5WT1.2A

Students explore and define a task by:

Syllabus Indicator 1.2: Identify the purpose and use of existing products, places and spaces.

Framework Indicators

5WT1.2A: Interacts with familiar places/spaces

5WT1.2B: Match to sample places/spaces

5WT1.2C: Match to sample places/spaces and their uses

Teacher Language

Give an instruction

SN, this is the (place/space name).

We are in the (place/space name).

We use it for (purpose).

Find the same?

Correction/prompt

This is the (place/space).

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, 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 places/spaces the students are familiar with in their everyday life but not necessarily preferred. The aim of using places/spaces that are familiar to the students is to develop a schema so in later indicators, students are able to transfer knowledge and demonstrate preferences.  

Teaching Activities 

5WT1.2A: Interacts with familiar places/spaces

When providing opportunities for students to interact with familiar place/spaces it may be necessary to use the school environment if accessing the community is not appropriate.

Places/spaces may include the classroom, the playground, the library, the hall, the office, shopping centre and/or the park.

When students are visiting places/spaces within the school or community the teacher would draw attention to where they were by making observational statements such as ‘SN we are in the hall.’ At the same time a visual representation of the place/space would be shown to the students. This activity should be repeated a number of times to provide opportunities for students to consolidate their knowledge of places/spaces.  

5WT1.2B: Match to sample places/spaces. 

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

Place the visual representation of the place/space in the student’s direct view, point and state ‘SN look this is the pool, find the same?’  This activity should be repeated using different places/spaces. 

5WT1.2C: Match to sample places/spaces and their uses

For this activity the place/space 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 the beach. We can play in the sand. Where is the same?’ This activity should be repeated using different places/spaces. 

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? It’s a Pencil: https://www.youtube.com/watch?v=mTisVqSrfF0
• Classroom Objects: https://www.youtube.com/watch?v=SIlQid2J7aE