5WT3A
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Assessment Record
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Students explore and define a task by:
Syllabus Indicator 3: Discussing the purpose and main features of what they need to produce and suggesting materials they could use.
Framework Indicators
5WT3A: Match the main features of a product
5WT3B: Identifying materials to produce a product
Teacher Language
Give an instruction
SN this is a (feature).
It is a part/s of a (product).Where does it go?
SN can you find the (feature)?
SN what (materials) do we need to make a (product?)
Correction/prompt
This is the (feature).
This is the (material).
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.
Teaching Activities
5WT3A: Match the main features of a product
For this activity it is important to use visual representations of products the students are familiar with that have been used in previous activities. For the purpose of this teaching activity the syllabus term “feature” will be substituted for the word “part” in the teacher language.
For this activity teachers could have two images of the same car. One image is complete and the other image is cut into the parts of the car (eg doors, windows, wheels). Place both the whole car and the parts of the car in front of the student. Teacher would support this activity with teacher language such as
‘SN look. This is the car door.
It’s part of the car.
Where does it go?’
Can you find the window?
It’s part of the car.
Where does it go?
5WT3B: Identify materials to produce a product
The purpose of this activity is to provide students with opportunities to identify materials used to produce a product. The syllabus term “materials” will be substituted for the word “things” in the teacher language.
Teachers could provide a number of different learning activities to support students achieve this indicator. Students could be involved in making a sandwich and choosing the “materials” needed to make the sandwich eg bread, butter, different fillings or spreads. This activity could be done by either making a real sandwich, using visuals to construct it or participating in an interactive whiteboard activity. This activity would be supported by teacher language such as
‘SN what things do we need to make a sandwich?’
‘SN this is a sandwich. It is made using bread ’
‘SN can you find the cheese? You can use it to make a sandwich’
‘SN can you find something used to make a sandwich’
‘SN can you find the tomato. You can use it to make a sandwich?’
Websites that contain resources, games or activities that could be used to support this goal include:
