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.
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 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
Street Food Fiesta is a Design Technology unit of work aimed primarily at children aged 9-11. The unit focuses on designing and making a street food product and developing children’s knowledge of being a young entrepreneur.
Design Brief: To design and make a healthy food product suitable for the Street Food Festival
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 set up a small food business to create and sell a sweet or savoury food product at the school Street Food Festival. They learn about street food around the world, design their own street food and learn some of the fundamentals of entrepreneurship when creating their own small business.
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 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 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
Cereal Snack Bar is a Design Technology unit of work aimed primarily at children aged 7-9. The unit focuses on children designing and making healthy cereal bars and also understanding the importance of eating breakfast regularly.
Design Brief: Design and Make a Healthy Cereal Snack Bar
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
In this unit of work:
Children create their own recipe, branding, and packaging for a cereal bar for a healthy snack. This unit of work also includes learning about the importance of breakfast. Children build on their knowledge of healthy eating and preparing fruit and vegetables to develop their own design for a healthy breakfast cereal bar. As part of their learning they understand the importance of market research and conducting surveys.
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.
Money Containers is a Design Technology unit of work aimed primarily at children aged 7-9. The unit focuses on Textiles.
Design Brief: Design and make a money container for a special person to keep their money safe.
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
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:
IDEA Task 1: All About Money Containers & Focused Practical Task 1 – Developing Decorative Stitching
IDEA Task 2: Investigating Money Containers
Focused Practical Task 2 – Simple Coin Purse
Designing Session
Making Session
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.
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 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.
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.
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 extend their knowledge of food preparation by designing and making a healthy lunchtime snack. They learn how to make Greek Tzatziki and also 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. As part of the evaluation, they design labelling for their snack product and create an advert to promote their product.
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.
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:
IDEA Task 1: All About Greenhouses & IDEA Task 2: Investigating Frame Structures
IDEA Task 3: Understanding Structures & Focused Practical Task 1: Making a Wooden Frame
Focused Practical Task 2: Introducing Computer-Aided Design
Designing Greenhouses
Making a Mini Greenhouse
Evaluation Session
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
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:
IDEA Task 1: All About Torches
IDEA Task 2: Investigating Torches
Focused Practical Task 1: Making a Torch
Designing the Headlamp Torch
Making the Headlamp Torch
Evaluation Session
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.
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