NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1151362
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1360-1431
Traditional Tales and Imaginary Contexts in Primary Design and Technology: A Case Study
McLain, Matt; McLain, Mel; Tsai, Jess; Martin, Mike; Bell, Dawne; Wooff, David
Design and Technology Education, v22 n2 p26-40 2017
Working with contexts is a key component to design and technology activity and education. The most recent iteration of the national curriculum programme of study for design and technology, in England, sets out that children between the ages of 5 and 7 "should work in a range of relevant contexts" (DfE, 2013, p.193); suggested contexts including "home and school, gardens and playgrounds, the local community, industry and the wider environment". Whilst these are real world and familiar contexts, fictional contexts also provide opportunities for developing "creative spaces" in which to speculate and discuss. This intrinsic case study explores the work of two primary teachers' development of a design and technology activity, where traditional tales provide the context. Children explore design problems and opportunities through the eyes of the "Billy Goats Gruff", as they seek assistance to cross the river. Data were gathered through semi-structured interviews and document analysis of children's design work. The case study reveals how multidisciplinary and imaginative approaches to teaching and learning in the primary classroom stimulate and nurture design thinking, dialogue and critique.
Design and Technology Education Association. 16 Wellesbourne House, Walton Road, Wellesbourne, Warwickshire, CV35 9JB, UK. Tel: +44-1789-470007; Fax: +44-1789-841995; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A