This article discusses the features of the learning process of subject-transforming activities, which are characteristic of both the industrial sector and the educational process, and have a significant impact on the learning outcomes of schoolchildren. It is argued that this activity should become central for students, not only focusing on their acquisition of knowledge and skills, but also providing opportunities for their individual development and activity. It has been found that design and technology lessons have great potential for such work in the context of the New Ukrainian School, where subject[1]transforming activities remain the leading approach. Furthermore, the labor movements and operations that ensure its effectiveness have many repetitive elements, rules of execution, and actions that can be used by students in the form of algorithms. It has been determined that the use of such algorithms allows students to free their minds from repetitive operations even after primary school, and direct their freed[1]up mental energy towards creative learning and cognitive work. The approach described above is referred to as algorithmic learning, and its potential can be effectively utilized in various classroom settings, particularly in subject-transformative activities during the process of creating projects in design and technology classes. It has been established that a learning algorithm constitutes a clear system whose elements include rules, instructions, and actions, adherence to and execution of which allow younger students to effectively and successfully complete educational and cognitive tasks. Therefore, it is typically not presented in a finished form when teaching a topic, but rather developed during the class depending on the complexity of the rules and concepts and the number of actions that can be varied. The didactic possibilities of teaching younger students to develop algorithms for subject[1]transformative activities in design and technology classes have been investigated, which enhances the level of educational outcomes. The phased approach to developing algorithms for subject[1]transformative activities in design and technology lessons is proposed. Teaching these algorithms can take various forms, with pre-prepared algorithm cards provided to students during the lesson for learning and consolidating information during the practical work stage of subject-transformative activities. Teaching can also be organized through joint discussions of algorithms by students during instruction. Although such work requires more time and effort, it is still more valuable from a didactic perspective. An analysis of the results of an experimental study has been conducted, which demonstrates the effectiveness of the work carried out and indicates that systematic, consistent, purposeful work by elementary school teachers in teaching the development and use of various algorithms in design and technology lessons contributes to an increase in the level of learning material assimilation, the development of necessary knowledge and skills of younger students, and also engages them in the learning material, forms positive learning motivation and contributes to the formation of subject[1]transforming activity algorithms. This allows for avoiding overloading with monotonous operations and directing a significant portion of mental energy towards realizing creative potential.

algorithmization; subject-transforming activity; design and technology lesson; algorithm teaching stages; learning outcomes; monotonous operations; creative potential