blank choice. Invite the
child to select a job or one wanted feature, then follow only accepted
directions. Do not ask them to reproduce the parcel design or reveal the
later collection.
Evidence check: Exact source/prior exposure, own choice, available
work/plan, actual operators/adult detail, actual
source/account/recipient/access/reply or NONE, support and later
assistance. No human/classroom/learning gain inferred.
A · later · A message for an imaginary kite collection
Target: own purpose and a made communicating feature (C1 / C3).
Complete task: Invent a different small picture message for an
imaginary kite collection. Choose what the message is for and one
wanted feature. You may make a wanted part, direct a willing helper,
retain a plan, change the job, or pass.
One possible worked interpretation: An invented model maker chooses
a kite-location picture, draws a broad angled form and asks an adult to
write only the chosen word 'here' beside it. Adult scribing is separate. A
wordless version or different own purpose is also possible; no audience
is supplied.
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PAGE 4 OF 15
Original descriptive rubric and next teaching
Complete source · use one useful part in your usual communication ·
continued
Accept alternatives accurately: An own coherent different response,
supported own choice, one part, private plan, no words, rejection or
decline is described for the component actually available. Decline is not
proof of attainment. A specification is not a made work; adult fabrication
is not child handling. D needs an actual source/account and own
exploration; E needs actual reception of made own work. No stage page
or plan supplies those events.
Next teaching: If purpose and representation were wholly adult
supplied, give one unrelated ordinary broad blank choice. Invite the
child to select a job or one wanted feature, then follow only accepted
directions. Do not ask them to reproduce the parcel design or reveal the
later collection.
Evidence check: Exact source/prior exposure, own choice, available
work/plan, actual operators/adult detail, actual
source/account/recipient/access/reply or NONE, support and later
assistance. No human/classroom/learning gain inferred.
B · first · A picture message for a make-believe lantern shop
Target: own relation between message parts and an actual possibility
(C2 / C3).
Complete task: Invent a small picture message for a make-believe
lantern shop. Choose a first picture and what, if anything, comes with it.
No real lamp, shop, light or purchase is needed. You may make one
part, direct a willing helper, keep a plan, choose a different form, or
pass.
One possible worked interpretation: An invented model maker directs a
broad oval first, then two separated oval drawings in the next region.
They say the second offers choices. Adult fabricates all requested
positions. A prior spoken alternative remains a plan, not a made trial.
No real illumination, buyer or reply.
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PAGE 5 OF 15
Original descriptive rubric and next teaching
Complete source · use one useful part in your usual communication ·
continued
Accept alternatives accurately: An own coherent different response,
supported own choice, one part, private plan, no words, rejection or
decline is described for the component actually available. Decline is not
proof of attainment. A specification is not a made work; adult fabrication
is not child handling. D needs an actual source/account and own
exploration; E needs actual reception of made own work. No stage page
or plan supplies those events.
Next teaching: If the order or relation was adult supplied, offer two
actual unrelated ordinary marks/regions. Ask one first/together/next
choice in the child's usual communication. Allow one part and no fixed
order. Make an accepted choice only with agreement; do not rehearse
either held shop/cupboard.
Evidence check: Exact source/prior exposure, own choice, available
work/plan, actual operators/adult detail, actual
source/account/recipient/access/reply or NONE, support and later
assistance. No human/classroom/learning gain inferred.
B · later · A picture message for a make-believe cloud cupboard
Target: own relation between message parts and an actual possibility
(C2 / C3).
Complete task: Invent a different small picture message for a
make-believe cloud cupboard. Choose what belongs first, next or
together. No cupboard handling, weather fact or sound is needed. You
may make one wanted part, direct a willing helper, leave a plan, choose
another form, or pass.
One possible worked interpretation: An invented model maker draws
two broad curved cloud-like marks together and chooses no starting
order. They later direct a third region with one repeated curve, then
keep both. Actual fictional relations and later assistance are separate;
no weather or audience effect.
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PAGE 6 OF 15
Original descriptive rubric and next teaching
Complete source · use one useful part in your usual communication ·
continued
Accept alternatives accurately: An own coherent different response,
supported own choice, one part, private plan, no words, rejection or
decline is described for the component actually available. Decline is not
proof of attainment. A specification is not a made work; adult fabrication
is not child handling. D needs an actual source/account and own
exploration; E needs actual reception of made own work. No stage page
or plan supplies those events.
Next teaching: If the order or relation was adult supplied, offer two
actual unrelated ordinary marks/regions. Ask one first/together/next
choice in the child's usual communication. Allow one part and no fixed
order. Make an accepted choice only with agreement; do not rehearse
either held shop/cupboard.
Evidence check: Exact source/prior exposure, own choice, available
work/plan, actual operators/adult detail, actual
source/account/recipient/access/reply or NONE, support and later
assistance. No human/classroom/learning gain inferred.
C · first · An imaginary pebble museum message
Target: literal keep/change comparison without invented prior evidence
(C2 / C6).
Complete task: Invent a little picture message for an imaginary pebble
museum. Begin with one wanted feature. After your first response, you
may keep it or try one different possibility. No real pebbles, museum
visit or earlier work is supplied. You may make, direct, plan, change the
job, or pass.
One possible worked interpretation: An invented model maker directs
two broad ovals and then directs a new placement on another region.
Adult fabricates both. The only written difference is oval separation;
maker keeps the first by preference. No real museum or better
comprehension is inferred.
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PAGE 7 OF 15
Original descriptive rubric and next teaching
Complete source · use one useful part in your usual communication ·
continued
Accept alternatives accurately: An own coherent different response,
supported own choice, one part, private plan, no words, rejection or
decline is described for the component actually available. Decline is not
proof of attainment. A specification is not a made work; adult fabrication
is not child handling. D needs an actual source/account and own
exploration; E needs actual reception of made own work. No stage page
or plan supplies those events.
Next teaching: If a planned alternative was labelled a completed trial or
an erased original was reconstructed, teach the distinction using
unrelated adult work after first capture. Offer one actual new trial if
wanted. Receive KEEP without inventing an error; preserve earlier
status and do not show the harbour brief.
Evidence check: Exact source/prior exposure, own choice, available
work/plan, actual operators/adult detail, actual
source/account/recipient/access/reply or NONE, support and later
assistance. No human/classroom/learning gain inferred.
C · later · An imaginary ribbon harbour message
Target: literal keep/change comparison without invented prior evidence
(C2 / C6).
Complete task: Invent a different little picture message for an imaginary
ribbon harbour. Choose one first feature. After capture, you may keep it
or try an own different arrangement. No water, ribbon handling, harbour
rule or earlier trial is supplied. You may make, direct, plan, choose
another job, or pass.
One possible worked interpretation: An invented model maker draws a
long curve, erases it with their own agreement, and draws a new broad
bent curve. With no surviving before trace, record current work and the
stated process; do not score a visible before/current comparison or
automatic improvement.
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Media · 7 of 15
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PAGE 8 OF 15
Original descriptive rubric and next teaching
Complete source · use one useful part in your usual communication ·
continued
Accept alternatives accurately: An own coherent different response,
supported own choice, one part, private plan, no words, rejection or
decline is described for the component actually available. Decline is not
proof of attainment. A specification is not a made work; adult fabrication
is not child handling. D needs an actual source/account and own
exploration; E needs actual reception of made own work. No stage page
or plan supplies those events.
Next teaching: If a planned alternative was labelled a completed trial or
an erased original was reconstructed, teach the distinction using
unrelated adult work after first capture. Offer one actual new trial if
wanted. Receive KEEP without inventing an error; preserve earlier
status and do not show the harbour brief.
Evidence check: Exact source/prior exposure, own choice, available
work/plan, actual operators/adult detail, actual
source/account/recipient/access/reply or NONE, support and later
assistance. No human/classroom/learning gain inferred.
D · first · An actual maker's original message, if available
Target: actual authorised work/account encounter and own how/why
exploration (C4).
Complete task: Only if an actual suitable original message is available,
your educator may offer it with its real title/maker/medium and the
willing maker's genuine account. You may choose to encounter it or
decline. After an actual encounter, offer one own notice or question
about how or why it matters. No work, encounter or account is supplied
by this page.
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PAGE 9 OF 15
Original descriptive rubric and next teaching
Complete source · use one useful part in your usual communication ·
continued
One possible worked interpretation: A possible real opportunity, not an
event supplied here: after an actual permitted teacher-owned message
and genuine account, the child might use AAC to ask why a feature was
chosen and offer their own connection. Record only actual
work/account/response/support. A generated pack example, purpose
recall or adult-only explanation is insufficient for C4.
Accept alternatives accurately: An own coherent different response,
supported own choice, one part, private plan, no words, rejection or
decline is described for the component actually available. Decline is not
proof of attainment. A specification is not a made work; adult fabrication
is not child handling. D needs an actual source/account and own
exploration; E needs actual reception of made own work. No stage page
or plan supplies those events.
Next teaching: If only a teacher explanation or a copied purpose was
recorded, prepare a real optional authorised work/account and invite
one own noticing/question after an actual chosen encounter. Ask a
scoped how/why connection without supplying an emotional or
community generalisation. If source/account is absent, keep that
evidence unavailable rather than generating a human story.
Evidence check: Exact source/prior exposure, own choice, available
work/plan, actual operators/adult detail, actual
source/account/recipient/access/reply or NONE, support and later
assistance. No human/classroom/learning gain inferred.
D · later · A genuinely different actual message, if available
Target: actual authorised work/account encounter and own how/why
exploration (C4).
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PAGE 10 OF 15
Original descriptive rubric and next teaching
Complete source · use one useful part in your usual communication ·
continued
Complete task: This later opportunity needs a genuinely different
suitable authorised message and an actual reviewed maker/source
account, not the first work relabelled unseen. You can choose an
encounter or decline, then offer an own noticing or how/why connection.
If actual conditions or prior teaching are missing, hold the opportunity.
No source event exists merely because this page is read.
One possible worked interpretation: A later genuine different reviewed
work may elicit a different own question after actual targeted teaching.
The child can disagree with the maker or decline. One account does not
establish a community perspective, and no response or measured gain
is supplied by this key.
Accept alternatives accurately: An own coherent different response,
supported own choice, one part, private plan, no words, rejection or
decline is described for the component actually available. Decline is not
proof of attainment. A specification is not a made work; adult fabrication
is not child handling. D needs an actual source/account and own
exploration; E needs actual reception of made own work. No stage page
or plan supplies those events.
Next teaching: If only a teacher explanation or a copied purpose was
recorded, prepare a real optional authorised work/account and invite
one own noticing/question after an actual chosen encounter. Ask a
scoped how/why connection without supplying an emotional or
community generalisation. If source/account is absent, keep that
evidence unavailable rather than generating a human story.
Evidence check: Exact source/prior exposure, own choice, available
work/plan, actual operators/adult detail, actual
source/account/recipient/access/reply or NONE, support and later
assistance. No human/classroom/learning gain inferred.
E · first · One real willing recipient, if wanted
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PAGE 11 OF 15
Original descriptive rubric and next teaching
Complete source · use one useful part in your usual communication ·
continued
Target: actual wanted reception of made own work; response/NONE
distinct (C5 / C6).
Complete task: Choose whether your actual own made message stays
private or may be offered to one real suitable willing recipient. Both
people can decline. If wanted and approved, present the actual work
through the chosen view or exact-description route. A plan can be
shared as a plan, but it is not a made media work. No recipient,
presentation or reply is supplied by this page.
One possible worked interpretation: A possible actual opportunity, not a
supplied event: the child authorises an agreeing helper to describe their
actual made message to a real willing recipient. Record helper
presentation and description access, actual reception and reply/NONE.
This is not child public speaking or visual viewing. Private keeping
leaves reception unavailable without error.
Accept alternatives accurately: An own coherent different response,
supported own choice, one part, private plan, no words, rejection or
decline is described for the component actually available. Decline is not
proof of attainment. A specification is not a made work; adult fabrication
is not child handling. D needs an actual source/account and own
exploration; E needs actual reception of made own work. No stage page
or plan supplies those events.
Next teaching: If permission, supervision, a pictured addressee or a
puppet was labelled actual audience, distinguish them from deliberate
reception of actual own work. Offer a real privacy choice and, only if
wanted, a real willingness check. Actual sharing needs no reply;
preserve NONE rather than prompting praise or a correct interpretation.
Evidence check: Exact source/prior exposure, own choice, available
work/plan, actual operators/adult detail, actual
source/account/recipient/access/reply or NONE, support and later
assistance. No human/classroom/learning gain inferred.
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PAGE 12 OF 15
Original descriptive rubric and next teaching
Complete source · use one useful part in your usual communication ·
continued
E · later · A different own message and renewed boundary
Target: actual wanted reception of made own work; response/NONE
distinct (C5 / C6).
Complete task: For this later opportunity choose a different own made
message and a renewed privacy boundary after actual first evidence
and teaching. A previous recipient may be unavailable or unwilling now.
Only an actual agreed presentation gives reception evidence. You may
keep it private, communicate a plan as a plan or pass; no event or reply
is supplied.
One possible worked interpretation: A child can keep the different work
private and make an own next choice. That may provide C6 reasoning,
not C5 reception. If actual showing occurs, record renewed agreement,
actual work/access/presenter and real reply or NONE; no positive
reaction or gain is assumed.
Accept alternatives accurately: An own coherent different response,
supported own choice, one part, private plan, no words, rejection or
decline is described for the component actually available. Decline is not
proof of attainment. A specification is not a made work; adult fabrication
is not child handling. D needs an actual source/account and own
exploration; E needs actual reception of made own work. No stage page
or plan supplies those events.
Next teaching: If permission, supervision, a pictured addressee or a
puppet was labelled actual audience, distinguish them from deliberate
reception of actual own work. Offer a real privacy choice and, only if
wanted, a real willingness check. Actual sharing needs no reply;
preserve NONE rather than prompting praise or a correct interpretation.
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PAGE 13 OF 15
Original descriptive rubric and next teaching
Complete source · use one useful part in your usual communication ·
continued
Evidence check: Exact source/prior exposure, own choice, available
work/plan, actual operators/adult detail, actual
source/account/recipient/access/reply or NONE, support and later
assistance. No human/classroom/learning gain inferred.
F · first · A message for an imaginary bookmark workshop
Target: own channel choice and attribution in a new message job (C1 /
C3 / C6).
Complete task: Invent a short message for an imaginary bookmark
workshop. Choose what it is for and whether to use picture only,
optional own words or another usual cue. No cutting, binding, recording
or writing is needed. You may make one part, direct a willing helper,
keep a plan, choose another purpose, or pass.
One possible worked interpretation: An invented model maker chooses
a broad line picture and no words. They direct the line position; adult
supplies a decorative loop and labels that detail adult. The maker keeps
picture-only. No reading, sound, recording, viewer or workshop
attendance.
Accept alternatives accurately: An own coherent different response,
supported own choice, one part, private plan, no words, rejection or
decline is described for the component actually available. Decline is not
proof of attainment. A specification is not a made work; adult fabrication
is not child handling. D needs an actual source/account and own
exploration; E needs actual reception of made own work. No stage page
or plan supplies those events.
Next teaching: If independent literacy, voice or hearing was inferred
from adult scribing/cueing, preserve actual operation attribution. On
unrelated ordinary material offer picture-only or one exact wanted
phrase/cue with a complete silent choice. Follow a genuine child
selection, not a fixed channel label, and keep the later library unseen.
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PAGE 14 OF 15
Original descriptive rubric and next teaching
Complete source · use one useful part in your usual communication ·
continued
Evidence check: Exact source/prior exposure, own choice, available
work/plan, actual operators/adult detail, actual
source/account/recipient/access/reply or NONE, support and later
assistance. No human/classroom/learning gain inferred.
F · later · A message for an imaginary blanket library
Target: own channel choice and attribution in a new message job (C1 /
C3 / C6).
Complete task: Invent a different short message for an imaginary
blanket library. Choose a useful-in-play job and a picture, optional own
wording or another familiar cue. No textile handling, sound, real library
or personal story is needed. You may make, direct, leave a plan, change
the job, or pass.
One possible worked interpretation: An invented model maker draws a
broad rectangle, chooses the exact phrase 'choose one' and directs
where a helper scribes it. Adult writing is not child writing. A planned
sound remains planned; wordless and private alternatives remain valid.
Accept alternatives accurately: An own coherent different response,
supported own choice, one part, private plan, no words, rejection or
decline is described for the component actually available. Decline is not
proof of attainment. A specification is not a made work; adult fabrication
is not child handling. D needs an actual source/account and own
exploration; E needs actual reception of made own work. No stage page
or plan supplies those events.
Next teaching: If independent literacy, voice or hearing was inferred
from adult scribing/cueing, preserve actual operation attribution. On
unrelated ordinary material offer picture-only or one exact wanted
phrase/cue with a complete silent choice. Follow a genuine child
selection, not a fixed channel label, and keep the later library unseen.
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PAGE 15 OF 15
Original descriptive rubric and next teaching
Complete source · use one useful part in your usual communication ·
continued
Evidence check: Exact source/prior exposure, own choice, available
work/plan, actual operators/adult detail, actual
source/account/recipient/access/reply or NONE, support and later
assistance. No human/classroom/learning gain inferred.
---
© NeuroForgeIO Pty Ltd 2026. Original SubjectNest material: CC BY 4.0
— https://creativecommons.org/licenses/by/4.0/. Credit SubjectNest by
NeuroForgeIO Pty Ltd, keep this title/version/source and disclaimer, link
the licence, and mark changes. Supplied as-is; outside
source/community rights remain separate. Complete portable notice.
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Media · 15 of 15
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