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.

Learn how the sun provides the Earth with solar energy.

Program a micro:bit to track light levels with the light sensor, then display the results.

Understand the disparities in energy access and its impact on communities. Begin with a reflective activity where students share their understanding of energy sources and their availability in different parts of the world. Encourage brainstorming of actions students can take to promote clean energy adoption, such as raising awareness, advocating for policy changes, or participating in energy-saving initiatives.

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.