Carousel Education provides high quality bespoke support that addresses current educational challenges and practices. Our vision is to enable school leaders and staff to provide the best possible outcomes for all their children. In addition to our resources, we aim to offer down to earth, interactive, innovative and practical solutions for school leaders.
Carousel Education provides high quality bespoke support that addresses current educational challenges and practices. Our vision is to enable school leaders and staff to provide the best possible outcomes for all their children. In addition to our resources, we aim to offer down to earth, interactive, innovative and practical solutions for school leaders.
Set of ten Knowledge Organisers for pupils from ages 7 -14 to aid recall and application of the key features of non-fiction text types. These bright and engaging publications can be enlarged from A4 (Knowledge Organiser Size) to A1 poster size for whole-class recall of learning. The ten text types covered are
Recount
Biography
Formal letter writing
Informal letter writing
Newspaper report
Report
Instructional
Explanation
Persuasion
Discussion
Zentangles is an Art and Design unit of work aimed primarily at children aged 7-9. Its main theme is creating patterns using line, shape, and colour. Children create Zentangle patterns, a Zentangle sculpture and a Zentangle monoprint.
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
This unit encourages children to discuss and learn about colours, shapes, and lines and how they are used to create pattern. A Zentangle is a meditative form of doodling that has patterns that interweave and ‘tangle’ together. It can be used as a form of mindfulness for children. As well as promoting calmness and relaxation, Zentangles are a way of developing children’s fine motor skills and effective use of art mediums such as drawing pens, felt tips, colouring pencils, and paint. Zentangles are a form of abstract art. Abstract art is about shapes and colours and the feelings it expresses, not about the accurate portrayal of a subject.
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.
Pop Art is an Art and Design unit of work aimed primarily at children aged 5-7. It introduces children to this well-known art movement and some of its features and iconic artists. Learning within this unit of work focuses mainly on printmaking techniques.
The package provides the medium-term plan, six lessons (each lesson has a MS Powerpoint presentation) and a knowledge organiser. Additional resources are provided as PDFs.
Strands of Learning:
• Printmaking
• Drawing
• Painting
Children learn a range of simple printmaking techniques including using their hands, stamps and stencils to create repeated images. They use these techniques to create pop-art inspired prints. As part of the unit of work they learn about the iconic work of the artist Romero Britto and through this are introduced to the genre of still life painting. In studying the art of Andy Warhol and Keith Haring they create multiple printed images in the style of pop art.
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.
Shadow Puppets is a Design Technology unit of work aimed primarily at children aged 7-9.
Design Brief: Design and make a shadow puppet theatre to tell a story to a group of 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:
• Structures
• Materials
• Mechanical Systems
• Electrical Systems
This unit of work provides opportunities for children to develop and consolidate their knowledge across several areas of design technology and science. In designing and making a shadow puppet theatre children learn how shadow puppetry is the oldest form of puppet show and is thought to originate from Ancient China over 2000 years ago. Children learn the importance of making models to understand how a product works and how it is made. They make movable puppets applying their knowledge of a simple hinge linkage mechanism. They deepen their knowledge of materials, strengthening structures and electrical systems to create a wooden framed shadow theatre complete with scenery and puppets.
This knowledge, skills and understanding is delivered through the following six sessions:
IDEA Task 1: Investigating Shadow Puppets
Focused Practical Task 1 – Shadow Theatre Model
IDEA Task 2: Understanding Structures & Focused Practical Task 2 – Shadow Theatre Model
DME: Theatre Designer
DME: Theatre Creator
Evaluation
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
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
Design Brief: Design and make a digital decoration for the school Christmas tree display.
Sequence of Learning for Teachers
In this unit of work children design and make a digital decoration for a school Christmas tree. This is made by adding a BBC Micro:Bit to a felt tree decoration to create a digital decoration. Children learn about some of the traditions of decorating trees at Christmas and design a bauble as a Christmas tree decoration. They learn about the BBC Micro:Bit and know that is has a range of different inputs and outputs and consider which of these would be useful when designing a festive digital decoration.
Children design their digital decoration and apply their knowledge and skills of joining textile pieces to create a felt decoration which they decorate using a range of fabric techniques. As part of their design, they create a small frame and pouch to accommodate a BBC Micro:Bit and battery pack. Using their knowledge of block coding, they program the Micro:Bit to interact with a user and the environment to produce different outputs. As part of the project children create a marketing campaign for their product.
This knowledge, skills and understanding is delivered through the following six sessions:
IDEA Task 1: A history of Christmas trees & Focused Practical Task 1 – Embroidery Techniques
IDEA Task 2: All About the BBC Micro:Bit
Focused Practical Task 2: Creating a Mood Board
DME: Making the Decoration
DME: Programming the Product
DME: Marketing the Product
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.
In this unit of work children design and make an alien soft toy and combine it with a Microbit controller to create an interactive soft toy. Children learn how Tamagotchi electronic pets were the most popular toy in the 1990s and that many schools banned pupils from bringing them to school. Children use a mood board and computer software to help them design their alien soft toy. They apply their knowledge and skills of joining textile pieces to create a soft toy which they decorate using a range of fabric techniques. As part of their design, they make a small window and pocket to accommodate a BBC Microbit controller. Using their knowledge of block coding they program the Microbit to interact with the user. As part of the project children create packaging and promotional materials for their product.
This knowledge, skills and understanding is delivered through the following six sessions:
IDEA Task 1: What was a Tamagotchi? & Focused Practical Task 1 – Toy Designer
IDEA Task 2: All About the Micro:Bit
Making the Product
Programming the Product
Packaging the Product
Evaluating the Product
In this unit of work children design and make a celebration card with a movable part. They are introduced to different mechanisms such as sliders, levers, and pop-ups and how they can be used to create movement in celebration cards. Children apply this knowledge of the different mechanisms when designing and making their card for a particular purpose such as a family celebration or a religious festival.
This knowledge, skills and understanding is delivered through the following six sessions:
IDEA Task – Investigating Pop-Up cards & Focused Practical Task 1 – Movement using a slider mechanism (Tortoise Trek)
IDEA Task 2 – Movement Around the School & Focused Practical Task 2 – Movement using a slider mechanism. (Puppet Show)
Focused Practical Task 3 – Parallel Fold
Focused Practical Task 4 – Rotational Movement (Rocket Round the Moon)
Design & Make a Celebration Card
Evaluation Session
In this unit of work children learn about wheels and axles and how these are used to make a moving vehicle. They begin by investigating to vehicles to see how they work. 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 as the chassis for their vehicle. Children bring in a soft toy from home and design a vehicle for the toy to take part in a class race across the classroom.
This knowledge, skills and understanding is delivered through the following six sessions:
Investigate Task 1: Investigating Toy Cars
Focus Task 1: Working with Wood & Investigate Task 2: Wheels all Around
Design and Make Session 1 – Designing the Toy Buggy
Design and Make Session 2 – Making the Toy Buggy
Design and Make Session 3 – Decorating the Toy Buggy
Evaluation Session
Arty Cushions is a Design Technology unit of work aimed primarily at children aged 7-11. The unit focuses on creating a three-dimensional fabric product using a range of textile skills.
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/Textiles
In this unit of work:
Children join textile pieces to create both a cushion and a cushion cover. They are introduced to the technique of creating a seam allowance and build on their knowledge of sewing and decorative techniques.
They design and decorate their cover based on a famous and iconic work of art understanding that the cushion is being made as a sample for a client. They evaluate their cushion product by creating a page for an online shopping website.
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 apply their knowledge of cooking and nutrition to design and make a main course pasta Italian meal. Children investigate the different places where people ‘eat out’ and conduct market research to find out about favourite restaurants. They research the traditional cuisine of Italy and find out about different pasta meals. Using this research, children are tasked with adapting a tomato sauce recipe to create a pasta-based main course. They apply a range of cooking skills to make their pasta dish 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 some of the pasta dishes that the class have made.
This knowledge, skills and understanding is delivered through the following six sessions:
Investigate Task 1: All About Restaurants
Investigate Task 2: Favourite Restaurants
Focus Task 1: Making Basic Tomato Sauce
Design and Make: Designing the Pasta Dish
Design and Make: The Big Cook - Making the Pasta Dish & Taste Testing
Evaluation Session: Writing a Restaurant Review
In this unit of work children learn about structures by designing and making a model treehouse. They begin by visiting a local playground to look at 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. Having discussed what a treehouse is and the different types of activities that can take place in a treehouse, children draw a labelled drawing of their treehouse design. Working in groups they use their designs to help them make a model of their treehouse and apply their learnt knowledge to make them strong, stable, and stiffer. They evaluate their own models and those of their peers using the design specifications and identify what they like and what they would improve about the products they have made.
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 – All About Treehouses
Focus Task 2: Playground Models
Design & Make: Designing Treehouses
Design & Make: Making Treehouses
Evaluating Treehouse
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
Orrery is a Design Technology unit of work aimed primarily at children aged 9-11.
Design Brief: Design and Make an Orrery to teach younger children how the Solar System works.
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
Structures
Materials
In this project, children apply their knowledge of mechanisms and in particular cam mechanisms, to design and make an orrery. They learn that an orrery is a mechanical model of the solar system that shows how the planets orbit the Sun. They learn how a cam mechanism can change vertical rotation into horizontal rotation and apply this knowledge when designing their model. They create a wooden framework to house the mechanical system that works the orrery. They design and make a model of the solar system that will rotate as part of the model. Children decorate their orrery model using suitable images and theming. They evaluate their finished product against the design brief and design specifications and consider improvements they would make to their product. As part of the evaluation process, children create a Zine all about the orrery they have designed and made.
This knowledge, skills and understanding is delivered through the following six sessions:
Investigate Task 1: What is an Orrery?
Focus Task 1 – Making a Cam Frame
Design & Make: Designing the Orrery
Design & Make: Making the Orrery
Design & Make: Decorating the Orrery
Evaluation: Evaluating the Orrery
Design Brief: Design and make sushi for a healthy lunchtime snack.
Sequence of Learning for Teachers
In this unit of work, children apply their knowledge and understanding about healthy eating to design and make a sushi roll as a healthy lunchtime snack. Children begin by discussing the different ways that we eat food at home and outside the home. They conduct market research into their favourite take away foods and brands. They investigate sushi food through conducting a taste test. They make their own sushi roll following a recipe. In learning how to make a sushi roll they acquire the essential skills and knowledge needed to make maki and this is essential when they come to designing and making their own sushi roll product. They consolidate their understanding of the different food groups on the Eatwell Guide to healthy eating and use this knowledge to design a sushi that promotes healthy eating. Having made their authentic sushi product, they become food entrepreneurs and set up their own small business learning about business basics, budgeting, packaging and marketing their product.
This knowledge, skills and understanding is delivered through the following six sessions:
Investigate Task 1 – All About Restaurants
Investigate Task 2 – Investigating Sushi
Focus Task 1 – Making Maki
Design and Make - Designing Sushi
Design and Make - Making Sushi
Evaluation Session – Sushi Entrepreneur
