Watercolour Landscapes is an Art and Design unit of work aimed primarily at children aged 7-9. The unit deepens children’s understanding of the landscape genre within Art and Design whilst also developing skills and techniques in using watercolour paints. 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 landscape paintings and watercolour techniques Strands of Learning: • Painting • Printmaking Children learn about landscape painting. This is delivered by considering some of the techniques that artists use when painting landscape compositions including creating depth by layering and the use of aerial perspective in landscape paintings. Through their studies of landscape, children develop their knowledge of the skills and techniques of using watercolour paints. 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.

Blooming Lovely is an Art and Design unit of work aimed primarily at children aged 9-11. The unit deepens children’s understanding of drawing, painting and collage. 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 Collage Children use the central theme of flowers to undertake a range of activities to extend and consolidate knowledge and skills in drawing, painting and collage. They create flower paintings using both paint and pastel media and use these to deepen their understanding of colour theory. They make simple 3D flowers that are used to create collage. Towards the end of the unit they study the flower paintings of Georgia O’Keefe and are introduced to the work of Tom Yendell a prominent mouth and foot painter. 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.

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.

Puppets is a Design Technology unit of work aimed primarily at children aged 5-7. The unit focuses on creating puppets using textiles and sewing techniques. Design Brief: Design and make a hand puppet based on a character from a fiction book in the library. 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 make a hand puppet by marking out, cutting, and joining pieces of fabric together to create a character from a story book. Children learn about puppets and discuss what makes a good puppet – this is an introduction to design specifications. They design a hand puppet based on a story book character and learn how to use a simple puppet template pattern to create their puppet. Using their design they decorate their puppet to resemble the book character. 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.

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.

Pop Art is an Art and Design unit of work aimed primarily at children aged 5-7. It introduces children to this well-known art movement and some of its features and iconic artists. Learning within this unit of work focuses mainly on printmaking techniques. 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: • Printmaking • Drawing • Painting Children learn a range of simple printmaking techniques including using their hands, stamps and stencils to create repeated images. They use these techniques to create pop-art inspired prints. As part of the unit of work they learn about the iconic work of the artist Romero Britto and through this are introduced to the genre of still life painting. In studying the art of Andy Warhol and Keith Haring they create multiple printed images in the style of pop art. 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 using Crumble Kit components to design and make a night light that is controlled by a microcontroller and is activated when it gets dark. Children learn about all the different ways in which lights are used in the home and they understand that a product such as a lamp can bee broken down into its component parts. As part of their learning, they re-activate their knowledge of using simple circuits to make a bulb light up. They learn about the purpose of nightlights and about their inventor – Abe Donsky. As part of this learning sequence, children can also learn about Thomas Edision. Children are then taught about the different components of Crumble Kit and how they are controlled using block coding language. Children then apply they learnt knowledge and understanding to create nightlight that lights up when it gets dark using a light sensor to monitor the environment. The nightlight shade is made of recycled plastic and this needs to be considered when designing the nightlight.

In this unit children extend their knowledge and understanding of mechanical systems by learning about pneumatic systems. They apply this knowledge to create a rainforest monster toy with a pneumatic moving mouth. They begin by learning about how air creates movement in a pneumatic system. Using this knowledge in a focused practical task, they create a simple pneumatic toy based on the story of the wide mouth frog. They further extend their knowledge of pneumatic systems using connected syringes to understand how pneumatic systems can change the direction and amount of movement in a system. They apply this knowledge to design and make a toy based on a rainforest animal. The toy uses a pneumatic system to control the opening and closing of its mouth.

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 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: IDEA Task 1: Investigating Toy Cars Focused Practical Task 1: Working with Wood & IDEA 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 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