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Science


Objectives

  

Objective 1:  To educate students to achieve high scientific literacy through the provision of a Science learning environment that excites, engages and extends students’ knowledge. 

 

Objective 2: To equip students with competencies to meet the challenges of the 21st century through the integration of social emotional learning, ICT, self-directed and collaborative learning in the teaching of Science.

Teaching approaches in Science

 

  • Accurate concept attainment – Through hands-on activities, experiments, inquiry based learning, collaborative discussions after viewing science videos , collaborative sharing of examples of application of concepts learnt in real life through ICT platforms
  • Explicit teaching of process skills – To ensure students know how to use process skills e.g. how to compare, how to classify, how to conduct fair tests etc to answer questions
  • Consolidation exercises – To ensure students practise question analysing techniques and question answering techniques
  • Instilling Higher Order Thinking Skills –Through project work where students exercise creativity, evaluate choices and apply process skills learnt.

 

Topics Taught for each level for each Term (only applicable for the academic year 2017)

Themes

Lower Block (P3 & P4)

Upper Block (P5 & P6 standard)

 

P3

P4

P5

P6

Diversity

Term 1 an 2

  • Living and non-living things
Term 3
  • Materials

 

Cycles

Term 2

  • Life cycles of animals
  • Life cycles of plants

Term 1

  • Matter

Term 1

  • Reproduction in plants and animals

Term 2

  • Water

 

Systems

Term 2 

  • Plant parts and their functions


Term 1

  • Cell system

Term 3

  • Respiratory and Circulatory system of plants and humans

Term 3 to Term 4

  • Electrical Systems

 

Interactions

Term 3 and 4

  • Magnets

Term 3 and 4

  • Magnets

Term 1

  • Forces

Term 2

  • Interactions within the environment

Energy

 

Term 1 to Term 2

  • Light

Term 2 to Term 3

  • Heat

Term 3

  • Photosynthesis

Term 1

  • Energy forms and uses
  • Energy conversion

 

Assessments


Learning Outcomes

Pedagogy

Assessment

Term 1

Term 2

Term 3

Term 4

Knowledge, Understanding and application

Inquiry Based Learning

Hands-on Activities

Experiential Learning

Formative (P3 – P6)

 

Performance-based assessments (P3 – P5)

 

Summative (P6)

Formative (P3 – P6)

 

Performance-based assessments (P3 – P5)

 

Summative (P3 -P6)

Formative (P3 – P6)

 

Performance-based assessments (P3 – P5)

 

Summative (P6)

Formative (P3 – P6)

 

Performance-based assessments (P3 – P5)

 

Summative (P3 – P5)

 

PSLE (P6)

 

Skills and Processes

Ethics and Attitudes

 

  • Formative Assessments include topical tests, daily written assignments, journal-writing, mini-research projects to help students link concepts to daily examples.  These are not counted.
  • Performance based assessments include practical tests and project work that are counted and non-written tests e.g. show and tell, presentations, concept map drawing, inquiry-based activities that are not counted.
  • Summative Assessments are the written tests conducted termly for P6 or half yearly for P3 to P5 that are counted.

 

Hands-on Activities during Science Lab lessons

ICT infused activities during Science lessons