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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

Kandinksy Cushions is a Design Technology unit of work aimed primarily at children aged 7-9. Design Brief: Design and make a decorative cushion to be sold in the local art gallery 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 and 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 abstract art of Wassily Kandinsky. 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.

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

Traditional Tales is a Design Technology unit of work aimed primarily at children aged 5-7. Design Brief: Design and make a book page about a traditional tale that includes a simple mechanism. 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 (Sliders, Levers, Pop-Ups) In this unit of work children design and make a page for a class book. The book page must have a movable element. Children are introduced to a range of mechanical systems such as sliders, levers, and pop-ups and how they can be used to create movement in book pages. Children apply this knowledge of different mechanisms when designing and making their book page which is based on a traditional tale. This knowledge, skills and understanding is delivered through the following six sessions: Investigate Task 1 – Investigating Mechanical Books & Focus Task 1 – Tortoise Trek (Movement using a slider mechanism) Focus Task 2 – Puppet Show (Movement using a slider mechanism) Focus Task 3 – Rocket Race (Rotational Movement) Investigate Task 2 – Movement Around the School & Focus Task 4 – Pop Up Village (Pop Up Mechanism) Design & Make: Creating the book page Evaluation Session

Sequence of Learning for Teachers 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. This knowledge, skills and understanding is delivered through the following six sessions: Investigate Task 1: All About Fruits & Investigate Task 2: Apple Taste Test Focus Task 1: Preparing Fruit & Investigate Task 3: My Favourite Fruits Focus Task 2: Making Smoothies Design and Make Knowledge Session: Healthy Eating and Five a Day & Design Session Design and Make a Fruit Smoothie for a Friend: Making Session Evaluation Session

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 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

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

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

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.