Heol Dyfed
Fishguard
Pembrokeshire
SA65 9DT
Your Science & Technology journey starts here...
Science
During year 7 pupils follow a skills based modular syllabus that offers opportunities for them to:
- build on their scientific knowledge and understanding,
- use scientific ideas and models to explain phenomena,
- understand a range of applications of science,
- explore the advantages and disadvantages of advances in science and technology,
- conduct scientific investigations,
- develop their research, communication and numeracy skills.
The syllabus is designed to support the transition from Key Stage 2 into Key Stage 3, and provides progression and continuity. For each module of work all pupils receive a ‘checklist’ that includes keyfacts and keywords; this will assist them in their preparation for ‘end of module’ tests. During every module pupils also conduct a scientific investigation. These are assessed under the National Curriculum criteria and build through years 8 and 9 to create a portfolio of work. This portfolio is then used to award the end of Key Stage 3 attainment level.
The modules are divided into in two Biology, two Chemistry and two Physics units; B1, B2, C1, C2, P1 and P2.
The following is a summary of the work covered during year 7.
|
Module |
Summary of content |
|
B1 B2 C1 C2 P1 P2 |
Animal Cells and Organ Systems. Plant Cells and Photosynthesis. Particle Theory and Solubility, Atoms and Separation Techniques. Light, Solar Energy and Sound. The Earth in Space |
How you can help:
- Encourage your child to complete every piece of work.
- Encourage your child to present their work as neatly as possible.
- Ensure you child completes every homework task by the given deadline. You’ll find details of homework activities in your child’s planner.
- Assist your child when they are revising for their ‘end of module test’. You can do this by asking them questions based on their ‘module checklist’.
Technology
All pupils studying design and technology at Ysgol Bro Gwaun in Key stage 3 will be required to design and make a number of different products using a variety of hard and soft materials in the three broad areas of technology covered at this stage: Food, Resistant materials and Textiles. Within these areas pupils will also experience work within computer aided design, electronics, graphics, mechanics and plastics. However; the overall approach will essentially be the same for each focus area. All pupils will be required to:
|
Identify |
Design needs and specifications. |
|
Research |
Similar products available. This stage will mean collecting information from leaflets, magazines, Catalogues internet and questionnaires.
|
|
Develop |
Their own designs, using appropriate media (graphics, CAD, models and mock ups). These designs will need to be realistic and achievable, taking in to consideration the resources available. |
|
Realise
|
Pupils will need to realise their final design solution, choosing appropriate materials and methods. Pupils will be encouraged to devise a plan of action for their practical work and to work out costings. |
|
Evaluate |
Pupils will evaluate their finished product. All pupils will be encouraged to evaluate similar products, their own methods of working and suggest ways in which both their own and commercially available products could be improved, in terms of resources, energy, presentation and finish. |
Information sheets/booklets/notes will be provided to all pupils which will provide them with essential background information and guide pupils through the design process. All pupils will be provided with all the essential background information about materials, manufacturing techniques and suitable finishes.
Vocabulary used in each focus area
(Food, Textiles and Resistant Materials)
|
Word |
Meaning |
|
Aesthetics |
The visual appearance of a product. |
|
Annotation |
Labelling and describing the materials, target market, cost and environment of the design ideas. |
|
Communicating |
Put ideas on paper, using a variety of medias. |
|
Choosing materials |
Show a knowledge of materials and choose the best one to answer the design brief. |
|
Designing |
Produce sketches or suggest ideas. |
|
Developing ideas |
Change ideas and decide on the best one. |
|
Evaluating |
Consider the value of the work produced and suggest ways it could be improved. |
|
Final design |
What you intend to make. |
|
Investigating |
Looking at existing products. |
|
Mass production |
Producing a number of items. |
|
Model ideas |
Experiment/build a model. |
|
Marketing |
Buying and selling products. |
|
Organising |
Set targets and think about planning ahead. |
|
Safety rules |
The dangers vary from workshop to workshop. |
How can you help at home:-
- Encourage your child to participate in the theory and practical activities within all of the focus areas.
- Ensure that all homework tasks are completed to the best of their ability.
- Encourage your child to participate in extra curricular activities offered by the Technology Department (Cook it Club, Technology club, Textiles club).
- Ensure that your child brings all the appropriate materials/ingredients to lessons.
- Encourage your child to read and be aware of the technology surrounding their environment and the effects this has on our planet.
- Pupils are asked to make a small voluntary contribution to the cost of materials used in the making of projects throughout years 7, 8 and 9. (Textiles & RMT)
We have high expections for ourselves as a school and for all of our pupils.
- Paul Edwards