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

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.

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: Investigate Task 1: Visiting the Local Playground & Focus Task 1: Making Straw Shapes Investigate Task 2: Playgrounds in Motion Focus Task 2: Playground Models Design & Make: Designing Session Design & Make: Making Session Evaluating Session

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.

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.

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: Investigate Task 1: Visiting the Local Playground Focus Task 1: Making Straw Shapes & Investigate Task 2 – All About Treehouses Focus Task 2: Playground Models Design & Make: Designing Treehouses Design & Make: 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: Investigate Task 1: Visiting the Local Playground Focus Task 1: Making Straw Shapes and Investigate Task 2: Monkeying Around Focus Task 2: Playground Models Design and Make: Designing Session Design and Make: Making Session Evaluating 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

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 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 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: Investigate Task 1: Investigating Fairground Rides & Investigate Task 2: Investigating Pulley Systems Focus Task 1 – Making a Base for the Model Focus Task 2 – Fairground Ride Designer Design and Make - Group Designing Session Design and Make - Making the Model Evaluation: Evaluating the product, project and processes.

In this unit of work children design and make a celebration card with a movable part. They are introduced to different mechanisms such as sliders, levers, and pop-ups and how they can be used to create movement in celebration cards. Children apply this knowledge of the different mechanisms when designing and making their card for a particular purpose such as a family celebration or a religious festival. This knowledge, skills and understanding is delivered through the following six sessions: IDEA Task – Investigating Pop-Up cards & Focused Practical Task 1 – Movement using a slider mechanism (Tortoise Trek) IDEA Task 2 – Movement Around the School & Focused Practical Task 2 – Movement using a slider mechanism. (Puppet Show) Focused Practical Task 3 – Parallel Fold Focused Practical Task 4 – Rotational Movement (Rocket Round the Moon) Design & Make a Celebration Card Evaluation Session

In this unit of work children 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: Investigate Task 1 – Wraps for Lunchtime, Investigate Task 2 – Taste Testing, Investigate Task 3 – Investigating Packaging Focus Task 1: Making Tortillas & Investigate Task 4: Food Origins Focus Task 2: Making the Wrap Filling – Making a Tuna Wrap Design and Make: Designing the Wrap Design and Make: Making the Wrap Evaluation Activity – Healthy Lunchbox

In this unit of work children learn about wheels and axles and how these are used to make a moving vehicle. They begin by investigating to vehicles to see how they work. They then learn about the invention of the wheel and its impact on ancient civilisations. Children are taught woodworking skills to create a simple wooden frame that is used as the chassis for their vehicle. Children bring in a soft toy from home and design a vehicle for the toy to take part in a class race across the classroom. This knowledge, skills and understanding is delivered through the following six sessions: Investigate Task 1: Investigating Toy Cars Focus Task 1: Working with Wood & Investigate Task 2: Wheels all Around Design and Make Session 1 – Designing the Toy Buggy Design and Make Session 2 – Making the Toy Buggy Design and Make Session 3 – Decorating the Toy Buggy Evaluation Session

In this unit of work, children apply their knowledge and understanding about healthy eating to design and make a pizza based on the key messages from the Eatwell Guide for healthy eating. Children begin by discussing the different ways that we eat food at home and outside the home. They conduct market research into their favourite pizzas and brainstorm what makes a good pizza. It is important that in lesson 2 they create a Margherita pizza by making bread dough and then adding tomato sauce and grated cheese, this is the basic recipe for all pizzas to which different toppings are then added (This is an example of adapting a recipe to create a new food product). In learning how to make a margherita pizza they acquire the essential skills and knowledge needed to make a pizza and this is essential when they come to designing and making their own pizza. They consolidate their understanding of the different food groups on the Eatwell Guide to healthy eating and use this knowledge to design a pizza that promotes healthy eating. They learn about pizza packaging and the invention of the pizza delivery bag by Ingrid Kosar. Having designed and made their Eatwell Pizza they become entrepreneurs and set up their own small business learning about business basics, marketing and budgeting. This knowledge, skills and understanding is delivered through the following six sessions: Investigate Task 1 – All About Pizza Investigate Task 2 – What Makes a Good Pizza? Focus Task 1 – Let’s Make Pizza, Investigate Task 3: Investigating Pizza & Investigate Task 4: Packaging Pizza Design and Make - Designing Pizza Design and Make - Making Pizza Evaluation Session – Pizza Entrepreneur

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.