Hi Everyone. We have been looking closely at the skills we are covering in this term's topic; 'Tomorrow's World'. The pupils had great ideas for activities when they worked in groups to complete their mind maps. The skills are listed below for the focus subjects:

Science Range
The sustainable Earth
1. the daily and annual movements of the Earth and their effect on day and year length
2. the relative positions and key features of the Sun and planets in the solar system
How things work
1. the uses of electricity and its control in simple circuits
5. how light travels and how this can be used.

Science Skills
Planning
Pupils turn ideas suggested to them, and their own ideas, into a form that can be investigated. They outline the planned approach/method recognising, deciding upon and giving some justification for each of the following when appropriate:
1. the choice of success criteria
2. predictions using some previous knowledge and understanding
3. where and how to find relevant information and ideas
4. When carrying out a fair test, the key variables that need to be controlled and how to change the independent variable whilst keeping other key variables the same.
5. the observations or measurements that to be made
6. the equipment and techniques required the enquiry
7. Any hazards and risks to themselves and others.

Developing
Pupils follow the planned approach/method, revise it where necessary, and where appropriate:
1. use apparatus and equipment correctly and safely
2. make careful observations and accurate measurements, using digital and ICT equipment at times
3. check observations and measurements by repeating them in order to collect reliable data
4. make comparisons and identify and describe trends or patterns in data and information
5. use some prior knowledge to explain links between cause and effect when concluding
6. consider different interpretations and
distinguish between ‘facts’, beliefs and opinions, giving reasons and begin to recognise bias
7. form considered opinions and make informed decisions

Reflecting
Pupils think about what they have done in order to consolidate learning and transfer skills, knowledge and understanding to other contexts by:
1. beginning to evaluate outcomes against success criteria
2. deciding whether the approach/method was successful
3. describing any amendments made to the planned approach/method
4. suggesting how the approach/method could have been improved
5. describing how they have learned and identifying the ways that worked the best
6. Linking the learning to similar situations, within and outside school.

Design Technology Range
Pupils should be given opportunities to develop their design and technology capability through:
• tasks in which they learn about the responsible use of materials, considering issues of sustainability
• tasks in which they develop & practise particular skills & techniques that can be applied in designing & making
• Tasks in which they design and make products, focusing on different contexts and materials.
They should be given opportunities to:
• be creative
• be innovative
• work independently and in groups.

Design Technology Skills
Designing
1. use a range of information sources to generate ideas for products
3.develop a simple specification/recipe for their products indicating their intentions and approach
4. demonstrate their creative thinking when considering and recording solutions to problems that arise during their designing and making, e.g. realise that it would be quicker and easier to use ready-made materials, components and ingredients rather than make their own
5. develop and communicate their design ideas in a variety of ways, using ICT and models where appropriate

Making
1. work to their specification/recipe to make products
2. choose appropriate materials, ingredients, equipment, tools/utensils and techniques, from a range made available to them
3. measure, mark out, cut, shape, join, weigh and mix a range of materials and ingredients, using appropriate tools/utensils, equipment and techniques
4. find alternative ways of making if the first attempt fails
5. apply appropriate finishes to their products
6. discuss their products, and evaluate their work, e.g. explain why and how they made their product and what they think about its function, features, performance, taste

Rigid and flexible materials
10. use a range of materials and components, making choices based on their developing knowledge of how they should be used, e.g. using square-section timber or lollypop sticks to strengthen a cardboard structure
11. learn about the efficient use of materials, e.g. planning cutting from sheet materials to minimise waste
12. use techniques for reinforcing and strengthening structures in their products, e.g. use triangulation and gussets in frame structures, use fabric reinforcing in bags, clothing and kites

Systems and control
13. construct simple mechanisms to produce different types of movement, e.g. use simple levers to move the wings on a bird made from flat card14. build simple low-voltage electrical circuits within products, e.g. add a simple lighting system to a model house that includes a battery, switch and bulbs

Now it's time to get busy, busy, busy. Diolch Pawb! Mrs Pugh X