New Zealand primary school children in technology lessons often design and create an artifact in response to a scenario that relates to their interests and experiences. Usually the task is undertaken over several days. In this paper we draw on data generated within the INSiTE study, a three-year study exploring the nature of effective student-teacher interactions around science and technology ideas. The teacher in this paper planned for her children to create a mask for their forthcoming school production: 'How Maui found the secret of fire'. As the children worked on the macro task, that of designing and making a mask, meso and micro tasks emerged. The teacher assisted the children to identity and resolve these, hearing in mind that the ultimate aim was their successful participation in the school production. When teachers assist children to maintain a focus on the overall or macro task goals their artifact fulfils the specifications of the scenario and children's technology understandings and skills are fostered.
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