Every Student

10ME4A

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 4:  Sketch or model ideas for a product, place or space and recount how their ideas suit their purpose.

Framework Indicators

10ME4A: Produce a familiar product, place or space from a model 

10ME4B: Identifies the purpose of a familiar product, place or space

Teacher Language

Give an instruction

SN, you are making a (product, place or space).

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 

10ME4A:  Produce a familiar product, place or space from a model

For this activity students will replicate a product, place or space from a model provided by the teacher. This may be a ball out of play dough, a house built from paddle pop sticks or a diorama of the seaside. Visual representations can also be used. These could include tracing activities and jigsaw puzzles of products, places and spaces. Whilst completing these activities teachers would state ‘SN, you are making a house’. At the same time teachers would also state the purpose of the product, place or space. 

10ME4B:  Identifies the purpose of a familiar product, place or space

Observations of students are necessary to determine when and under what circumstances students are demonstrating that they can identify a purpose of familiar product, place or space. Teachers need to use their indepth knowledge of students’ behaviours as many students working towards this indicator may not be able to verbalise a purpose. However, through observing student’s actions, body language and facial expressions teachers may be able to determine when a student is identifying a purpose. Examples of students demonstrating this are as follows.

  • A student brings you an empty cup to communicate that they want a drink. Through this they have identified the purpose of the cup is to hold a drink.
  • A student getting a chair and sitting down ready for a lesson to start indicates that the student is demonstrating an understanding of the purpose of a chair.
  • When a student puts a jumper on because they feel cold, they are demonstrating that the purpose of the jumper is to keep them warm.
  • When a student enters a space and turns the lights on, they are indicating that they understand the light switch turns on the lights.
  • Taking a lunchbox to the lunch table at lunch time indicates that the student understands that the purpose of the lunch area is for eating.
  • If a student moves under a shelter when it is raining, they are identifying that they understand that space will keep them dry.


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

SpeakApp 2 lite
Build-it-up
Build a farm- MokoFarm Lite