Every Student

5WT2.2A

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 2.2: Describing their likes and dislikes of existing products, places and spaces.

Framework Indicators

5WT2.2A: Interacts with a range of familiar places/spaces

5WT2.2B: Indicates likes and dislikes and shows a preference for familiar places/spaces

Teacher Language

Give an instruction

SN, look this is a (places/space).

SN, look this is (place/space), you like (place/space).
SN, look this is (place/space), you don’t like (place/space).
SN, what do you want? Choose.

Correction/prompt

This is a (place/space).

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. 

Due to limitations of accessing a range of places in the community these teaching activities will provide opportunity for students to respond and indicate preference for spaces in the school environment. 

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

Teaching Activities 

5WT2.2A: interacts with a range of familiar places/spaces

When students are visiting places/spaces within the school the teacher would draw attention to where they were by making observational statements such as ‘SN look 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 opportunity for students to consolidate their knowledge of places/spaces they are familiar with. 

Places/spaces may include the classroom, the playground, the library, the hall or the office. 

5WT2.2B: Indicates likes and dislikes and shows a preference for familiar place/spaces

Students accessing this framework may very clearly indicate likes, dislikes and preferences for familiar place/spaces in different ways. These may include obvious enjoyment of being in a particular place/space such as playgrounds, swimming pools or sensory rooms. Likewise students may indicate obvious dislike of other places/spaces through displaying different behaviours, facial expressions and vocalisations when in these places/spaces. 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 place/space. 




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