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: IDEA Task 1: Visiting the Local Playground Focused Practical Task 1: Making Straw Shapes & IDEA Task 2 – All About Treehouses Focused Practical Task 2: Playground Models Designing Treehouses 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: IDEA Task 1: Visiting the Local Playground Focused Practical Task 1: Making Straw Shapes and IDEA Task 2: Monkeying Around Focused Practical Task 2: Playground Models Designing Session 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: IDEA Task 1: Visiting the Local Playground & Focused Practical Task 1: Making Straw Shapes IDEA Task 2: Playgrounds in Motion Focused Practical Task 2: Playground Models Designing Session Making Session Evaluating Session

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

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 working model of a fairground ride that uses rotational movement and is driven by a pulley system. Applying their understanding of computer programming they use block code to control the movement and functioning of the fairground model. Using their experiences of visiting fairgrounds and theme parks and watching an animation of a theme park, children deepen their understanding of the different movements of fairground rides and how they can be themed as part of the experience. They learn how a pulley and drive belt system works and how they can be used to transfer movement, change the speed and direction of movement. Children design a fairground ride model that uses rotational movement and make a wooden box structure for their model before adding a pulley and drive belt system. They use a Crumble Kit motor as part of an electrical system and apply their knowledge of block coding to control the speed and direction of the motor. Using their designs for guidance, children decorate the fairground model. For the evaluation part of this unit of work children evaluate the overall project and the processes they undertook to create the fairground model. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1: Investigating Fairground Rides & IDEA Task 2: Investigating Pulley Systems Focused Practical Task 1 – Making a Base for the Model Focused Practical Task 2 – Fairground Ride Designer Group Designing Session IDEA Task 3: Electric Motors and Computer Control Making the Model Evaluating the Project

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 learn about shell structures and how different three-dimensional containers can be joined together to form a desk tidy. Children apply their knowledge of creating shell structures, computer-aided design, and recycling practices to create a desk tidy for themselves to use at home or at school. They learn how papier mâché techniques of adding layers can be used to stiffen and strengthen shell structures. Using a range of recycled materials, children create a desk tidy product and use a range of decorative techniques to create a quality product. Children learn how to use posters and how the functions of products can be used to market and advertise a product. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1: What is a Desk Tidy? & Focused Practical Task 1: Making Shell Structures IDEA Task 2: What are shell structures? & Focused Practical Task 2: Paper Mâché Structures Focused Practical Task 3: Introducing Computer-Aided Design Designing Using Computer-Aided Design Making the Desk Tidy Evaluation Session

In this unit of work children learn how to design and make tortilla wraps as part of a healthy diet. They continue to develop their understanding of healthy eating messaging and the Eatwell Guide and use this knowledge when designing their own healthy lunchtime wrap. They consolidate their knowledge of a range of different food types and know what food group from the Eatwell Guide they belong to. They know that a wrap consists of tortilla bread wrapped around a filling and how to conduct a taste test to evaluate food taste, texture, and appearance. Children learn that food is either grown, reared or caught and apply this learning to different fillings used for lunchtime wraps. As part of their learning, children investigate the information on food labels and packaging as use this knowledge to design packaging for the lunchtime wraps that they have created. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1 – Wraps for Lunchtime FPT 1: Making Tortillas & IDEA Task 2: Wraps – What, Where and Why? FPT 2: Making the Wrap Filling – Making a Tuna Wrap DME: Designing the Wrap DME: Making the Wrap DME: Evaluation Activity – Healthy Lunchbox

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 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: IDEA Task 1: Investigating Toy Cars Focused Practical Task 1: Working with Wood & IDEA 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

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 using Crumble Kit components to design and make a night light that is controlled by a microcontroller and is activated when it gets dark. Children learn about all the different ways in which lights are used in the home and they understand that a product such as a lamp can bee broken down into its component parts. As part of their learning, they re-activate their knowledge of using simple circuits to make a bulb light up. They learn about the purpose of nightlights and about their inventor – Abe Donsky. As part of this learning sequence, children can also learn about Thomas Edision. Children are then taught about the different components of Crumble Kit and how they are controlled using block coding language. Children then apply they learnt knowledge and understanding to create nightlight that lights up when it gets dark using a light sensor to monitor the environment. The nightlight shade is made of recycled plastic and this needs to be considered when designing the nightlight.

In this unit of work children design and make a fruit salad 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 salad 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 salad.

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.

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.

In this unit children extend their knowledge and understanding of mechanical systems by learning about pneumatic systems. They apply this knowledge to create a rainforest monster toy with a pneumatic moving mouth. They begin by learning about how air creates movement in a pneumatic system. Using this knowledge in a focused practical task, they create a simple pneumatic toy based on the story of the wide mouth frog. They further extend their knowledge of pneumatic systems using connected syringes to understand how pneumatic systems can change the direction and amount of movement in a system. They apply this knowledge to design and make a toy based on a rainforest animal. The toy uses a pneumatic system to control the opening and closing of its mouth.

In this project, children apply their knowledge of mechanisms and in particular cam mechanisms, to design and make an automaton toy. They learn about the key features of an automaton and will use this knowledge when designing and making their own product. They learn how cams can change movement in a mechanical system. When creating their toy, they design the automaton character and decide the movement it will make, selecting the appropriate cam mechanism to produce this movement. They make a wooden box structure for their automaton before adding the cam mechanism and the character. Children decorate the automaton to create a scene for the automaton character. They evaluate their finished product against the design brief and design specifications. Finally, they consider improvements they would make to their product and design a Mark II version of their automaton toy.

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.