Every Student


Working Technologically - Syllabus Outcome
Syllabus Outcomes
Syllabus Outcome: Ste-5WT Uses a simple design process to produce solutions with identified purposes.

Students explore and define a task by:

Syllabus Indicator 2.1: Describing their likes and dislikes of existing products, places and spaces.

Framework Indicators

5WT2.1A: Interacts with a range of familiar products

5WT2.1B: Indicates likes and dislikes for familiar products

5WT2.1C: Indicates a preference for a familiar product

Teacher Language

Give an instruction

SN, look this is a (Product).

You like (Product).
You don’t like (Product).
SN, which one do you want? Choose.


This is a (Product).

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. 

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

Teaching Activities 

5WT2.1A: Interacts to a range of familiar products

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

5WT2.1B: Indicates likes and dislikes for a familiar product

Real products can be used for this activity. It is advisable to allow the students to have some time with products they like once they have indicated they like it. Therefore careful choice of products used is essential.

Students accessing this framework may very clearly indicate likes and dislikes for familiar products in different ways. These may include obvious enjoyment when exploring products. Likewise students may indicate obvious dislike of products through displaying different behaviours, facial expressions and vocalisations. Teachers should use their professional judgement when interpreting these responses and support them by using appropriate teacher language that would reinforce what the student was indicating about the product. 

5WT2.1C: Indicates a preference for a familiar product

Place a product that you know the student likes together with a product you know the student dislikes in the student’s view and state ‘SN, which one do you want?  Choose’. This activity would be repeated a number of times with different products you know the student both likes and dislikes to allow students to demonstrate their preference. 

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

Where am I jolly giraffe
Going places Functional skills system
Things that go together
Jigsaw puzzles