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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

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

Seasonal Tarts is a Design Technology unit of work aimed primarily at children aged 7-11 Design Brief: Design and make a nightlight for a child who is afraid of the dark. 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 Electrical Systems Materials In this unit of work children design and make a nightlight product. This provides an opportunity to apply their knowledge and understanding of different structures and simple electrical circuits to create a product. Children learn about different lights in the home and that a product such as a nightlight is made up of three components – a stand, a shade and the electrical circuit. Children design and make a wooden frame, create a shade using papier mâché and then add a simple circuit with a switch to complete the product. They evaluate their product against the design brief and design specifications and use this information to create a marketing poster for the product. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1: Let there be light! Focused Practical Task 1: Nightlight Designer Design and Make Activity: Shade Maker Design and Make Activity: Frame Maker Design and Make Session: Putting it Together Evaluation Session

Mini Greenhouse is a Design Technology unit of work aimed primarily at children aged 7-9. Design Brief: Design and make a mini greenhouse to provide the right conditions for seeds to germinate and grow. 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 In this project children learn about how greenhouses are used to grow plants and the conditions that are needed for healthy plant growth. Children learn about frame structures and the different techniques that can be used to make them stronger, stiffer, and more stable. They are introduced to using computer software to help in designing products and use this software to design a mini greenhouse to grow plant seedlings in. They further their understanding of frame structures by using their design to make a mini greenhouse using the Jinks method of constructing wooden frameworks. As part of the evaluation, they can plant, germinate and grow seedlings. This knowledge, skills and understanding is delivered through the following six sessions: Investigate Task 1: All About Greenhouses & Investigate Task 2: Investigating Frame Structures Investigate Task 3: Understanding Structures & Focus Task 1: Making a Wooden Frame Focus Task 2: Introducing Computer-Aided Design Design & Make: Designing Greenhouses Design & Make: Making a Mini Greenhouse Evaluation Session

Charity Soft Toy is a Design Technology unit of work aimed primarily at children aged 7-9. Design Brief: Design and make a stuffed animal toy to use in a wildlife charity fundraising appeal. 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: Textiles In this unit of work children design and make a stuffed toy sample for a charity to use as part of a fundraising campaign. Children begin by investigating stuffed cuddly toys to identify how they are made and what makes them attractive. They apply this knowledge later when developing design specifications for their own product. They develop their skills in working with textiles and creating pattern templates. They learn the technique of overstitching to create a three-dimensional textile product. Applying this learnt knowledge, they design a unique animal soft toy as part of the design and make activity by creating a mood board and using this to develop a pattern template from which to make their product. They add decorative features to their soft toy product and develop a fundraising appeal poster as part of the evaluation process. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1: Investigating Soft Toys & Focused Practical Task 1: Decorative Stitching IDEA Task 2: Finding out about animal charities & Focused Practical Task 2: Designs and Patterns Focused Practical Task 3: Making a Soft Toy Designing Session Making Session Evaluation Session

Teddy Explorer is a Design Technology unit of work aimed primarily at children aged 5-7. Design Brief: Design and make a toy buggy for teddy to explore the world 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 Mechanical Systems In this unit of work children design and make a toy buggy for their teddy to explore the world. They begin by investigating toy vehicles to see how they work, identifying their different parts and learning about linear and rotational movement and how a wheel and axle mechanism makes a vehicle move. They then learn about the invention of the wheel and its impact on ancient civilisations. Children are taught woodworking skills to create a simple wooden frame that is used to create the chassis for their buggy. Attaching a wheel and axle mechanism children are able to make a moving vehicle. They research and investigate vehicles in the world around them and toys that have wheels and axles. When designing their toy buggy, they consider all the different objects that teddy will need when exploring the world. They make the body of the buggy and attach it to the wooden frame chassis. Adding a wheel and axle mechanism completes their model.

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

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.

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

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.

Money Containers is a Design Technology unit of work aimed primarily at children aged 7-9. The unit focuses on Textiles. 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: • Materials/Textiles Design Brief: Design and make a money container for a special person to keep their money safe. Sequence of Learning for Teachers In this unit of work children design and make a money container using textile materials. They apply their knowledge of how to create pattern template from models and prototypes and how textiles can be joined both temporarily and permanently. Children have the opportunity to consolidate their skills in using the running stitch and are taught the technique of the overstitch. Children learn about different textile fastenings and consider which ones would be best suited to use in a money container. They develop their knowledge of textile decorative techniques including embroidery, embellishment and appliqué to create a money container for someone special. Sessions: Investigate Task 1: All About Money Containers & Focus Task 1 – Developing Decorative Stitching Investigate Task 2: Investigating Money Containers Focus Task 2 – Simple Coin Purse Design and Make: Designing Session Design and Make: Making Session Evaluation Session

In this project, children apply their knowledge of cooking and nutrition to design and make a three-course meal to be served as an airline meal. Children will learn that an airline meal can be a three-course meal and that airlines often serve meals that reflect their countries culture and cuisine. They will understand the term eco-friendly and some of the ways food production can be more eco-friendly including fairtrade food, locally sourced food and organic farming. They will apply these principles when designing and making a three-course meal for an eco-friendly airline. When designing their meals, they consider menus that might be suitable for vegetarians, vegans and people who may have food allergies and intolerances. As part of the evaluation process, they organise a taste test and design the airline menu card for the food they have created that explains why the three-course meal is healthy and balanced and why it is eco-friendly. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1 – Eating in, Eating Out & IDEA Task 2 - Favourite Restaurants IDEA Task 3 – Eating at 30,000 Feet & IDEA Task 4 – What is an Eco Airline? DME - Airline Meal Designer DME – Planning to Make DME – Making the Meal DME – Evaluating the Meal

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

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

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.

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 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 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 learn about structures by designing and making a model of a monkey enclosure for the local zoo. They begin by visiting a local playground to look at the different types of playground equipment, their shapes and structures. 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 information from either a visit to a zoo or from watching a video of different monkeys and primates in zoos, children design a new enclosure for monkeys. They use their ideas and designs to help them create a model of a monkey enclosure applying different skills and techniques to make their 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 and Investigate Task 2: Monkeying Around Focus Task 2: Playground Models Design and Make: Designing Session Design and Make: Making Session Evaluating Session

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