William Morris is an Art and Design unit of work aimed primarily at children aged 9-11. The unit consolidates, develops and deepens children’s understanding of the technique of printmaking and sculpture through the work of the Victorian artist and designer William Morris. The package provides the medium term plan, six lessons (each lesson has a MS Powerpoint presentation) and a knowledge organiser. Any additional resources are provided as PDFs. Strands of Learning: Drawing Painting Sculpture Printmaking Children study and create illuminated letter designs that are then realised as a clay bas relief sculpture. They then study the wallpaper designs of William Morris to understand motifs as the central part of patterned designs. They design their own motifs and use them in a variety of relief printmaking activities. This unit of work is part of the Art Academy Scheme of Work for children aged 5-11 being developed on behalf of Carousel Education.

Madly Monet is an Art and Design unit of work aimed primarily at children aged 5-7. The unit introduces children to impressionist painting through studying the work of the famous impressionist painter Claude Monet. The package provides the medium-term plan, six lessons (each lesson has a MS Powerpoint presentation) and a knowledge organiser. There is an additional presentation on the life and work of the artist. As part of their learning, children can complete a study of the artist (PDF template provided) Strands of Learning: • Painting • Printmaking • Collage Children learn about the life and impressionist paintings of the artist Claude Monet. There is a particular focus on his paintings from his garden at Giverny. Children begin by learning the technique of marbling using both water and shaving foam. These techniques are a simple form of monoprinting. In creating a simple composition of the Japanese bridge at Giverny, children consolidate their understanding of colour theory, in particular warm and cold colours. Children have the opportunity to sketch real trees from observation, and them use these drawings to help them to paint trees in the impressionist style of painting. Children use wax resist painting technique to recreate the Garden at Giverny painting by Monet. Finally, they bring their learning from the unit together to create a three-dimensional garden scene inspired by the paintings of Claude Monet. This unit of work is part of the Art Academy Scheme of Work for children aged 5-11 being developed on behalf of Carousel Education.

Set of ten Knowledge Organisers for pupils from ages 7 -14 to aid recall and application of the key features of non-fiction text types. These bright and engaging publications can be enlarged from A4 (Knowledge Organiser Size) to A1 poster size for whole-class recall of learning. The ten text types covered are Recount Biography Formal letter writing Informal letter writing Newspaper report Report Instructional Explanation Persuasion Discussion

Rainforest is an Art and Design unit of work aimed primarily at children aged 5-7. This unit of work focuses on introducing line, shape, and colour as elements of art. The package provides the medium term plan, six lessons (each lesson has a MS Powerpoint presentation) and a knowledge organiser. Any additional resources are provided as PDFs. Strands of Learning: Drawing Collage Textiles Sculpture Children investigate line patterns made through mark-making and through simple sewing techniques to create a rainforest headdresses They begin to learn how artists can collaborate together to create art. They apply their knowledge of pattern and sculpture to create simple assemblage parrot sculptures and rainforest totems using an armature and malleable materials. This unit of work is part of the Art Academy Scheme of Work for children aged 5-11 being developed on behalf of Carousel Education.

Portraits is an Art and Design unit of work aimed primarily at children aged 7-9. The unit consolidates and deepens children’s understanding of portraiture as a key genre of fine art. The package provides the medium-term plan, six lessons (each lesson has a MS Powerpoint presentation) and a knowledge organiser. An additional presentation that focuses on portraiture is also included. Strands of Learning: • Drawing • Painting • Sculpture Children undertake a range of drawing and painting activities to develop their understanding of portraiture. They learn the difference between portraits and self-portraits. They study the different facial features and how they are drawn from different viewpoints. Using the idea of different viewpoints allows them to develop their knowledge of the cubist style of Pablo Picasso. They study the portraits of Pablo Picasso, Henri Matisse and Amedo Modigliani. They complete the unit of work by creating a spoon portrait sculpture in the style of Amedo Modigliani. This unit of work is part of the Art Academy Scheme of Work for children aged 5-11 being developed on behalf of Carousel Education.

Zentangles is an Art and Design unit of work aimed primarily at children aged 7-9. Its main theme is creating patterns using line, shape, and colour. Children create Zentangle patterns, a Zentangle sculpture and a Zentangle monoprint. The package provides the medium-term plan, six lessons (each lesson has a MS Powerpoint presentation) and a knowledge organiser. Any additional resources are provided as PDFs. Strands of Learning: • Drawing • Painting • Sculpture • Printmaking This unit encourages children to discuss and learn about colours, shapes, and lines and how they are used to create pattern. A Zentangle is a meditative form of doodling that has patterns that interweave and ‘tangle’ together. It can be used as a form of mindfulness for children. As well as promoting calmness and relaxation, Zentangles are a way of developing children’s fine motor skills and effective use of art mediums such as drawing pens, felt tips, colouring pencils, and paint. Zentangles are a form of abstract art. Abstract art is about shapes and colours and the feelings it expresses, not about the accurate portrayal of a subject. This unit of work is part of the Art Academy Scheme of Work for children aged 5-11 being developed on behalf of Carousel Education.

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.

Still Life is an Art and Design unit of work aimed primarily at children aged 9-11. The unit deepens children’s understanding of the Still Life genre within Art and Design. The package provides the medium term plan, six lessons (each lesson has a MS Powerpoint presentation) and a knowledge organiser. Any additional resources are provided as PDFs. In addition, presentations are provided that provide knowledge about Still Life Strands of Learning: • Drawing • Painting Children learn about Still Life painting. This is delivered by considering some of the techniques that artists use when painting Still Life compositions. Children learn the techniques of; using shapes, overlapping to give depth, open or closed compositions and how value is used to create depth and the effect of light. Children are introduced to the work of the contemporary British artist Patrick Caulfield through his Still Life compositions. The unit completes with the children creating their own compositions. This unit of work is part of the Art Academy Scheme of Work for children aged 5-11 being developed on behalf of Carousel Education.

Art with Elmer is an Art and Design unit of work aimed primarily at children aged 5-7. Ideally it is scheduled in Year 1 and runs alongside reading the popular books about the patchwork elephant. The unit introduces children to some key elements of the art and design curriculum. The package provides the medium-term plan, six lessons (each lesson has a MS Powerpoint presentation) and a knowledge organiser. Additional resources are provided as PDFs. Strands of Learning: • Drawing • Painting • Sculpture • Collage Children learn some essential knowledge about colour, primary and secondary colours. They also learn how to add black and white to colours to create tints and shades. They are introduced to abstract art and the art of Wassily Kandinsky, and they apply this knowledge when creating an abstract elephant. Children are also introduced to the techniques of collage and assemblage sculpture when creating elephant-inspired art. Finally, they bring their learning together to create a portrait of a patterned elephant. This unit of work is part of the Art Academy Scheme of Work for children aged 5-11 being developed on behalf of Carousel Education.

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 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 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 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 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