Every Student

10ME3A

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 3: Communicate their ideas about how familiar products, places and spaces work and have features that help them to be useful, eg shoulder straps, zippers, and compartments in a school bag.

Framework Indicators

10ME3A: Explores familiar products and the usefulness of the features

10ME3B: Identifies useful features of familiar products

10ME3C: Indicates that products as features make familiar places and spaces useful

Teacher Language

Give an instruction

SN, this is the (feature), it (usefulness).

SN, where is the (useful feature)?

SN, go and sit at your desk.

SN, draw me a picture.

SN, turn on the equipment. 

Correction/prompt

This is the (useful feature).

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 indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching), facial expression, eye gaze, vocalisations and/or verbal responses. 

Teaching Activities 

10ME3A:  Explores familiar products and the usefulness of the features

This activity aims to give students the opportunity to engage with a familiar product and its features. Teachers should consider when selecting a product that it can be easily manipulated to demonstrate the usefulness of its feature/s.  Products could include, a lunch box with a lid, a backpack with straps, a guitar with strings or an item with a zipper. The teacher would give the student opportunities to explore the product and manipulate its features. Where possible teachers would prompt students to use the features of a product or demonstrate their uses. This could include the student wearing a backpack on their back. Teachers would then draw attention to the main feature, such as straps of the backpack and state ‘SN, these are the straps. They keep the backpack on your back’.

Teachers would then manipulate the main feature to disable its usefulness, for example, undoing the straps of the backpack. The teacher would return the backpack to the student and state ‘SN, let’s put the backpack on. Oh look the straps are undone. The bag won’t stay on your back’. 

10ME3B: Identifies useful features of familiar products 

Teachers could provide opportunities for students to identify the useful features of familiar products. It is important that the same products used in the previous indicator are used again. Teacher language could include:

‘SN, where is the zipper?’

‘SN, where are the straps?’

‘SN, where is the lid?’ 

10ME3C:  Indicates that products as features make familiar places and spaces useful 

This activity aims to give students the opportunity to indicate they understand the usefulness of products in familiar places and spaces. Teachers need to choose products, places and spaces that are motivating to the student. Some ways that teachers can provide students with opportunities to do this are listed below.

In a classroom the chairs are all stacked in a corner. Teacher states ‘SN, go and sit at your desk.’ If the student displays behaviours that indicate they are looking for chair, or asks for a chair or gets a chair and takes it to their desk they have demonstrated an understanding of how that product makes that space useful.

In the playground where students have access to a chalkboard the teacher moves all the chalk away or holds the chalk so that it is visible to the student. The teacher would encourage the student to draw. Teacher may state ‘SN, draw me a picture.’ Again if the student tries to get the chalk they are demonstrating an understanding of how that product makes that space useful.

A student with limited mobility and no verbal communication uses a switch to turn on a piece of sensory equipment. The teacher moves the switch out of the student’s reach whilst the student is positioned near the piece of sensory equipment. Teacher states ‘SN, turn on the equipment.’ If the student displays behaviour such as eye gaze or gestures in the direction of the switch they may be demonstrating an understanding that the product, being the switch, makes the space useful by turning on a piece of equipment.

 


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

In the kitchen
Little Truck Builder Factory
Build-it-up