Every Student

10ME1.1A

Made Enviroment - Syllabus Outcome
Syllabus Outcomes
Syllabus Outcome: Ste-10ME Recognise how familiar products, places and spaces are made to suit their purpose.

Syllabus Indicator 1: Explore a range of existing products, places and spaces, and discuss their likes and dislikes.

Framework Indicators

10ME1.1A: Explore using their senses a range of existing products

10ME1.1B: Indicates likes and dislikes for familiar products

10ME1.1C: Indicates a preference for familiar products

Teacher Language

Give an instruction

‘SN, you are tasting/smelling/feeling (product).’   

SN, this is (product), you like (product).

SN, what do you want? Choose. 

Correction/prompt

This is the (product/space).

Try again.

Students will be able to meet this outcome with varying levels of support. Fade this support as the student works toward developing independence. 

There are a variety of acceptable ways a student can respond. These include; head/physical movements (e.g. nodding, pointing and reaching), facial expression, eye gaze, vocalisations and/or verbal responses. 

Teaching Activities 

10ME1.1A:  Explore using their senses a range of existing products 

Opportunities for students to meet this indicator would happen incidentally throughout the teaching day. When eating food students would have the opportunity to explore using their senses, the characteristics of the product.  This could include smell, taste and texture. This would be supported with teacher language such as:

‘SN, you are tasting chocolate.’  

10ME1.1B:  Indicates likes and dislikes for familiar products

For these activities teachers need to use their professional judgement and knowledge of the students’ likes and dislikes to ensure the student can engage in the activity successfully. Place an item that is a known preferred product in the student’s view and state ‘SN, this is teddy bear. You like the teddy bear’. This activity would be repeated a number of times with different known preferred products.

Place a product that the student dislikes in the student’s view and state ‘SN, this is play dough. You don’t like play dough’. This activity would be repeated a number of times with different products the student dislikes to consolidate student’s understanding of the concept of dislike.

It is important to allow the student some time to play with or use the products they like with each choice. This ensures that the student is rewarded for indicating like, encourages them to do so in subsequent activities and consolidates their understanding of the concepts of like and dislike. 

10ME1.1C:  Indicates a preference for familiar products

Place a known preferred familiar product together with a familiar product the student dislikes in the student’s view and state ‘SN, which one do you want?  Choose’. This activity would be repeated a number of times with different preferred and non preferred products to allow students to demonstrate a preference.

It is important to allow the student some time play with or use the products they like with each choice. This ensures that the student is rewarded for showing a preference, encourages them to do so in subsequent activities and consolidates their understanding of how to show preference.

 

 


 

Websites that contain resources, games or activities that could be used to support this goal include:

Puzzle me 2
Where am I jolly giraffe
Going places Functional skills system