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Science Department

Our Vision

Our students are diverse, with different needs, interests and aptitudes for Science. In line with MOE’s Science curriculum framework, we seek to,

  1. enthuse and nurture all students to be scientifically literate, so that they are able to make informed decisions and
    take responsible actions in their daily lives; and  
  2. provide strong Science fundamentals for students to innovate and pursue STEM for their future learning and work.  

BSCS 5E Instructional Model and Inquiry-Based Learning

We use the BSCS 5E Instructional Model for the teaching and learning of Science. Using this model, the learning experience is sequenced to enable learners to construct their understanding of a science key concept over time. Each phase of the learning sequence can be described using five words that begin with E: engage, explore, explain, elaborate, and evaluate.

Inquiry-based Science instruction engages students in the processes of formulating predictions, organising and interpreting data, and communicating results using Science terminology.

In the use of these approaches to design Science lessons, we seek to inculcate in students a sense of curiosity and wonderment about the things around them. We strive to provide opportunities for them to relate scientific concepts to real-life phenomena and to encourage them to ask questions about the world around them. With these, the learning of Science will then become more meaningful and joyful.

We hope that our students would be inspired by Science, and have opportunities to inquire like Scientists such that they will be empowered to innovate using Science to solve problems of the future.

Science Curriculum and Holistic Assessment

The Science curriculum is implemented in the classroom through teacher-facilitated hands-on activities, experiments and discussion. Where meaningful, students also practise Thinking Routines such as “I See – I Think – I Wonder” during the inquiry process and “Claim – Evidence – Reasoning” when giving scientific explanations.

The learning activities are designed to develop pupils in various domains and holistic assessment tasks are crafted to monitor pupils’ progress. Each holistic assessment task is carefully aligned to learning outcomes and students’ performance will inform teachers of the intervention required. To assess attitudes and skills, tasks beyond the traditional pen and paper tests have been designed. Some examples of Science holistic tasks include:

– Model-making projects

– Concept Cartoons

– Performance tasks

Department Programme Highlights