Supermodelling! Developing designing skills at Key Stage 2

Abstract

The strategy of enhancing designing skills in children through their engagement in design and make tasks, whilst essential, is not sufficient. These transferable skills must be developed through a structured programme of activities which not only identifies and enhances significant 'sub-processes' but embarks upon strategies designed to link cross-curricular themes. This article discusses these issues and in particular:

• recognises that 'designing' requires knowledge in terms of 'subject content' as well as an understanding of design algorithms
• illustrates an approach which clarifies a significant design sub-process
• identifies cross-curricular themes
• suggests a strategy which can be used by teachers working with children at Key Stage 2
• discusses some of the issues raised

The article is based upon a short period of curriculum development carried out with a small group of children working at Key Stage 2. The work was carried out with children in Year 5 and spread over four sessions of approximately two hours each.