The ideal engineer is a composite... they are not scientists, they are not mathematicians, they are not sociologists or a writers; but they may use the knowledge and techniques of any or all of these disciplines in solving engineering problems!

 

Aims

The aim of the Technology and Design Department is to enable all pupils to become confident and responsible in solving real life problems in the rapidly changing world they live in, striving for creative solutions, independent learning, product excellence and social consciousness.

Staff

  • Mr J Moore

  • Mr K Graham

  • Miss C Moore

  • Mrs K Fleming

Resources

The Technology department is equipped to the highest standard and pupils can access a wide range of manufacturing processes.

  • CAM – Techsoft Router, 3D Printing

  • Centre lathe turning

  • Milling / Drilling

  • Wood lathe turning

  • Plastics processing (line bending, vacuum forming, oven work)

  • Sanding

  • Polishing

  • MIG & Oxyacetylene welding


A wide range of hand tools and equipment are also available.
 
Pupils have access to laser cutting, plasma metal cutting and 3D printing facilities through the SELB.
Both planning rooms are equipped with C2K computers running the latest Technology software.

 


ks3

At Key Stage 4 (GCSE) Technology and Design is a popular choice with pupils where they experience:
 
UNIT 1: Technology Core
UNIT 3: Product Design
UNIT 4: Design task based on a theme set by exam board.
UNIT 5: A personal design and manufacture project, developing a fully functional product.
 
Units 4 & 5 (coursework) make up 60% of the GCSE enabling pupils to build a portfolio of work over the 2 year course.
 
The theory element 40% develops pupils understanding of the principles of design, how technological products function and awareness of materials and industrial processes.
 
Unit 1 is studied in Yr11 and Unit 3 studied in Yr12.
At Key Stage 5 (A Level) pupils studying Technology and Design to this level will be completing the following:
 

AS
Portfolio of creative skills (Coursework 60%)

  • Product investigation

  • Product design

  • Product manufacturing

Design and Technology in practice (Exam 40%)
 
A2
Commercial design (Coursework 60%)
Designing for the future (Exam 40%)

We currently offer the following extra curricular activities

  • STEM Club for KS3 pupils

  • After school club for GCSE and A Level assistance

 

 

 

 


 


 

People keep saying "science doesn't know everything!" Well, science knows' it doesn't know everything; otherwise it would stop. 
Dara Ó Briain, Dara Ó Briain: Live at the Theatre Royal (2006)
 

Staff

  • Mr P. Conlon – Head of Department and Chemistry

  • Mr Conlon is assisted by a Physics specialist and a Biology specialist.  Both teach KS3 and GCSE Science, and specialise post-16.

Resources

  • 4 Fully Furnished Laboratories

  • 2 Prep Rooms

  • Greenhouse

  • 6 Raised Vegetable Beds

 


A completely new scheme of work based on the Northern Ireland Curriculum is currently being phased into Key Stage 3. Stage 3. This addresses the key elements of Personal Health, Citizenship. Thinking Skills and Personal Capabilities. Pupils take part in activities which enable them to develop the skills of Managing Information, Thinking, Decision Making and Problem Solving, Being Creative, Self-Management and Working with Others.
 
Students use Science Pathways text books throughout Key Stage 3 and are usually provided with a booklet for the topic they are studying.
 
Classes are set according to ability from information sent by the Primary School Principal. A system of continuous assessment is operated throughout the year by use of end of topic tests. There is the possibility of movement of students between classes as a result of their performance in the Christmas and Summer exams.
 
Practical work and investigations are a major part of the curriculum. The department endeavour to make the classes fun, interesting but always safe!
The Science department offer both Double and Single Award Science.
 
CCEA GCSE Science Double Award is a two year unitised course. This course covers physics, chemistry and biology and is the equivalent of 2 GCSE qualifications. There are 3 separate units in physics, chemistry and biology sat in Year 11and 3 more at the end of Year 12.
 
Student must also complete 2 controlled assessment tasks.
 
CCEA GCSE Science Single Award is a two year unitised course. This course covers physics, chemistry and biology and is the equivalent of 1 GCSE qualification. There are 3 separate units in physics, chemistry and biology sat over the 2 years.
 
Student must also complete 1 controlled assessment task.
CCEA A Level Biology
 
Requirements
 
To be successful of this A Level you must have studied Double Award Science to Higher level. Students who have gained at least a grade BB appear to find the course more manageable. However each student is reviewed individually.

Course Details
 
The subject content of AS/A2 Biology is divided into 6 modules over two years. At AS level there are 2 exam papers
 
(AS1: Molecules and Cells, AS2: Organisms and Biodiversity) each worth 40% of the AS and an internal assessment consisting of 2 practical tasks.
 
Each task will involve an experimental test of a prediction provided by your teacher; this is the final 20%.
 
At A2 level there are 2 exam papers (A21: Physiology and Ecosystems, A22: Biochemistry, Genetics and Evolutionary Trends) each worth 40% of the A2 and an internal assessment in which you will undertake a practical investigation, this is worth 20%.
 
There are 2 exam papers and 1 piece of internally assessed coursework.

CCEA A Level Chemistry
 
Requirements

To be successful of this A Level you must have studied Double Award Science to Higher level. Students who have gained at least a grade BB appear to find the course more managable. However each student is reviewed individually.

Course Details

The subject content of AS/A2 Chemistry is divided into 6 modules over two years. At AS level there are 2 exam papers each worth 35% of the AS and an internal assessment worth 30% and consisting of 2 practical tasks and a planning task. At A2 level there are 2 exam papers each worth 40% of the AS and an internal assessment worth 20% and consisting of a planning exercise and practical activities.
 
A Level Physics
 
Students are given the opportunity to participate in Field Trips.

Students may undertake some horticulture as part of their Key Stage 3 curriculum, this includes using the greenhouse and planting and tending to the raised beds.

 


 


 

 


 

REDept

Religious education (RE) makes a distinctive contribution to a balanced and broadly-based school curriculum which:

  • promotes the spiritual, moral, social, cultural, mental and physical development of pupils and of society; and

  • prepares pupils for the opportunities, responsibilities and experiences of later life.

Religion and beliefs inform our values and are reflected in what we say and how we behave. Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human.


Aims

RE offers opportunities for personal reflection and spiritual development. It enhances awareness and understanding of religions and beliefs, teachings, practices and forms of expression, and of the influence of religion on individuals, families, communities and cultures.
It challenges pupils to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses.

RE contributes to pupils' personal development and well-being and to community cohesion by promoting mutual respect and tolerance in a diverse society. It encourages them to develop their sense of identity and belonging. It enables them to flourish individually within their communities and as citizens in a diverse society and global community.
 
RE has an important role in preparing pupils for adult life, employment and lifelong learning. It enables pupils to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes discernment and enables pupils to combat prejudice.
 
RE can also make important contributions to other parts of the school curriculum such as citizenship, personal, social, health and economic (PSHE) education, the humanities and the arts, education for sustainable development.
 
How does RE contribute to wider curriculum aims?

Religious education contributes to the three statutory aims of the National Curriculum. It enables all children and young people to become:
  • successful learners who enjoy learning, make progress and achieve

  • confident individuals who are able to live safe, healthy and fulfilling lives

  • responsible citizens who make a positive contribution to society.

Staff

Miss G Crawford is the Head of RE. Various other members of staff also teach parts of the RE course throughout the school.

Being passionate about her subject Miss Crawford ensures a broad and balanced delivery of material in all year groups. There are many visiting speakers and representatives from a wide range of organizations who present material at varying points to enhance the curriculum and over all educational experience of the pupils.

Pupils are encouraged to articulate their ideas and opinions in a safe, systematic and fair environment.

Resources

The Department has built up a wide selection of resources and these are reviewed and extended on a yearly basis.

 

 


At Key Stage 3 Students study the life of Jesus, the challenge of morality, the Old Testament story and the story of the church past and present, and how these relate to life today. In addition students in year 9 study Judaism.  
 
Pupils also complete communication cross-curricular tasks and ICT tasks in years 8, 9 and 10. At key stage 3 we also work alongside the Geography department on a connected learning project on poverty. We also connect with the History and English Departments covering material relating to the Holocaust when reviewing the theme of suffering and the life of Corrie Ten Boom.  
 
In Year 10 an extensive project is carried out on the theme of William Wilberforce and the link with slavery past and present.
Pupils study 2 Key topics over the 2 years –
 
  • Christianity : Ethics ( AQA )

  • The Gospel of Mark ( AQA )

 
GCSE Religious Studies A helps students develop their interest in, and enthusiasm for, the study of Religion and its relation to the wider world. This two-unit specification requires students to develop their knowledge, skills and understanding of Religion.
 

The specification encourages personal response and informed insight on fundamental questions about:

  • identity

  • belonging

  • meaning

  • purpose

  • truth

  • values

  • Commitments

 
The specification is distinctive in providing the opportunity for the systematic study of the beliefs, sources of authority, practices and organization of the major Christian denominations.
 
For a full course it allows a depth study of Christianity, Islam or Judaism, or a study of two religions in which case Buddhism, Hinduism and Sikhism are also choices.

This course has no coursework or controlled assessment.

The pupils cover two Key Topic areas in the 2 years.

  • A study of Old Testament Prophecy

  • ( CCEA )

  • An overview of Church History. (CCEA )

There are two standard papers at A’S and A’2 level with no coursework.

Scripture Union is a strong club within Fivemiletown College.  Both junior and senior pupils are actively involved in the wide range of activities and events organised.

 

 


 

 

 

 


 

 

Contact us

51 Colebrooke Rd
Fivemiletown
Co. Tyrone
BT75 0SB
 
T: (028) 8952 1279

 

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