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

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: IDEA Task 1 – Investigating Mechanical Books & Focused Practical Task 1 – Tortoise Trek (Movement using a slider mechanism) Focused Practical Task 2 – Puppet Show (Movement using a slider mechanism) Focused Practical Task 3 – Rocket Race (Rotational Movement) IDEA Task 2 – Movement Around the School & Focused Practical Task 4 – Pop Up Village (Pop Up Mechanism) Design & make a book page Evaluation Session

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

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

Kandinsky 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 & 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

Automaton Toymaker is a Design Technology unit of work aimed primarily at children aged 9-11. The unit focuses on designing and making an automaton toy using a cam mechanism. Design Brief: Design and make an automaton toy for the local toy museum 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 • Materials • Structures 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.

Automaton Toymaker is a Design Technology unit of work aimed primarily at children aged 9-11. The unit focuses on designing and making an automaton toy using a cam mechanism. Design Brief: Design and make an automaton toy for the local toy museum 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 • Materials • Structures 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.

Automaton Toymaker is a Design Technology unit of work aimed primarily at children aged 9-11. The unit focuses on designing and making an automaton toy using a cam mechanism. Design Brief: Design and make an automaton toy for the local toy museum 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 • Materials • Structures 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.

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

Fashion Waistcoat is a Design Technology unit of work aimed primarily at children aged 9-11. Design Brief: Design and make a Designer Waistcoat for the Class Fashion 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 of work children become fashion designers. They design and make a themed waistcoat to wear and showcase in the class fashion show. Having learnt the history of waistcoats they take measurements to enable themselves to create their own pattern template for their waistcoat. They use this pattern to cut and assemble the fabric pieces to create the waistcoat. They add buttons and pockets before applying a range of decorative techniques to complete their product. As part of the evaluation, they learn how to become fashion models and apply this skill in the class fashion show. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1 – What is a Waistcoat? & Focused Practical Task 1 – Fashion Designers and Mood Boards IDEA Task 2 – Down the Catwalk Focused Practical Task 2 – Making the Waistcoat & Focused Practical Task 3 – Adding Pockets and Buttons (These can be done over two sessions if needed) Designing: Fashion Designer Making: Waistcoat Tailor Evaluation: Fashion Show

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 the orrery model using suitable 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: IDEA Task 1: What is an Orrery? Focused Practical Task 1 – Making a Cam Frame DME: Designing the Orrery DME: Making the Orrery DME: Decorating the Orrery DME: Evaluating the Orrery

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

Temple Marble Run is a Design Technology unit of work aimed primarily at children aged 9-11. Design Brief: Design and make a prototype Marble Run toy based on a temple theme for the MAGIC toy company. 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 project children design and make a prototype Marble Run game. This is an opportunity for children to consolidate and demonstrate their understanding of structures and in particular different techniques used to make structures stronger, stiffer, and more stable. Children deepen their understanding of designing a product around a central theme and the use of a mood board to develop their ideas. When making the Marble Run toy they will need to try out and test out their ideas to ensure that the Marble Run functions as it should. This project introduces the idea that designers make models and prototypes as part of the design process and use these models to inform the final design. Sessions: IDEA Task 1 What is a Marble Run? & IDEA Task 2 Creating Tall Towers Focused Practical Task 1 – Columns and Sliders DME: Introducing the Marble Run Project DME: Developing the Design DME: Making the Marble Run Toy DME: Evaluation Session

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.

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

Seasonal Tarts is a Design Technology unit of work aimed primarily at children aged 7-11 Design Brief: Design and make a nightlight for a child who is afraid of the dark. 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 Electrical Systems Materials In this unit of work children design and make a nightlight product. This provides an opportunity to apply their knowledge and understanding of different structures and simple electrical circuits to create a product. Children learn about different lights in the home and that a product such as a nightlight is made up of three components – a stand, a shade and the electrical circuit. Children design and make a wooden frame, create a shade using papier mâché and then add a simple circuit with a switch to complete the product. They evaluate their product against the design brief and design specifications and use this information to create a marketing poster for the product. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1: Let there be light! Focused Practical Task 1: Nightlight Designer Design and Make Activity: Shade Maker Design and Make Activity: Frame Maker Design and Make Session: Putting it Together 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

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: IDEA Task 1: Investigating Moving Books & Focused Practical Task 1: Making a Lever Monster Focused Practical Task 2: Making a Linkage Monster Focused Practical Task 3: Pull Down Mechanism Designing the book page Making the book page Evaluation session

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

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