Designing in elementary/primary classrooms

There is a lack of evidence about how teachers in primary/elementary schools are translating curriculum requirements for teaching design, within technology frameworks, in their classrooms and how 'school situated design' relates to 'workplace design'. This paper explores the relationships between designerly thinking and behaviours situated in classrooms and in the workplace, beliefs about how designing is learned in schools and in the 'real world', and children's and adults understanding of design. These are best illustrated by extracts from interviews with teachers, children and designers and evidence of designing in classrooms and in the workplace. Similarities and differences between evidence from 'school situated design' and 'workplace design' and from the United Kingdom and Canada are discussed.