Technology for Primary School Children

Children need to be able to solve problems and then use the skills learned in future projects across the curriculum. The ‘making’ should not be the main concern, irrespective of age children should be encouraged to explore tools and materials before tackling design work. The end result should not be the aim, the skills acquired during the process of ‘making’ should be the focus with skills such as, cutting, sewing, drawing, exploration, language etc. however it is important to maintain a balance between teaching new skills and free exploration and exploration.

During the design process technical language must be highlighted and explained. Setting out a design brief the teacher is making the children aware of what is required. Often children may need guidance to meet the brief and design criteria however this must not interrupt a child’s problem solving process.

Opportunities for reflection during the process is essential for allowing the children to have a reminder if the aims of the brief. This should progress to an evaluation. For younger children peer collaborative learning could aid in this stage. They are required to access the success of their project based on thE initial brief. The teacher must praise and guide the evaluations. Observational drawings may be useful for children to compare their initial designs to what they had done before. Help children to recognise their discoveries and the skills they had learned.

Further Reading

Newton, D (2005) Teaching Design and Technology 3-11; London, Paul Chapman Publishing. Chapters 1 and 2.


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