Every Student

10ME2A

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 2: Identify a variety of materials that are used in a range of existing familiar, products, places and spaces.

Framework Indicators

10ME2A: Responds to a range of materials that are used in existing familiar products 

10ME2B: Interacts with a range of materials that are used in existing familiar places and spaces

Teacher Language

Give an instruction

SN, this is a (product), it is made of (material).

SN, this is made of (material).

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

Teaching Activities 

10ME2A:  Responds to a range of materials that are used in existing familiar products.

This activity is aimed to provide students with opportunities to respond to a range of materials that commonly found within the school. Teachers could either gather a range of different products made from various materials from their environment or give opportunities for students to collect their own. The teacher would then allow students to explore the product and state ‘SN, this is a spoon, it is made of metal’. This indicator could also be achieved through incidental learning opportunities throughout the day. For example, during a cooking lesson the teacher could draw attention to different utensils used and state what material they are made of. 

10ME2B:  Interacts with a range of materials that are used in existing familiar places and spaces.

Teachers could take students to familiar places and spaces within the school to explore the different materials used in those places and spaces. Teachers would draw attention to the floors, wall, doors and other specific features of the place or space. Students could be encouraged to feel, move, or make noise within these places and spaces. Teachers could make observational statements about what the student is feeling or seeing.

‘SN, feel the carpet. It is soft.’

‘SN, feel the metal. It is cold.’ 

This indicator could also be achieved through incidental learning opportunities throughout the day. For example, during assembly the teacher could draw attention to the floor as they walk into the hall and state and what material it is made of.

 


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

Jigsaw puzzles
Little Truck Builder Factory
Breakfast