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 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 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

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 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

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 design, make and decorate a Tote Bag to encourage people to be more eco-friendly. Children learn about different types of bags and their functions and understand that designers will often design a product that has both function and is fashionable. Children have the opportunity to develop and consolidate their sewing skills and techniques working with textiles. Each child makes an identical tote bag but in learning about graphic design will make design decisions around additional features to add to their tote bag and also about how to decorate their tote bag with a slogan and logo to promote an eco-friendly message. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task 1: Investigating Bags & Focused Practical Task 1 – Fashion Designers and Mood Boards IDEA Task 2: Newspaper Bag Challenge Focused Practical Task 2 – Making a Tote Bag Eco-Bag Designer Adding the decoration. 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 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 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

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

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