Professional Documents
Culture Documents
1. Introduction
The importance of science and technology in our modern world cannot be overstated. Developments in
these areas have always been drivers of change in society, underpinning innovation and impacting on
everyone’s lives economically, culturally and environmentally. As such, the Science and Technology Area of
Learning and Experience (Area) will be increasingly relevant in the opportunities young people encounter
and the life choices that they make.
Ready access to vast amounts of data requires all learners to be able to assess inputs critically, understand
the basis of information presented as fact, and make informed judgements that impact their own behaviours
and values. They need to develop the ability to meaningfully ask the question, ‘Just because we can, does
that mean we should?’
What matters in this Area has been expressed in six statements which support and complement one another,
and should not be viewed in isolation. Together they contribute to realising the four purposes of the
curriculum.
Through robust and consistent evaluation of scientific and technological evidence, learners can
become ethical, informed citizens of Wales and the world, who will be able to make informed decisions
about future actions. Healthy, confident individuals, ready to lead fulfilling lives as valued members of
society are informed by knowledge of their bodies and the ecosystems around them, and of how
technological innovations can support improvements in health and lifestyle.
Ambitious, capable learners, ready to learn throughout their lives should engage with scientific and
technological change. The knowledge and deep understanding gained through experiencing what matters in
science and technology can help learners live independent and fulfilling lives that sees them contributing to
society and culture in a variety of ways. Learners who are enterprising, creative contributors, ready to play
a full part in life and work embrace such challenges, as they are encouraged to take risks, to innovate and
evaluate, and learn to develop solutions. Thus, they can become more resilient and purposeful learners
across all areas of learning and experience.
This Area draws on the disciplines of biology, chemistry, computer science, design and technology, and
physics to enhance learners’ knowledge and understanding of the world.
Design thinking and engineering offer technical and creative ways to meet society’s
needs and wants.
By applying their experiences, skills and knowledge, learners can design and shape innovative engineered
solutions. Being part of a user-centred design process will encourage them to use creativity to develop ideas,
manage and mitigate risks, and minimise complexities. When engineering products, services and systems,
they will need to understand and control the interactions between materials, structures, components and
users. The application of engineering processes allows learners to develop accuracy, precision, dexterity and
craftsmanship. By designing and engineering outcomes in response to needs and wants, learners can
become enterprising problem solvers.
The world around us is full of living things which depend on each other for survival.
By recognising the diversity of living things and how they interact with their environment, learners can
develop an understanding of how these have evolved over significant periods of time. All living things require
specific conditions and resources to survive and they may have to compete with other organisms to do so.
Humans form part of the living world and our decisions and actions, along with natural selection, can have a
significant impact on the diversity of life. Knowing about the structures and functions of living things enables
learners to understand how these things grow, develop and reproduce successfully. Developing an
understanding of the factors which affect the health and success of organisms allows us to make informed
decisions, including about the prevention and treatments of diseases.
Matter and the way it behaves defines our universe and shapes our lives.
The universe and all living things are made up of matter. The behaviour of matter determines the properties
of materials and allows us to use natural resources, as well as to create new substances. Understanding the
nature of matter can help learners to appreciate the impact that chemistry has on the world around them,
as well as how it contributes to advances in science and technology. Chemical reactions happen continuously
in our environment as well as in living things. Learning how to control and apply these reactions has benefits
to individuals and industry.
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3. Principles of progression
a) Increasing breadth and depth of knowledge
Progression in the Science and Technology Area of Learning and Experience (Area) is demonstrated by
learners exploring and experiencing increasingly complex ideas and concepts that sit within the statements
of what matters. Knowledge moves through exploration from a personal understanding of the world to an
abstract view that enables learners to conceptualise and justify their understandings. Progression of learning
is not linear but cyclical with learners revisiting existing knowledge, linking this with their new learning, and
adjusting schema in light of new discovery.
b) Deepening understanding of the ideas and disciplines within areas of learning and
experience
Progression in this Area includes the development of a deep understanding of the learning expressed within
all the statements of what matters within the Area and the complex relationships and connections which
exist between them. Investigative skills which are developed within the context of one statement of what
matters can be applied in others. Iterative approaches to problem-solving from computer science and design
and technology can also be beneficial to all sciences. Early stage learning will be typified by a holistic
approach to asking questions and exploring the world around the learner, with increasing specialisation at
later stages.
Aims:
To maintain and/or stimulate pupil curiosity, interest and enjoyment in Science and Technology.
To enable pupils to see Science and Technology in the context of a wider body of knowledge and
skills.
To enable pupils to be familiar with a body of scientific and technological knowledge, principles and
vocabulary.
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To enable pupils to understand and use scientific and technological methods, with safety being a
major consideration.
To enable pupils to be able to work independently and as a part of a team.
To employ teaching methods and resources that allow all pupils to have equal access to Science and
Technology.
To allow pupils to develop informed opinions and to be able to support them by reasonable
arguments.
To inspire a sense of responsibility for the environment and the world in which we live.
Whole class lessons with introductions with direct teaching use of video material and visiting
speakers.
Group work.
Individual work.
The use of ICT.
The use of scientific equipment.
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Skills for the whole curriculum
All teachers in all subjects must also help children and young people learn:
Curriculum Cymreig:
The teaching of Science and Technology is a means of promoting the Curriculum Cymreig. This is done
through:
Planning:
Pupils and staff will have a significant role in the planning of Science and Technology. It is a process in which
all pupils and staff are involved. We follow Cornerstones scheme of work along with a scheme of work
developed by Collective Learning – Karen Mills which we have mapped across the Cornerstones themes. The
skills taught in Science and Technology permeate other subjects. Themes with a strong Science bias will allow
different aspects to be studied in depth, thus allowing tine for pupils and teachers to gain valuable skills and
knowledge. This enables the staff and pupils to focus on the subject more specifically when needed, and
makes the organization of field work manageable. Teachers will ensure appropriate coverage of the Science
and Technology curriculum through the use of our school devised checklist of content and skills.
Resources:
Audit will be carried out to check resources during annual subject monitoring.
PARENTAL INVOLVEMENT:
At Ysgol Bro Ingli we encourage parents to be involved in their children’s learning by:
inviting parents into school yearly to discuss the progress of their child. We also have an open door
policy and parents are encouraged to make an appointment to meet with staff if they have any
concerns about their child’s development.
Parents receive a copy of theme overview every term so that they can be involved in their child’s
learning
inviting parents into school in the summer term to discuss the annual report
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inviting parents to curriculum evenings or circulating information via newsletters when significant
changes have been/are made to the curriculum
encouraging parents to support in classrooms
holding workshops for parents focusing on different areas of the curriculum
GOVERNING BODY
At Ysgol Bro Ingli we have an identified governor for Humanities who visits the school annually to carry out
a Learning Walk and talk with the subject coordinator.
They report back to the Curriculum Committee/Governing Body on a regular basis.
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Gwyddoniaeth a Thechnoleg
4 diben
Cyfranwyr mentrus a chreadigol sy’n barod i chwarae eu rhan yn llawn yn eu bywyd a'u gwaith.
Unigolion iach, hyderus sy'n barod i fyw bywydau cyflawn fel aelodau gwerthfawr o gymdeithas.
Uchelgeisiol, galluog sy’n barod i ddysgu gydol eu hoes.
Dinasyddion egwyddorol, gwybodus yng Nghymru a’r byd.
Sgiliau trawsgwricwlaidd – Llythrennedd, Rhifedd, Cymhwysedd digidol
Ystyriaethau allweddol wrth gynllunio eich cwricwlwm ar gyfer y Maes hwn
Sut y gall ymholiad sy’n atgyfnerthu dealltwriaeth gysyniadol, hefyd datblygu gwybodaeth
weithredol?
Sut y gallwch ddatblygu dysgu cyd-destunol am fodelau ffisegol, mathemategol a chysyniadol?
Pa ddull fyddwch chi’n ei ddefnyddio i ystyried natur tystiolaeth wyddonol, ochr yn ochr â
goblygiadau ac effaith gwyddoniaeth a thechnoleg ar gynaladwyedd a’r amgylchedd?
Sut y gallwch danio creadigrwydd ac arloesedd dysgwyr, tra’n datblygu cymhlethdodau dylunio a
chreu?
Sut y gallwch sicrhau bod gallu dysgwyr i gynhyrchu canlyniadau yn cael ei ddatblygu fel elfen
gynhenid o’r cwricwlwm?
Sut y gallwch gefnogi dealltwriaeth o fioamrywiaeth, prosesau biolegol, iechyd a haint ac esblygiad?
Sut y gallwch gefnogi dealltwriaeth dysgwyr o strwythur a phriodweddau defnyddiau, yn ogystal ag
ymchwiliad o adweithiaucemegol?
Sut y gellir rhoi datblygiad dealltwriaeth sut mae echdynnu, puro a dadansoddi defnyddiau mewn
cyd-destun?
Sut y gall dysgu am drydan, grymoedd a magnetedd gael ei integreiddio’n ehangach yn eich
cwricwlwm ysgol?
Sut y gall dysgu am y gofod a’r bydysawd gael ei ddefnyddio i gefnogi dealltwriaeth wyddonol
gysyniadol?
Sut y gallwch roi dysgu am gymhwyso tonnau mewn cyd-destun?
Sut y gall dysgu am ddylunio, datblygu a chymhwyso technoleg, meddalwedd a systemau gael ei
archwilio ar draws eich ysgol?
Sut y byddwch chi’n manteisio ar y dysgu yn y Maes hwn er mwyn cynllunio datblygiad sgiliau digidol
y dysgwyr gan ddefnyddio ystod o dechnoleg a meddalwedd?
Gourmet Byd Eang
Deigiau a chestyll
Asiantau Teithio
Awyr beirianwyr
Ardal Drychineb
Trochiad Mawr
Goedwig Wyllt
Plant Chwildro
Esgyrn gwaed
Iechyd Da
Sensoria
Celtiaid
Gwyddonaieth a Thechnoleg
Ymchwiliad
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Dosbarthiad pethau byw a’r amodau maen nhw eu hangen i
oroesi, ochr yn ochr â ffactorau sy’n effeithio ar brosesau
biolegol ac iechyd organebau
deall eu hiechyd eu hunain: sut y gall ymddygiad effeithio ar
iechyd corfforol y dysgwyr (gan gynnwys maeth, defnydd o
sylweddau a gweithgaredd) yn ogystal ag atgenhedlu rhywiol,
datblygiad dynol a rôl hormonau
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sy’n arwain at ffactorau eraill (megis defnyddio
catalydd neu newid gwasgedd)
o gweithredu cyfrifiadau ar y priodweddau ffisegol sy’n
ymwneud ag adweithiau; masau, crynodiadau,
cyfeintiau ac egni gan ddefnyddio hafaliadau â geiriau
a symbolau, a dehongliad o fformiwlâu cemegol
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Gwerthuso tystiolaeth, gyda dysgwyr yn dod o hyd I ac
ymwneud ag ystod o dystiolaeth o ddilysrwydd,
dibynadwyedd a hygrededd
Rwy’n gallu archwilio’r amgylchedd, Rwy’n gallu adnabod patrymau ar Rwy’n gallu awgrymu canlyniadau ar
gwneud arsylwadau a mynegi fy sail fy arsylwadau a’m sail fy ngwaith ymchwil.
syniadau. hymchwiliadau, ac rwy’n gallu
mynegi fy nghanfyddiadau. Rwy’n gallu gwerthuso dulliau er
mwyn awgrymu gwelliannau.
Rwy’n gallu defnyddio Rwy’n gallu mynd i’r afael â
fy ngwybodaeth a’m dealltwriaeth i materion gwyddonol a thechnolegol
ragfynegi effeithiau fel rhan o’m i lywio fy marn fy hun.
hymchwiliadau gwyddonol.
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Rwy’n gallu adnabod y gall yr hyn a Rwy’n gallu deall sut y gall yr hyn a
wnaf, a’r pethau a ddefnyddiaf, wnaf fi a phobl eraill gael effaith
gael effaith ar fy amgylchedd ac ar yr amgylchedd ac ar bethau
ar bethau byw. byw.
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gwahanol ddefnyddiau at Rwy’n gallu archwilio sut mae
Rwy’n gallu nodi ac ystyried
ddefnydd penodol. gwahanol gydrannau yn
ffactorau wrth ddatblygu cynigion
cydweithio.
dylunio.
Rwy’n gallu nodi, dilyn a dechrau
creu dilyniannau a phatrymau Rwy’n gallu ddefnyddio ystod o
Rwy’n gallu defnyddio meddylfryd
mewn gweithgareddau pob-dydd. offer, defnyddiau a chyfarpar yn
dylunio i brofi a mireinio fy
ddiogel er mwyn adeiladu at
mhenderfyniadau dylunio, heb ofni
amrywiaeth o ddibenion.
methu.
Rwy’n gallu cymhwyso
Rwyf wedi cael profiad o
fy ngwybodaeth a’m sgiliau wrth
ddefnyddio dulliau prototeipio
wneud fy mhenderfyniadau dylunio
sylfaenol i wella fy
er mwyn cynhyrchu canlyniadau
nghanlyniadau.
penodol.
Rwy’n gallu ystyried sut y bydd fy
Rwy’n gallu nodi pethau yn yr
nghynigion dylunio yn datrys
amgylchedd a all fod yn niweidiol,
problemau a sut y gall hyn
a gallu gweithredu er mwyn
effeithio ar yr amgylchedd.
lleihau risg i mi fy hun ac i eraill.
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Rwy’n gallu cymryd i ystyriaeth yr
effaith y bydd fy ngwaith llunio yn
ei gael ar yr amgylchedd.
Mae’r byd o’n cwmpas yn llawn pethau byw sy’n dibynnu ar ei gilydd i oroesi.
Mae mater, a’r ffordd y mae’n ymddwyn, yn diffinio ein bydysawd ac yn ffurfio ein bywydau.
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Rwy’n gallu archwilio Rwy’n gallu adnabod
Rwy’n gallu adnabod bod
priodweddau defnyddiau, a patrymau ar sail fy
newidiadau mewn defnyddiau, o
dewis gwahanol arsylwadau a’m
dan wahanol amodau, yn effeithio
ddefnyddiau at ddefnydd hymchwiliadau, ac rwy’n
ar eu priodweddau a’r defnydd a
penodol. gallu mynegi fy
wneir ohonyn nhw.
nghanfyddiadau.
Rwy’n gallu nodi, dilyn a
dechrau creu dilyniannau a Rwy’n gallu defnyddio
phatrymau mewn fy ngwybodaeth a’m
gweithgareddau pob-dydd. dealltwriaeth i ragfynegi Rwy’n gallu adnabod bod ein
effeithiau fel rhan o’m planed yn darparu defnyddiau
hymchwiliadau gwyddonol. naturiol, a gallu esbonio pam y
Rwy’n gallu gwneud gellir eu bod wedi cael eu prosesu
penderfyniadau dylunio, gan i’w gwneud yn ddefnyddiol.
ddefnyddio
fy ngwybodaetham
ddefnyddiau a chynnyrch
sy’n bodoli eisoes, ac
awgrymu gwelliannau
dylunio.
Rwy’n gallu archwilio a
disgrifio priodweddau
defnyddiau, a chyfiawnhau’r
defnydd a wneir ohonyn
nhw.
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Rwy’n gallu nodi, dilyn a dechrau Rwy’n gallu adnabod patrymau ar
creu dilyniannau a phatrymau Rwy’n gallu archwilio sut mae
sail fy arsylwadau a’m
mewn gweithgareddau pob-dydd. gweithredu grymoedd penodol yn
hymchwiliadau, ac rwy’n gallu
gallu effeithio ar fudiant
mynegi fy nghanfyddiadau.
gwrthrych.
Rwy’n gallu
Rwy’n gallu defnyddio
ddefnyddio modelau syml mewn
fy ngwybodaeth a’m
amrywiaeth o ffurfiau i ddisgrifio’r
dealltwriaeth i ragfynegi
grymoedd sy’n gweithredu ar
effeithiau fel rhan o’m
wrthrych.
hymchwiliadau gwyddonol.
Rwy’n gallu archwilio gwahanol
Rwy’n gallu esbonio y gellir
ffurfiau o egni, a sut y mae’n
trosglwyddo egni o un lle i’r llall, a
gallu cael ei drosglwyddo.
sut y gellir defnyddio hyn i
ddarparu’r egni sydd ei angen
Rwy’n gallu mynegi’r effaith y
arnom yn ein bywydau modern.
mae grymoedd yn ei gael arnaf fi
ac ar wrthrychau.
Rwy’n gallu disgrifio’r ffactorau
Rwy’n gallu archwilio a mynegi
sy’n effeithio ar gylchedau
priodweddau sylfaenol golau,
trydanol, a bydd hyn yn galluogi i
sain, trydan a magnetau.
mi addasu newidynnau a rhagfynegi
beth fydd yn digwydd.
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Rwy’n gallu storio a thrin data yn
effeithiol er mwyn cynhyrchu a
dangos gwybodaeth ddefnyddiol yn
weledol.
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