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Snack Dippers is a Design Technology unit of work aimed primarily at children aged 5-7 Design Brief: Design and make a dips and dippers food product as a healthy snack between meals. Sequence of Learning for Teachers In this unit of work children extend their knowledge of food preparation by designing and making a healthy lunchtime snack. Children have the opportunity to try out some different supermarket dips and to investigate their packaging. They learn how to make Greek Tzatziki and take part in a taste test to find out what vegetables and biscuits make the best dippers. Using their knowledge of how to make Tzatziki, they adapt this recipe to make a dips and dippers product based on Indian Raita. They learn some messages about healthy eating and apply this knowledge when creating their dips and dippers product. As part of the evaluation, they design labelling for their snack product and create packaging for their product. Children can also create an advert to promote their product. This knowledge, skills and understanding is delivered through the following six sessions: Investigate Task 1 – Supermarket Dips Focus Task 1- Making Tzatziki Investigate Task 2 – What Makes a Good Dipper? Design & Make: Designing the Dip Design and Make: Making the Dips and Dippers Evaluation session

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

Windows is a Design Technology unit of work aimed primarily at children aged 7-9. Design Brief: Design and make a page for the class book inspired by the work of Jeannie Baker 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 unit of work children create a page for a class book based on the books created by Jeannie Baker. Each page is a photograph of a window frame that has been made by pairs of children using a simple hinge mechanism. Children use collage techniques to create a view from the window in the style of Jeannie Baker. Children learn about the hinge mechanism which is a simple linkage mechanism of two levers connected by a pivot. Children create a wooden frame for their window and apply their skills of working with cardboard to create the windows. In creating the window children consolidate their knowledge of structures and simple mechanisms and also develop their understanding of how designers use models as part of the designing process. Sessions: Investigate Task 1: Window by Jeannie Baker Investigate Task 2: Investigating Windows & Focus Task 1 – Model Window Investigate Task 3: Understanding Structures & Focus Task 2 – Making a Window Frame Design and Make: Designing the Window Design and Make: Making the Window Evaluation Session