51ºÚÁÏ

In this unit of work, children apply their knowledge and understanding about healthy eating to design and make Mexican-inspired tacos based on the key messages from the Eatwell Guide for healthy eating. Children begin by discussing the different ways that we can eat food at home and outside the home. They conduct market research into their favourite take-away foods. They consolidate their understanding of how designers use mood boards when creating their products. In learning how to make a tortilla and a filling they acquire the essential skills and knowledge needed to make a taco. They consolidate their understanding of the different food groups on the Eatwell Guide to healthy eating and use this knowledge to design a taco that promotes the Eatwell Guide. As part of this unit, they begin to understand the danger of eating too much take-away food and how people make dietary choices and vegetarian and vegan diets. Having designed and made their taco product they become entrepreneurs and set up their own small business learning business basics, marketing and budgeting.

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

Design Brief: Design and Make Fashion Waistcoat to wear at the Class Carnival Parade Sequence of Learning for Teachers In this unit of work children become costume designers. They design and make a carnival costume to wear in the class carnival parade. The costume consists of a waistcoat and matching mask that are designed around a common carnival theme. Children learn about carnival and the history of waistcoats. They learn how to create a pattern template for a waistcoat and using this pattern template, they cut and assemble fabric pieces, adding buttons and pockets to create a waistcoat product. Children choose a theme for their carnival costume and create a mood board of ideas and images to reflect this theme. Using the mood board they have created, they design and make a waistcoat and matching face mask applying a range of decorative techniques to create their carnival costume. They showcase their carnival costume in the class fashion parade. This knowledge, skills and understanding is delivered through the following six sessions: Investigate 1 –What is Carnival? & Focus Task 1 – Fashion Designers and Mood Boards. Investigate 2 - What is a Waistcoat? & Focus Task 2 – Making a Waistcoat. Focus Task 3 – Adding Pockets and Fastenings. Design and Make: Costume Designer. Design and Make: Costume Maker. Evaluation: Evaluation activities and class carnival parade. Some activities / sessions can be re-arranged or delivered in different ways in the learning sequence to allow for whole-class teaching and/or small adult-led sessions to take place at the same time.

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