Every Student A Scientist.
Guiding Principles of Science Department
The Science team strives to align its curriculum to the 21 st Century Competencies (21CC) Framework, mainly focusing on 2 domains:
(i) Critical and Inventive Thinking
(ii) Collaboration, Communication and Information Skills
Based on this framework, the Science team aims to:
Areas of Focus
Through the Science Curriculum, the Science team hopes for students to achieve Quality Experience in Science and Quality Results.
The Science team hopes for our students, from all levels and courses, to develop memorable experiences in learning Science by providing them with out-of-classroom contexts and laboratory opportunities through the STEM (Science Through Enrichment Modules) programme. Click here for more details...
The Science team strives to engage our students in meaningful learning through innovative teaching practices, achieving Sustained Value-Addedness in Academic Achievement and more importantly leading them to ownership of knowledge.
The team employs the following strategies:
(i) Using the Understanding by Design (UbD) framework to have better alignment in Curriculum, Instructions and Assessment.
(ii) Using lesson study approach to incorporate Inquiry-based learning in the UbD re-design curriculum.
(iii) Using the SHSS C.A.R.E. (Collaborative, Applied, Reflective, Enquiry) approach to develop students’ critical thinking skills in alignment with 21 st century competencies and skills.
(iv) Using the Predict, Observe and Explain (POE) approach or 5Es (Engage, Explore, Explain, Extend (Elaborate), Evaluate to incorporate Inquiry-based learning in the Lower Secondary Science syllabus. Critical Thinking is taught and incorporated in Lower Secondary Science by adapting Paul’s Wheel of Reasoning: 8 Elements of Thought and Intellectual Standards. A Science retreat was conducted in June so that every teacher can have a common understanding on Paul’s Wheel of Reasoning: Intellectual Standards so that we can infuse critical thinking in the teaching and learning of Science. Teachers then come together to craft rubrics based on appropriate intellectual standards such as DCLAP (Depth, Clarity, Logic, Accuracy, Precision) to assess students’ quality of critical thinking and their ability in scientific reasoning.
(v) Closing the gap to attain targets set in MSG & percentage distinction through close monitoring of assignments and assessments, setting of valid and effective assessments, detailed analysis of results, intervention strategies and performance advisory and banding of Science Remedial & Enhancement classes.
|Lower Secondary Science|
The Lower Secondary Science syllabus has been carefully redesigned to facilitate better alignment to the Upper Secondary Science syllabus and tapping on prior knowledge and skills acquired at primary school. The Lower Secondary Modular Science syllabus (revised) (click here for more details): has been purposefully divided into the three modules, Physics, Chemistry and Biology to provide specialised teaching for students’ learning. Each semester, students are exposed to all 3 modules.
With effect from January 2014, the Lower Secondary Science curriculum has been revised from what was previously a 4-week cycle, to an 8-week cycle. This means that each module takes up a duration of 8 weeks to be covered. In addition, prior to the End-of-Year Examination, 1 week of revision lesson is allocated to each module.
With more flexibility in the curriculum time, curriculum is redesigned to incorporate the school C.A.R.E. (Collaborative, Applied, Reflective, Enquiry) approach aligning to 21CC. As such, students are exposed to different experiences in the learning of Sciences (both in and beyond classrooms), as well as, being assessed in different modes of assessments The following shows the assessment mode for each module in the revised Lower Secondary Science syllabus. The assessment mode is purposefully structured in alignment to the 21 CC Framework.
*Please note that there is no Mid-Year Examination for Lower Secondary Science wef 2014
With this distinction among the three modules of Science, our students are better able to familiarize themselves with the subjects and to make more informed decisions when it comes to choosing their Science subject combinations in Upper Secondary.
To further support the learning of students in Lower Secondary Science , the following are implemented:
Revision of Common Notes & Worksheets for Physics, Chemistry, Biology modules
- Structured Science Remedial/ Supplementary Programme (SRSP) after Curriculum time
|Upper Secondary Science|
At the end of Secondary 2, our students are required to choose their Upper Secondary subject combinations according to their Exp/NA/NT courses. (click here for more details):
To further support the learning of students in Upper Secondary Sciences , the following are implemented:
- For Secondary 3 Chemistry, Physics & Biology: Re-design of critical topics using Understanding by Design (UbD) Framework, with accompanying Lesson Packages.
- Revised Common Notes & Worksheets for Physics, Chemistry, Biology
- For graduating classes (in Semester 1): Structured Science Remedial/ Supplementary Programme (SRSP) after Curriculum time
- For graduating classes (in Semester 2): Science Banded Programme for Secondary 4 Express and Secondary 5 Normal Academic during Curriculum time
|Science Through Enrichment Modules (STEM) and Achievements|
The Science department has been organizing and conducting numerous enrichment programmes through STEM, introduced in 2006. The STEM programmes are conducted to expose students to science beyond the textbooks and to enrich the students with the 21 st Century Competencies skills such as in the domains of Critical and Inventive Thinking as well as Information , Collaboration and Communication Skills .
The STEM programme aims to provide a memorable experience for our students and to enhance and sustain their interest and quality learning experience in Science. In addition, STEM provides the opportunities for students to participate in various Science-related competitions at a national level. These platforms build confidence in our students and allow them to gain a measure of their own achievement under the mentorship of our Science teachers, in an external assessment situation, providing them with memorable learning experiences in their secondary school years.
Ms Suhaila Ahmat Samsi (Coordinator), Ms Rachel Teo Siew Lian, Mr Tan Kah Ooi, Mr Raymond Ong (ICT Mentor), Mr Lee Junyi, Mr Vincent Tham
Mrs Lim Sing Yee, Mrs Chan Boon Hwee, Mdm Sharizah Md Amin, Mr Abu Bakar Awang
|Teachers' Professional Development|
- 2010 E6 Cluster Science Support Group Professional Sharing at Ngee Ann Secondary School
- 2010 Singapore Science Teachers Conference
- 2011 E6 Cluster Science Support Group Professional Sharing at East View Secondary School
- 2011 Team Excellence Symposium - Silver Award
- 2012 E6 Cluster Science Support Group Professional Sharing (organised by SHSS)
- 2012 Singapore International Science Teachers Conference
- 2012 World Association of Lesson Studies (WALS) Conference
- 2013 E6 Cluster Science Support Group Professional Sharing at Ngee Ann Secondary School
- 2014 E6 Cluster Science Support Group Professional Sharing at Pasir Ris Secondary School
- 2014 International Science Education Conference (ISEC)
- 2015 Good Practice, Adapting Practice School (GPAP) Symposium