5WT1.1A

Students explore and define a task by:

Syllabus Indicator 1.1: Identify the purpose and use of existing products, places and spaces.

Framework Indicators

5WT1.1A: Interacts with familiar products

5WT1.1B: Match to sample products

5WT1.1C: Match to sample products and their uses

Teacher Language

Give an instruction

SN look at this. It is a (Product).

Which is the same?

SN, this is a (product). We use it for (use).

Which is the same?

Correction/prompt

This is the (product).

Try again.

Students will be able to achieve this indicator 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.

When implementing the following activities and wherever possible, use authentic products, places and spaces together with a visual representation.  This could involve taking students into the community if appropriate. The visual representation should be taught in conjunction with the authentic product, place or space to allow students to complete the match to sample activities. If using authentic products, places and spaces is not possible, visual representations should be used. 

For these activities it is important to use products the students are familiar with in their everyday life but not necessarily preferred. The aim of using products that are familiar to the students is to develop a schema so in later indicators, students are able to transfer knowledge and demonstrate preferences for products.  Products used may include but are not limited to food items, personal care items, pieces of clothing, technology and/or leisure equipment. 

Teaching Activities 

5WT1.1A: A student interacts with familiar products

Place a product and visual representation in the student’s direct view and state ‘SN look this is a cup’.  It is important to allow the student some time to interact with or use the products. This activity should be repeated a number of times with a variety of familiar products. 

5WT1.1B: Match to sample products

For this activity it is important to use visual representations of products that have been used in the previous activity.

Place the visual representation of the product in the student’s direct view, point and state ‘SN look at this. It is a chair, which is the same?’  This activity should be repeated using different products. 

5WT1.1C: Match to sample products and their uses

For this activity the product and its use would be presented side by side on the same visual representation. Place the visual representation in the student’s direct view, point and state ‘SN look this is a chair. We can use it for sitting. Which is the same?’ At the same time, the teacher could model the use of the product stating ‘SN, look I am sitting on the chair. This activity should be repeated using different products. 

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

• Veer – Exploring rooms: http://www.veer.com/ideas/veerdelivers/
• What’s this? Its a Pencil: https://www.youtube.com/watch?v=mTisVqSrfF0
• Classroom Objects: https://www.youtube.com/watch?v=SIlQid2J7aE