Supporting Learning Environment Level 1

To support students to undertake brief development at level one teachers could:

• provide the need or opportunity and develop the conceptual statement in negotiation with the students
• provide a range of attributes for discussion
• guide students to identify the attributes an appropriate outcome should have.

Communicate the outcome to be produced

Literacy development – use describing words to explain existing products

Have students describe existing products using terminology such as:
light, heavy, shiny, red, plastic, paper etc,

Literacy development – use describing words to explain intended outcome i.e. what it is they’re intending to produce.

Encourage students to describe their product(s) using terminology such as:
light, heavy, shiny, red, plastic, paper etc

Describing who will use their outcome, where it will be used, what it needs to do

Use a template with stems for students to complete e.g. Outcomes will:

• be used by …
• made from …
• be used to …

Identify attributes for an outcome

Explain technological products

Have students explain the attributes and uses for a range of known technological products
e.g. pencil – are made from wood and lead, they are used to write and draw with

Describe products from drawings

Students asked to describe from a picture of a known product what their attributes are e.g. what it is made from, its colour, shape, what it is used for …

Using products students have used, seen and/or made before

Through discussion and/or during story writing time students describe/record products they have used, seen and/or made before. These can be in a written format (by teacher) or visual format (by students). Provide a range of products.

Talk about a range of technological products in terms of their attributes

Students asked to talk about the products in terms of what they do; are used for, what they are made from; where they are used etc.