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Thinking Community of Curious Learners and Innovators
- To provide students with a good foundation in scientific inquiry and process skills
- To stretch students' critical and analytical capability in acquiring strong scientific literacy through reflective and innovative teaching
|Mr Foo Siang Keng||HOD/SCI|
|Mr Sheikh Farid B Abdul Karim||HOD/NT|
|Ms Lee Peck Wen Amanda||SH/BIO|
|Mr Liang Zhiwen||SH/CCE|
|Mdm Lalitha Jothinathan||ST|
|Mdm Fong Peng Li ||Teacher|
|Ms Amanda De Souza||Teacher|
|Mrs Chia-Fong Hoong||Teacher|
|Mr Foong Wai Kwong Michael
|Miss Johara Bte Mohd Ismail
|Mrs Helen Chan Jiat Mui
|Mr Lim Tuang Min Stephen
|Mr Mong Yu Siang
|Mr Yap Wee Yong Simon
|Mdm Lee Lan Yang||AED|
Lower Secondary Science
Students are taught for an appreciation of the big ideas in Science and then articulate to Biology, Chemistry and Physics with increasing complexity and elaboration. The curriculum allows the discipline to serve as a means for furthering intellectual growth of students especially in the area of critical and analytical thinking to solve daily challenges. It aims to build basic scientific literacy and arousing their curiosity towards their community.
Students are provided with knowledge ranging from the level of organisms down to the minute world of molecules. The curriculum has less emphasis on factual materials, but a much greater emphasis on the understanding and application of scientific concepts and principles. This approach has been adopted in recognition of the need for students to develop skills that will be of long-term value in an increasingly technological world. Hence, Biology is a vehicle for developing thinking skills, set against the context of the study of life.
Students are taught for a coherent understanding of energy, matter, and their interrelationships. The theories and concepts presented are foundational to chemistry. Awareness is also brought to the finite life of the world’s resources and hence the need for recycling and conservation; economic considerations in the chemical industry, such as the availability and cost of raw materials and energy; the social, environmental, health and safety issues relating to the chemical industry. The level of abstraction is increased progressively, with students being increasingly asked to think of chemistry in terms of “particles”, “atoms” and “electrons”.
It focuses on investigating natural phenomena and then applying patterns, models including mathematical ones, principles, theories and laws to explain the physical behaviour of the universe. The theories and concepts presented in this physics syllabus belong to a branch of physics commonly referred as classical physics. Modern physics, developed to explain the quantum properties at the atomic and sub-atomic level, is built on knowledge of these classical theories and concepts. Hence, it aims on acquiring deep understanding of a substantive body of science knowledge, skill development in investigations, scientific thinking and creative problem-solving.
The department has adopted a Curriculum-Pedagogy-Assessment model towards realising the vision.
By the end of the 4-5 years journey, a student should be able to:
- think critically in science-related research and technology and writings
- able to draw on scientific process skills to tackle problems of a scientific nature
- able to communicate scientific ideas with ease and clarity
- possesses scientific attitudes and habits of mind
- Science and DNA Workshops in Science Centre
- University of New South Wales (UNSW) Competition in Science
- Singapore Junior Chemistry Olympiad Competition
- East Zone Science Fair
- Community in Bloom ( supported by Environmental Club)
- Hydroponic Farming