Improving children's performance in the procedures of design and technology

Abstract

Teaching pupils how to design and make in better and better ways should be one of the major aims of the design and technology teacher. Part of becoming a better designer is to do with an understanding of how to proceed in more effective ways within a design and make assignment. This paper focuses on the separate behavioural skills that have been identified in a recent research project which examined how primary aged pupils design and make. It goes on to suggest a model for how these skills might be employed in a variety of tasks and how this image can help teachers organise learning programmes and establish a firm direction to their teaching.