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In this unit of work children learn how to design and make tortilla wraps as part of a healthy diet. They continue to develop their understanding of healthy eating messaging and the Eatwell Guide and use this knowledge when designing their own healthy lunchtime wrap. They consolidate their knowledge of a range of different food types and know what food group from the Eatwell Guide they belong to. They know that a wrap consists of tortilla bread wrapped around a filling and how to conduct a taste test to evaluate food taste, texture, and appearance. Children learn that food is either grown, reared or caught and apply this learning to different fillings used for lunchtime wraps. As part of their learning, children investigate the information on food labels and packaging as use this knowledge to design packaging for the lunchtime wraps that they have created. This knowledge, skills and understanding is delivered through the following six sessions: Investigate Task 1 – Wraps for Lunchtime, Investigate Task 2 – Taste Testing, Investigate Task 3 – Investigating Packaging Focus Task 1: Making Tortillas & Investigate Task 4: Food Origins Focus Task 2: Making the Wrap Filling – Making a Tuna Wrap Design and Make: Designing the Wrap Design and Make: Making the Wrap Evaluation Activity – Healthy Lunchbox

William Morris is an Art and Design unit of work aimed primarily at children aged 9-11. The unit consolidates, develops and deepens children’s understanding of the technique of printmaking and sculpture through the work of the Victorian artist and designer William Morris. 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 Children study and create illuminated letter designs that are then realised as a clay bas relief sculpture. They then study the wallpaper designs of William Morris to understand motifs as the central part of patterned designs. They design their own motifs and use them in a variety of relief printmaking activities. 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.

Abstract Sculpture is an Art and Design unit of work aimed primarily at children aged 7-9. The unit consolidates and deepens children’s understanding of sculpture and in particular, assemblage sculpture. Learning is delivered through an in-depth look at abstract art and some iconic artists and artwork that feature in this art movement. The package provides the medium-term plan, six lessons (each lesson has a MS Powerpoint presentation) and a knowledge organiser. An additional presentation focuses on What is Sculpture? Strands of Learning: Sculpture Painting Children learn about some of the key artists and art works associated with abstract art. They study the work of Kandinsky, Piet Mondrian, Pablo Picasso and Joan Miro and interpret their work through authentic assemblage sculpture. The unit completes with them creating their own abstract sculpture designed to highlight the problem of plastic waste. This is used to deepen children’s understanding of how contemporary artists use their artwork to express their feelings and thought and to convey important messages, 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.

Weaving is an Art and Design unit of work aimed primarily at children aged 7-9. The unit introduces and deepens children’s understanding of the technique of weaving. 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: • Textiles Children undertake a range of weaving activities to develop their understanding of the technique. Children progress from simple paper weaving to using different types of looms. They learn the basic weaving technique and learn the different names for the equipment used when weaving. The learn simple knots and techniques to decorate and embellish their weaves. 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 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 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 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 unit of work children design and make a fruit smoothie for a friend. 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 smoothie they evaluate their product, and their friend also evaluates the smoothie. As part of the evaluation children begin to investigate food packaging and use this knowledge to design a container for their smoothie.

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.

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

In this unit of work children learn how to make a focaccia bread product that can be used as part of a shared meal. They investigate a range of bread products from around the world and have the opportunity to taste test some breads that can be bought locally in a bakery then recording their results using a taste test recording sheet. Children learn how to follow a basic bread recipe, about the action of yeast and the importance of kneading bread. Using this knowledge, they adapt this recipe and add other ingredients to create their own focaccia bread product which is shaped to make it suitable to be shared. The completed product is taste tested and evaluated. Sequence of Learning for Teachers IDEA Task 1 – Breads from Around the World & IDEA Task 2 Investigating Breads Focused Practical Task 1 – Baking Bread IDEA Task 3 – What is Focaccia? & Focused Practical Task 2 – Shaping Dough DME: Bread Designing DME: Making Focaccia DME: Evaluating and Packaging the Product

In this unit of work children design and make a robot buggy that is controllable using Crumble Kit and programmed for random movement using computer block coding. As part of this project children learn about how electric vehicles work and the story of Elon Musk. Children embark on a series of focused practical tasks to create a chassis on which to add other electrical components to make their controllable vehicle. They learn how to use block code to program their vehicle to successfully complete the ‘test track’ before their vehicle is allowed to take part in the class Robo Wars. Children evaluate their project by making a short documentary film or a display stand or by taking part in a ‘show and tell’ event. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1 – Robo Wars! Focused Practical Task 1: Creating the Chassis Focused Practical Task 2: Vehicle Control Buggy Designing and Making Test Track Evaluation: The Robo Wars Competition – Let Battle Commence

Cleopatra Cushions is a Design Technology unit of work aimed primarily at children aged 7-9. Design and make a decorative cushion to be sold in the British Museum Gift Shop. 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 join textile pieces to create both a cushion and a cushion cover. Children investigate different kinds of cushions and their purpose, and they learn that cushions can be designed to provide support and to be decorative. They build on previous learning about the running stitch and different embroidery techniques that are used to decorate fabrics. They are introduced to the backstitch technique and apply this skill when learning about different textile fastenings and when sewing a button and matching buttonhole. Using the design brief and specifications, they design a cushion cover based on the iconic image of Queen Cleopatra. They use learnt techniques to make a cushion and a decorative cushion cover following the designs that they made. As part of the evaluation, children create an online shopping page for the cushion product and also present their product in a Dragon’s Den simulation. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1 – Investigating Cushions & Focused Practical Task 1 – Decorative Stitching IDEA Task 2 – Investigating Fastenings & Focused Practical Task 2 – Buttons & Buttonholes Focused Practical Task 3 – Making a Cushion Cushion Designer (Designing the Cushion Cover) Cushion Maker (Making the Cushion Cover) Evaluating the Cushion Product

Sharing Bread is a Design Technology unit of work aimed primarily at children aged 7-9. The unit focuses on children designing and making bread that can be shared as part of a meal. Design Brief: Design and make a unique bread product to share with friends. 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 will investigate a range of bread products from around the world. They will learn a basic bread recipe and using this knowledge will adapt this recipe to create their own authentic bread product that has been designed and made by them. In this unit they will learn that additional ingredients can be added to the bread to create a unique recipe. They will learn how to shape the bread to make it easier for tearing and sharing. They conduct a taste test to evaluate their bread and also develop packaging for their bread product. 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 project, children design and make a prototype animal home for the school garden or a local park. They are introduced to using computer software to help design products and use this software to design an animal home. Children learn about frame and shell structures and apply this knowledge when making their animal home prototype. As part of the evaluation process children participate in a Dragon’s Den activity where they present their prototype design and model to a ‘panel of experts’. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1 – Animal Homes & IDEA Task 2 – Investigating Structures Focused Practical Task 1 – Making a Wood Framework & IDEA Task 3 – Understanding Structures Focused Practical Task 2 – Introducing Computer-Aided Design Designing the Animal Home Making Session Evaluation Session – Into the Dragon’s Den

In this unit of work children design and make a fruit kebab 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 kebab 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 kebab.

Mechanical Book Page is a Design Technology unit of work aimed primarily at children aged 7-9. Design Brief: To design and make a page for a book for the class library with movable mechanisms to interest and engage the reader. 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 Mechanical Systems In this project children create a page for a book for the class library. This book could be linked to wider curriculum learning. Children consolidate and develop their knowledge of simple mechanical systems with a focus on levers and linkages. The focused practical tasks deepens children’s knowledge and understanding of how levers and linkages work by making simple mechanical monsters. Children then apply their knowledge of levers and linkages to create a movable part for a book page and enhance this page by adding other mechanical systems such as levers, pop-ups and flap mechanisms. Children add text, images and other decorative features to make their page attractive and appealing to the reader. This knowledge, skills and understanding is delivered through the following six sessions: Investigate Task 1: Investigating Moving Books & Focus Task 1: Making a Lever Monster Focus Task 2: Making a Linkage Monster Focus Task 3: Pull Down Mechanism Design and Make: Designing the book page Design and Make: Making the book page Evaluation session

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

This 2-part webcast focuses on how five principles of effective DT can be used to develop the curriculum in design technology and as part of the rationale for teaching the subject in primary schools. 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 webcast focuses on how five principles of effective DT can be used to develop the curriculum in design technology and as part of the rationale for teaching the subject in primary schools. 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.