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In this unit of work children learn about shell structures and how different three-dimensional containers can be joined together to form a desk tidy. Children apply their knowledge of creating shell structures, computer-aided design, and recycling practices to create a desk tidy for themselves to use at home or at school. They learn how papier mâché techniques of adding layers can be used to stiffen and strengthen shell structures. Using a range of recycled materials, children create a desk tidy product and use a range of decorative techniques to create a quality product. Children learn how to use posters and how the functions of products can be used to market and advertise a product. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1: What is a Desk Tidy? & Focused Practical Task 1: Making Shell Structures IDEA Task 2: What are shell structures? & Focused Practical Task 2: Paper Mâché Structures Focused Practical Task 3: Introducing Computer-Aided Design Designing Using Computer-Aided Design Making the Desk Tidy Evaluation Session

In this unt of work, children create their own recipe, branding and packaging for a healthy yoghurt-based breakfast meal. This unit of work also includes learning about the importance of breakfast. Children learn how to make yoghurt and how a thermos flask helps to maintain the temperature of the yoghurt allowing the micro-organisms to create yoghurt from milk. Applying their knowledge of a balanced, healthy diet, children design a layered breakfast pot of yoghurt, cereal and fruit. Consolidating their skills in food preparation, children use their design to make a healthy breakfast product. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1 – All About Breakfast IDEA Task 2 – Investigating Yoghurts & IDEA Task 3 – Yoghurt Pot Packaging Focused Practical Task 1 – Making Yoghurt & Focused Practical Task 2 – Cross-Sectional Drawing Designing a yoghurt-based breakfast Making the yoghurt product Evaluation

In this unit of work children create a simple lunch of a healthy soup and a bread roll. Children follow instructions and recipes to make a classic tomato soup and a bread roll. Children learn how bread is made and develop their skills in preparing food and kneading bread. Children consolidate their understanding of how taste testing can be used to evaluate food products and through participating in taste tests develop their own taste vocabulary. Children learn some of the key messages around healthy eating and use this information to explain how their lunchtime meal provides them with a healthy, balanced meal. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1: All About Soups & IDEA Task 2: Soup Taste Test Focused Practical Task 1 – Making Soup IDEA Task 3: All About Bread Focused Practical Task 2 – Making a Bread Roll Meal Designer Meal Maker

In this unit of work children extend their knowledge of food preparation by designing and making a healthy rainbow salad of five fruits and vegetables. This unit provides an opportunity for children to consolidate their food cutting skills and to extend these skills to include grating and juicing fruit and vegetables. Children begin by taste testing some salads that can be bought in the local supermarket before going on to create their own healthy salad product. They learn the key healthy eating message of eating five portions of fruit and vegetables daily and choosing these from a rainbow of colours. They learn how adding additional ingredients and a dressing can improve the taste of their salads. They complete this project by designing simple packaging and labelling for the rainbow salad product they have made. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1: Supermarket Salads Focused Practical Task 1: Carrot Salad Focused Practical Task 2: Designing Salads for Your Friends Designing Salads Making and Evaluating Salad Design and Make a Packaging Box for the Salad

In this unit of work children extend their knowledge of food preparation by designing and making a healthy salad for the King’s lunch. This unit provides an opportunity for children to consolidate their food cutting skills and to extend these skills to include grating and juicing fruit and vegetables. For the design and make activity children learn about the commonwealth and how different countries around the world grow different types of fruit and vegetables. Children design a salad using different fruit and vegetables that are grown in commonwealth countries. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1: Supermarket Salads Focused Practical Task 1: Carrot Salad Focused Practical Task 2: Designing Salads for Your Friends Designing Session: Designing Salads for Your King Making and Evaluating Salads Design and Make a Packaging Box for the Royal Salad

In this project, children apply their knowledge of cooking and nutrition to design and make a three-course Italian meal to be served in the class restaurant. Children investigate the different places where people ‘eat out’ and conduct market research to find out about our favourite restaurants. Children learn about restaurants, menus and the different roles of people who work in restaurants. Children are tasked with designing and making a three-course meal that is based on the cuisine of Italy. Thy research recipes and create a plan to make and serve their three-course meal in the class restaurant. They make their dishes and organise a taste test session to evaluate the food that they have made. Using the results from the taste test they take on the role of a restaurant critic and review one of the class restaurant meals. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1: All About Restaurants IDEA Task 2: Favourite Restaurants DME: Designing a Three Course Meal DME: Planning a Three Course Meal DME: The Big Cook Evaluation Session

Street Food Fiesta is a Design Technology unit of work aimed primarily at children aged 9-11. The unit focuses on designing and making a street food product and developing children’s knowledge of being a young entrepreneur. Design Brief: To design and make a healthy food product suitable for the Street Food Festival 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: • Cooking and Nutrition In this unit of work: Children set up a small food business to create and sell a sweet or savoury food product at the school Street Food Festival. They learn about street food around the world, design their own street food and learn some of the fundamentals of entrepreneurship when creating their own small business. 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 using Crumble Kit components to design and make a night light that is controlled by a microcontroller and is activated when it gets dark. Children learn about all the different ways in which lights are used in the home and they understand that a product such as a lamp can bee broken down into its component parts. As part of their learning, they re-activate their knowledge of using simple circuits to make a bulb light up. They learn about the purpose of nightlights and about their inventor – Abe Donsky. As part of this learning sequence, children can also learn about Thomas Edision. Children are then taught about the different components of Crumble Kit and how they are controlled using block coding language. Children then apply they learnt knowledge and understanding to create nightlight that lights up when it gets dark using a light sensor to monitor the environment. The nightlight shade is made of recycled plastic and this needs to be considered when designing the nightlight.

In this project, children apply their knowledge of cooking and nutrition to design and make a three-course meal to be served in the class restaurant. Children investigate the different places where people ‘eat out’ and conduct market research to find out about our favourite restaurants. Children learn about restaurants, menus and the different roles of people who work in restaurants. Children are tasked with designing and making a three-course meal that is based on the cuisine of a country of their choice. Thy research recipes and create a plan to make and serve their three-course meal in the class restaurant. They make their dishes and organise a taste test session to evaluate the food that they have made. Using the results from the taste test they take on the role of a restaurant critic and review one of the class restaurant meals. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1: All About Restaurants IDEA Task 2: Favourite Restaurants DME: Designing a Three Course Meal DME: Planning a Three Course Meal DME: The Big Cook Evaluation Session

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.

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.

In this unit of work children design and make a fruit salad based on the story of Handa’s Surprise written by Eileen Browne. Children learn the names of a range of fruit and investigate where fruit can be bought locally. Children learn how to cut and prepare a range of fruits. Through tasting apples, they begin to develop their taste vocabulary. This vocabulary is extended through more taste tests where the children are taught how to cut fruit using the bridge hold and the claw grip. Children are taught key healthy eating messages including eating five portions of fruit and vegetables every day, drinking lots of water and cutting down sugary foods. Having designed and made their fruit salad they evaluate their product and the products of other children repeating using a taste test. As part of the evaluation, they write a letter from Akeyo to Handa thanking her for the gift and saying what they liked about the fruit salad.

Photograph Frames 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 fulfils the National Curriculum (England) Design Technology requirements for this age group in the following strands of learning: Materials Structures In this unit of work children learn about creating a wooden framework that is used to create a free-standing photograph frame. They investigate how frames are constructed so that they are strong and stable, and the different techniques that allow them to be free-standing. They apply this technical knowledge when designing and making their own wooden photograph frame using the Jinks method. Children learn about ideas of theming and decorating products and apply this knowledge to their own photograph frame.

Ramayana Puppets is a Design Technology unit of work aimed primarily at children aged 5-7. Design Brief: Design and make a puppet to tell the story of the Ramayana in a class puppet 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 children make a hand puppet by marking out, cutting, and joining pieces of fabric together to create a character from the story of the Ramayana. Children learn about different types of puppets and some famous puppets such as Sooty and Sweep and the Muppets. They understand that a puppeteer makes the puppet appear alive. They draw a puppet design based on a character from the Ramayana. They learn how to thread a needle and the technique of the simple running stitch. They apply and practise the running stitch to create decorative stitching using Binca material. Stitching two identical templates together they create a basic puppet figure which they then decorate using a range of skills following their puppet design of a character from the Ramayana. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1 – Let’s Find Out About Puppets & Focused Practical Task 1 – Starting to Sew IDEA Task 2 – What makes a Good Puppet? Focused Practical Task 2 – Making a Hand Puppet Designing Your Puppet Making Your Puppet Evaluation Session

In this unit children extend their knowledge and understanding of mechanical systems by learning about pneumatic systems. They apply this knowledge to create a rainforest monster toy with a pneumatic moving mouth. They begin by learning about how air creates movement in a pneumatic system. Using this knowledge in a focused practical task, they create a simple pneumatic toy based on the story of the wide mouth frog. They further extend their knowledge of pneumatic systems using connected syringes to understand how pneumatic systems can change the direction and amount of movement in a system. They apply this knowledge to design and make a toy based on a rainforest animal. The toy uses a pneumatic system to control the opening and closing of its mouth.

Temple Marble Run is a Design Technology unit of work aimed primarily at children aged 9-11. Design Brief: Design and make a prototype Marble Run toy based on a temple theme for the MAGIC toy company. 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 Structures In this project children design and make a prototype Marble Run game. This is an opportunity for children to consolidate and demonstrate their understanding of structures and in particular different techniques used to make structures stronger, stiffer, and more stable. Children deepen their understanding of designing a product around a central theme and the use of a mood board to develop their ideas. When making the Marble Run toy they will need to try out and test out their ideas to ensure that the Marble Run functions as it should. This project introduces the idea that designers make models and prototypes as part of the design process and use these models to inform the final design. Sessions: IDEA Task 1 What is a Marble Run? & IDEA Task 2 Creating Tall Towers Focused Practical Task 1 – Columns and Sliders DME: Introducing the Marble Run Project DME: Developing the Design DME: Making the Marble Run Toy DME: Evaluation Session

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.

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.

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.

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.