Facilitators set the groundwork for students to understand the purpose and components of the project with a well-defined set of learning objectives. By delving into the lesson's fundamentals, students gain the confidence and insight to craft their unique renditions of the project.

Equip students for before starting the lesson by familiarizing them with frequently used vocabulary words, enhancing their writing skills, and engaging in constructive building exercises.

Recognize the importance of automation in the development of technologies that enable humans to work faster, safer, and more efficiently.

Explain how cranes have utilized the mechanical advantage of levers throughout history and in the modern world to build and construct, as well as the human role in operating cranes.

Create a 2D crane for exploring levers with linkages for mechanical advantage.

Build a controlled system using levers to move the crane to lift and drop.

Reflect on the role that crane automation could play in improving the industry, Innovation, and Infrastructure as well as health and wellbeing.

Extend your learning through real-world design challenges.

Begin sharing stories or videos of individuals who have overcome health obstacles. Encourage students to discuss their feelings and thoughts about these experiences. Share strategies for managing stress, staying active, eating nutritious foods, and seeking help when needed. Encourage students to reflect on their own well-being practices. Provide resources such as articles, videos, and presentations that cover topics like healthy lifestyles, disease prevention, vaccination, and mental health. Encourage students to create awareness campaigns advocating for improved healthcare access, affordability, and policies to ensure health equity for all.

Create a sense of responsibility towards building sustainable infrastructure and utilizing resources mindfully. Provide resources such as articles, videos, and discussions that explore different forms of innovation (technological, social, organizational) and their potential benefits. Conduct class debates and discussions that encourage students to critically assess the ethical and societal implications of technological advancements. Assign projects or discussions that challenge students to propose sustainable infrastructure solutions for specific challenges in their local area. Guide students in creating awareness campaigns or presentations to promote sustainable development principles within their school or community.

I can research and design a range of interesting, useful and appealing products that are aimed at certain people or groups.

I can develop and communicate my ideas through discussion. I can develop and communicate my ideas through sketches. I can develop and communicate my ideas through diagrams. I can develop and communicate my ideas through models. I can develop and communicate my ideas through patterns. I can develop and communicate my ideas through computer-aided design.

I can explore products, say how good they are and explain how they could be better

I can explain how good my own product is, listen to the views of others and explain ways I could make it better.

I understand how key events and people in design and technology have helped shape the world.

I can build structures and explore how they can be made stronger, stiffer and steadier

I can explore and use things like gears, pulleys, cams, levers and linkages in my product.

I understand and can use electrical systems, such as series circuits incorporating switches, bulbs, buzzers and motors in my product.

I can use computing to program, monitor and control my product.

Year 3 - I can design and create programs. Year 4- I can use simple selection in programs. Year 5- I can create programs by decomposing them into smaller parts. I can use selection in programs. Year 6- I can use a range of sequence, selection and repletion commands combined with variables as required to implement my design. I can create procedures to hide complexity in programs.

Year 3 - I can write programs that accomplish specific goals. I can use repetition in programs. I can work with various forms of output. Year 4- I can work with various forms of output. Year 5- I can use conditions in repetition commands. I can work with variables. Year 6- I can identify and write generic code for use across multiple projects.

Year 4- I can use logical reasoning to systematically detect and correct errors in programs. Year 5- I can create programs that control or simulate physical systems. I can evaluate my work and identify errors. Year 6- I can critically evaluate my work and suggest improvements. I can identify and use basic HTML tags.