Every Student

5WT9A

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

Students evaluate by:

Syllabus Indicator 9: Reflecting on what they did and the usefulness of the final solution

Framework Indicators

5WT9A: Observes a video of the process to reach a final solution  

5WT9B: Discriminates between parts needed to reach a final solution 

Teacher Language

Give an instruction

No specific teacher language

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 likes or dislikes. These may include; head/physical movements (e.g. nodding, pointing and reaching for indicating like or pushing away and throwing for dislike ), facial expression, tracking, vocalisations and/or verbal responses. 

Teaching Activities 

To optimise student engagement and facilitate success in achieving this indicator teachers would need to use the product, a toy car, and the video footage taken when completing Working Technologically: Indicator 5WT5C. 

5WT9A:  Observes a video of the process to reach a final solution

Students would watch a video of themselves engaging in the process of constructing a final solution,  in this instance putting wheels on a toy car to make it move smoothly as done in indicator 5WT5C. Teachers would support this with observational language whilst watching the video.

‘SN look. We are taking the wheels off’

‘The car won’t move properly’

‘We’re putting the wheels back on.’

‘The car moves properly again’ 

5WT9B: Discriminates between parts needed to reach a final solution

Students would be provided with opportunities to choose between a number of parts that could be used to reach a final solution. In this activity a toy car and wheels as used in indicator 5WT5C. A number of parts would be presented to the student to make the car useful again. As well as the wheels, a number of other parts that are unrelated to a car would also be introduced. This could include such things as a set of keys, a knife or a pencil. Students are required to choose the correct parts to make the car move smoothly again. The teacher would state ‘SN what do we need to make the car move again. Choose.’

 For students functioning at a higher level but still under ES1 the components may have similar characteristics such as shape. For example they may all be round and include items such as a coin, a button and a wheel. 




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

Things that go together