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In this unit of work, children apply their knowledge and understanding about healthy eating to design and make a pizza based on the key messages from the Eatwell Guide for healthy eating. Children begin by discussing the different ways that we eat food at home and outside the home. They conduct market research into their favourite pizzas and brainstorm what makes a good pizza. It is important that in lesson 2 they create a Margherita pizza by making bread dough and then adding tomato sauce and grated cheese, this is the basic recipe for all pizzas to which different toppings are then added (This is an example of adapting a recipe to create a new food product). In learning how to make a margherita pizza they acquire the essential skills and knowledge needed to make a pizza and this is essential when they come to designing and making their own pizza. They consolidate their understanding of the different food groups on the Eatwell Guide to healthy eating and use this knowledge to design a pizza that promotes healthy eating. They learn about pizza packaging and the invention of the pizza delivery bag by Ingrid Kosar. Having designed and made their Eatwell Pizza they become entrepreneurs and set up their own small business learning about business basics, marketing and budgeting. This knowledge, skills and understanding is delivered through the following six sessions: Investigate Task 1 – All About Pizza Investigate Task 2 – What Makes a Good Pizza? Focus Task 1 – Let’s Make Pizza, Investigate Task 3: Investigating Pizza & Investigate Task 4: Packaging Pizza Design and Make - Designing Pizza Design and Make - Making Pizza Evaluation Session – Pizza Entrepreneur

Torches is a Design Technology unit of work aimed primarily at children aged 7-9. Design Brief: Design and make a ‘hands-free’ headlamp for someone walking their dog at night. The package provides the medium-term plan, six lessons (each lesson has a MS Powerpoint presentation). Any additional resources are provided as PDFs or as Powerpoint Presentations. This unit of work fulfils the National Curriculum (England) Design Technology requirements for this age group in the following strands of learning: Structures Materials Electrical Systems Sequence of Learning for Teachers In this unit of work children are given the opportunity to apply their knowledge of creating simple electrical circuits to design and make a torch product. Using a range of electrical components, they create a hand torch that lights up when the switch is on. Children have the opportunity to develop brainstorming skills to investigate how a torch works and then use the same skills to develop ideas and to design their product. In this unit children are taught how cut-away drawings, labels and annotations can help to understand how a product has been made and functions. They use this knowledge to create an authentic ‘hands-free’ headlamp product for somebody who walks their dog at night. Having made their product and thinking about the appeal to the intended client, children design a poster to market and advertise their product. This knowledge, skills and understanding is delivered through the following six sessions: Investigate Task 1: All About Torches Investigate Task 2: Investigating Torches Focus Task 1: Making a Torch Design and Make: Designing the Headlamp Torch Design and Make: Making the Headlamp Torch Evaluation Session

Yinka Shonibare is an Art and Design unit of work aimed primarily at children aged 9-11. The package provides the medium term plan, six lessons (each lesson has a MS Powerpoint presentation) and a knowledge organiser. Any additional resources are provided as PDFs. Strands of Learning: Sculpture Textiles Yinka Shonibare is a British-Nigerian concept artist who explore the themes of cultural identity and the colonial past of Britain and other European countries in the nineteenth pattern. His distinctive style often includes using Ankara cloth designs produced through the traditional batik method of textile design. This unit of work focuses on his art installation, ‘The British Library’ at Tate Modern (London) which explores immigration into the United Kingdom. The unit finishes with the creation of wind sculptures using malleable materials formed using an armature. This unit of work is part of the Art Academy Scheme of Work for children aged 5-11 being developed on behalf of Carousel Education.

Cereal Snack Bar is a Design Technology unit of work aimed primarily at children aged 7-9. The unit focuses on children designing and making healthy cereal bars and also understanding the importance of eating breakfast regularly. Design Brief: Design and Make a Healthy Cereal Snack Bar The package provides the medium-term plan, six lessons (each lesson has a MS Powerpoint presentation). Any additional resources are provided as PDFs or as Powerpoint Presentations. This unit of work fulfills the National Curriculum (England) Design Technology requirements for this age group in the following strands of learning: • Cooking and Nutrition In this unit of work: Children create their own recipe, branding, and packaging for a cereal bar for a healthy snack. This unit of work also includes learning about the importance of breakfast. Children build on their knowledge of healthy eating and preparing fruit and vegetables to develop their own design for a healthy breakfast cereal bar. As part of their learning they understand the importance of market research and conducting surveys. This unit of work is part of the Primary Design Technology Scheme of Work for children aged 5-11 being developed on behalf of Carousel Education.

In this unit of work children learn about structures by designing and making a model of a new piece of play equipment for the local playground. They begin by visiting a local playground to look at the different types of playground equipment. their shapes and structures. Whilst at the playground they also focus on different types of movement created by the equipment, particularly linear and rotational movement. Having discussed their favourite playground activities and equipment, they draw a plan of their ideal playground. Children create 2D and 3D structures using drinking straws and pipe cleaners and are taught different ways of making these frame structures stronger, stiffer, and more stable. Using their experience of visiting the playground, children design and make a new piece of play equipment applying different skills and techniques to make the structure strong, stiff and stable. This knowledge, skills and understanding is delivered through the following six sessions: Investigate Task 1: Visiting the Local Playground & Focus Task 1: Making Straw Shapes Investigate Task 2: Playgrounds in Motion Focus Task 2: Playground Models Design & Make: Designing Session Design & Make: Making Session Evaluating Session

Seasonal Tarts is a Design Technology unit of work aimed primarily at children aged 7-9. Design Brief: Design and make a seasonal, savoury tart for your school lunch The package provides the medium-term plan, six lessons (each lesson has a MS Powerpoint presentation). Any additional resources are provided as PDFs or as Powerpoint Presentations. This unit of work fulfills the National Curriculum (England) Design Technology requirements for this age group in the following strands of learning: • Cooking and Nutrition For this project children design and make a seasonal, savoury tart for their school lunch. This unit develops their cooking skills and introduces the technique of baking using pastry. Children learn about seasonality in food and how different climates across Europe mean that different fruit and vegetables are grown and harvested at different times of the year. Children learn how to make short crust pastry when they create jam tarts. This provides an opportunity to learn more about how and why foods are preserved. Applying their knowledge of how to create sweet tarts, in the design and make activity children design and make a savoury tart for themselves having considered their favourite fruit and vegetables.

Automaton Toymaker is a Design Technology unit of work aimed primarily at children aged 9-11. The unit focuses on designing and making an automaton toy using a cam mechanism. Design Brief: Design and make an automaton toy for the local toy museum The package provides the medium-term plan, six lessons (each lesson has a MS Powerpoint presentation). Any additional resources are provided as PDFs or as Powerpoint Presentations. This unit of work fulfils the National Curriculum (England) Design Technology requirements for this age group in the following strands of learning: • Mechanical Systems • Materials • Structures In this project, children apply their knowledge of mechanisms and in particular cam mechanisms, to design and make an automaton toy. They learn about the key features of an automaton and will use this knowledge when designing and making their own product. They learn how cams can change movement in a mechanical system. When creating their toy, they design the automaton character and decide the movement it will make, selecting the appropriate cam mechanism to produce this movement. They make a wooden box structure for their automaton before adding the cam mechanism and the character. Children decorate the automaton to create a scene for the automaton character. They evaluate their finished product against the design brief and design specifications. Finally, they consider improvements they would make to their product and design a Mark II version of their automaton toy.

Fashion Waistcoat is a Design Technology unit of work aimed primarily at children aged 9-11. Design Brief: Design and make a Designer Waistcoat for the Class Fashion Show. The package provides the medium-term plan, six lessons (each lesson has a MS Powerpoint presentation). Any additional resources are provided as PDFs or as Powerpoint Presentations. This unit of work fulfils the National Curriculum (England) Design Technology requirements for this age group in the following strands of learning: Materials Textiles In this unit of work children become fashion designers. They design and make a themed waistcoat to wear and showcase in the class fashion show. Having learnt the history of waistcoats they take measurements to enable themselves to create their own pattern template for their waistcoat. They use this pattern to cut and assemble the fabric pieces to create the waistcoat. They add buttons and pockets before applying a range of decorative techniques to complete their product. As part of the evaluation, they learn how to become fashion models and apply this skill in the class fashion show. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1 – What is a Waistcoat? & Focused Practical Task 1 – Fashion Designers and Mood Boards IDEA Task 2 – Down the Catwalk Focused Practical Task 2 – Making the Waistcoat & Focused Practical Task 3 – Adding Pockets and Buttons (These can be done over two sessions if needed) Designing: Fashion Designer Making: Waistcoat Tailor Evaluation: Fashion Show

Puppets is a Design Technology unit of work aimed primarily at children aged 5-7. The unit focuses on creating puppets using textiles and sewing techniques. Design Brief: Design and make a hand puppet based on a character from a fiction book in the library. The package provides the medium-term plan, six lessons (each lesson has a MS Powerpoint presentation). Any additional resources are provided as PDFs or as Powerpoint Presentations. This unit of work fulfils the National Curriculum (England) Design Technology requirements for this age group in the following strands of learning: • Materials/Textiles In this unit of work: Children make a hand puppet by marking out, cutting, and joining pieces of fabric together to create a character from a story book. Children learn about puppets and discuss what makes a good puppet – this is an introduction to design specifications. They design a hand puppet based on a story book character and learn how to use a simple puppet template pattern to create their puppet. Using their design they decorate their puppet to resemble the book character. This unit of work is part of the Primary Design Technology Scheme of Work for children aged 5-11 being developed on behalf of Carousel Education.

Design Brief: Design and make a tote bag to encourage people to be more eco-friendly. Sequence of Learning for Teachers In this unit of work children design, make and decorate a Tote Bag to encourage people to be more eco-friendly. Children learn about different types of bags and their functions and understand that designers will often design a product that has both function and is fashionable. Children have the opportunity to develop and consolidate their sewing skills and techniques when working with textiles. Each child makes an identical tote bag and through learning about graphic design, will make design decisions around the additional features to add to their tote bag and also about how to decorate their tote bag with a slogan and logo to promote an eco-friendly message. This knowledge, skills and understanding is delivered through the following six sessions: Investigate Task 1: Investigating Bags & Focus Task 1 – Fashion Designers and Mood Boards Investigate Task 2: Newspaper Bag Challenge Focus Task 2: Making a Tote Bag Design and Make: Eco-Bag Designer Design and Make: Adding the decoration. Evaluation session.

Dragons! is an Art and Design unit of work aimed primarily at children aged 7-9. The unit is an opportunity for children to undertake a range of creative and artistic activities within a common theme – Dragons. The package provides the medium-term plan, six lessons (each lesson has a MS Powerpoint presentation) and a knowledge organiser. Additional resources are provided as PDFs. Strands of Learning: • Drawing • Painting • Sculpture Within a common theme of dragons, children learn and consolidate knowledge of a range of different techniques. They learn about how to blend colours when using colouring pencils and soft chalk pastels when creating dragon eyes compositions. They use this knowledge when decorating their ceramic dragon eyes and clay models of dragons. As part of the drawing element within this unit they learn how to enlarge drawings using a simple grid method. This unit of work is part of the Art Academy Scheme of Work for children aged 5-11 being developed on behalf of Carousel Education.

Watercolour Landscapes is an Art and Design unit of work aimed primarily at children aged 7-9. The unit deepens children’s understanding of the landscape genre within Art and Design whilst also developing skills and techniques in using watercolour paints. The package provides the medium-term plan, six lessons (each lesson has a MS Powerpoint presentation) and a knowledge organiser. Any additional resources are provided as PDFs. In addition, presentations are provided that provide knowledge about landscape paintings and watercolour techniques Strands of Learning: • Painting • Printmaking Children learn about landscape painting. This is delivered by considering some of the techniques that artists use when painting landscape compositions including creating depth by layering and the use of aerial perspective in landscape paintings. Through their studies of landscape, children develop their knowledge of the skills and techniques of using watercolour paints. This unit of work is part of the Art Academy Scheme of Work for children aged 5-11 being developed on behalf of Carousel Education.

In this unit of work children design and make a working model of a fairground ride that uses rotational movement and is driven by a pulley system. Applying their understanding of computer programming they use block code to control the movement and functioning of the fairground model. Using their experiences of visiting fairgrounds and theme parks and watching an animation of a theme park, children deepen their understanding of the different movements of fairground rides and how they can be themed as part of the experience. They learn how a pulley and drive belt system works and how they can be used to transfer movement, change the speed and direction of movement. Children design a fairground ride model that uses rotational movement and make a wooden box structure for their model before adding a pulley and drive belt system. They use a Crumble Kit motor as part of an electrical system and apply their knowledge of block coding to control the speed and direction of the motor. Using their designs for guidance, children decorate the fairground model. For the evaluation part of this unit of work children evaluate the overall project and the processes they undertook to create the fairground model. This knowledge, skills and understanding is delivered through the following six sessions: Investigate Task 1: Investigating Fairground Rides & Investigate Task 2: Investigating Pulley Systems Focus Task 1 – Making a Base for the Model Focus Task 2 – Fairground Ride Designer Design and Make - Group Designing Session Design and Make - Making the Model Evaluation: Evaluating the product, project and processes.

Madly Monet is an Art and Design unit of work aimed primarily at children aged 5-7. The unit introduces children to impressionist painting through studying the work of the famous impressionist painter Claude Monet. The package provides the medium-term plan, six lessons (each lesson has a MS Powerpoint presentation) and a knowledge organiser. There is an additional presentation on the life and work of the artist. As part of their learning, children can complete a study of the artist (PDF template provided) Strands of Learning: • Painting • Printmaking • Collage Children learn about the life and impressionist paintings of the artist Claude Monet. There is a particular focus on his paintings from his garden at Giverny. Children begin by learning the technique of marbling using both water and shaving foam. These techniques are a simple form of monoprinting. In creating a simple composition of the Japanese bridge at Giverny, children consolidate their understanding of colour theory, in particular warm and cold colours. Children have the opportunity to sketch real trees from observation, and them use these drawings to help them to paint trees in the impressionist style of painting. Children use wax resist painting technique to recreate the Garden at Giverny painting by Monet. Finally, they bring their learning from the unit together to create a three-dimensional garden scene inspired by the paintings of Claude Monet. This unit of work is part of the Art Academy Scheme of Work for children aged 5-11 being developed on behalf of Carousel Education.

The Van Gogh Experience is an Art and Design unit of work aimed primarily at children aged 9-11. The unit deepens children’s knowledge and skills in using pastels for drawing and painting. The package provides the medium term plan, six lessons (each lesson has a MS Powerpoint presentation) and a knowledge organiser. Any additional resources are provided as PDFs. In addition, presentations are provided that provide knowledge about Vincent Van Gogh. Strands of Learning: • Drawing • Painting In learning different pastel techniques, children learn about the life and work of Vincent Van Gogh and his iconic style with which he painted. This unit of work is part of the Art Academy Scheme of Work for children aged 5-11 being developed on behalf of Carousel Education.

Set of ten Knowledge Organisers for pupils from ages 7 -14 to aid recall and application of the key features of non-fiction text types. These bright and engaging publications can be enlarged from A4 (Knowledge Organiser Size) to A1 poster size for whole-class recall of learning. The ten text types covered are Recount Biography Formal letter writing Informal letter writing Newspaper report Report Instructional Explanation Persuasion Discussion

Zentangles is an Art and Design unit of work aimed primarily at children aged 7-9. Its main theme is creating patterns using line, shape, and colour. Children create Zentangle patterns, a Zentangle sculpture and a Zentangle monoprint. The package provides the medium-term plan, six lessons (each lesson has a MS Powerpoint presentation) and a knowledge organiser. Any additional resources are provided as PDFs. Strands of Learning: • Drawing • Painting • Sculpture • Printmaking This unit encourages children to discuss and learn about colours, shapes, and lines and how they are used to create pattern. A Zentangle is a meditative form of doodling that has patterns that interweave and ‘tangle’ together. It can be used as a form of mindfulness for children. As well as promoting calmness and relaxation, Zentangles are a way of developing children’s fine motor skills and effective use of art mediums such as drawing pens, felt tips, colouring pencils, and paint. Zentangles are a form of abstract art. Abstract art is about shapes and colours and the feelings it expresses, not about the accurate portrayal of a subject. This unit of work is part of the Art Academy Scheme of Work for children aged 5-11 being developed on behalf of Carousel Education.

This webcast focuses on how EYFS can lay the foundations for future learning in design technology This webcast is part of a series of webcasts written and delivered by Laurence Keel for PrimaryDT that covers design technology in English primary schools. Once complete, these webcasts will cover all aspects of design technology in primary schools. These webcasts are designed to support school leaders, subject leaders and teachers in delivering high quality outcomes for children in this subject. These webcasts can be used for individual professional development or used as part of whole-school professional development in design technology. Free resources to accompany these webcasts can be downloaded from the PrimaryDT website.

This 3-part webcast focuses on the curriculum in design technology. This webcast is part of a series of webcasts written and delivered by Laurence Keel for PrimaryDT that covers design technology in English primary schools. Once complete, these webcasts will cover all aspects of design technology in primary schools. These webcasts are designed to support school leaders, subject leaders and teachers in delivering high quality outcomes for children in this subject. These webcasts can be used for individual professional development or used as part of whole-school professional development in design technology. Free resources to accompany these webcasts can be downloaded from the PrimaryDT website.

This 2-part introductory webcast focuses on the nature of the subject and some of the challenges faced in developing a design technology curriculum. This webcast is part of a series of webcasts written and delivered by Laurence Keel for PrimaryDT that covers design technology in English primary schools. Once complete, these webcasts will cover all aspects of design technology in primary schools. These webcasts are designed to support school leaders, subject leaders and teachers in delivering high quality outcomes for children in this subject. These webcasts can be used for individual professional development or used as part of whole-school professional development in design technology. Free resources to accompany these webcasts can be downloaded from the PrimaryDT website.