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To nurture and develop every student to be an Inquirer, a Thinker and an Advocate

What is Science ?

Science is a process as well as knowledge.  The learning of science should not solely be based on content but also with its methodology.Our Science curriculum caters to both. Through our Science curriculum, we aim to develop and sharpen our students' analytical and creative thinking skill, IT literacy and problem-solving techniques.

The aims of the Primary Science Syllabus  are the acquisition of  knowledge,  understanding  and  application  of the  science concepts,  the  ability  to  use  process  skills,  and  the development of attitudes important to the practice of science. 

Our Teaching Approach - Teaching and Learning Science through Inquiry

Scientific  inquiry  may  be  defined  as  the  activities  and  processes  which  scientists  and  students  engage  in to  study the natural and physical world around us. In its simplest form, scientific  inquiry  may  be  seen  as consisting  of  two  critical aspects:  the  what (content) and  the  how  (process) of understanding the world we live in.

Teaching science as inquiry must therefore go beyond merely presenting  the  facts  and  the  outcomes of scientific investigations. Students need to be shown how the products of  scientific  investigations  were  derived  by scientists and be provided opportunities to: ask questions about knowledge and issues  that  relate  to  their daily lives,  society  and the environment; be actively engaged in the collection and use of evidence; formulate and communicate explanations based on scientific knowledge. Through  inquiry learning,  students  will  be  able  to acquire knowledge  and  understanding  of  their  natural and  physical world based on investigations, apply the skills and processes of inquiry and develop attitudes and values that are essential to the practice of science.


Our teachers use  a  variety  of  strategies  to facilitate  the  inquiry  process.  Selected  strategies  are highlighted below to help teachers plan and deliver lessons that will engage students  in  meaningful  learning experiences  and  cultivate their interest and curiosity in science. These strategies can be mixed and  matched. A brief  description  of  each  of  these strategies  is given below:

(1) Scaffold method in teaching open-ended questions 

(2) Concept-mapping 

Concept  mapping  is  a  strategy  to  present meaningful relationships among concepts. Concept maps are useful in organising and linking concepts or ideas.

(3) Questioning 

Questions  are  useful  tools  in  the  scientific  inquiry process. Both teachers and students should engage in cycles of questions-answers-questions throughout the learning process.

(4) Story-telling  

Stories of science in everyday life and of scientists can capture students‟ interest and engage them  in talking about  science. Either  the  teacher  or students can be the story creator or teller.

(5) Concept cartoons

In  concept  cartoons,  minimal  language  is  used.  Visual  images  are  utilised  to  present  concepts or questions relating to one central idea or word. 


Assessment  is  an  integral  part  of  the  teaching  and  learning process.  It  involves  gathering  information through various assessment  techniques  and  making  sound  decisions. Assessment  provides  information  to the  teacher about students‟ achievement  in  relation  to  the  learning  objectives. With  this  information,  the teacher  makes  informed  decisions about  what  should  be  done  to  enhance  the  learning  of  the students and to improve teaching methods.

Why Assess? 

  • Assessment measures the extent to which desired knowledge, skills  and  attitudes  are  attained  by  students.  While it complements  the  teaching  and  learning  process,  it  also provides  formative  and  summative  feedback  to students, teachers, schools and parents.
  • Assessment  provides  feedback  to  students,  allows them  to  understand  their  strengths  and  weaknesses. Through assessment,  students  can  monitor  their  own performance  and  progress.  It  also  points  them  in  the direction they should go to improve further.
  • Assessment  provides  feedback  to  teachers,  enables them  to  understand  the  strengths  and  weaknesses  of their  students. It  provides  information  about  students' achievement  of  learning  outcomes  as  well  as  the effectiveness of their teaching.
  • Assessment  provides  feedback  to  schools.  The information  gathered  facilitates  the  placement  of students  in the appropriate  stream or course,  and  the promotion of students from one level to the next. It also allows  the  schools  to review the  effectiveness  of  their instructional programme.
  • Assessment  provides  feedback  to  parents,  allows them  to  monitor  their  children's  progress  and achievement through the information obtained.

Our Programmes

  • Palm View Challenge (Science)
  • National Science Experiment Initiative
  • Fun Scientist Programme – Demos/Science Talks 
  • Hydroponics Programme
  • Science Learning Festival-Post Exam Activities

The Fun Scientist Programme

The Fun Scientist Programme (FSP), modelled after the STEM education curriculum, is based on the idea of educating our students in the four specific disciplines of Science, Technology, Engineering and Mathematics in an interdisciplinary and applied approach. Through FSP, we motivate our children to stay curious and in the process develop in each child an inquisitive spirit that strives on discovery and exploration. From analysing Leonardo Da Vinci’s golden ratio to building lava lamps to understanding how aerodynamics works, FSP builds a self-directed and life-long learning disposition which will better prepare our children for an unpredictable world. 

                                                                                       The Straits Times 

Structure of Programme

Key messages of FSP

1Science is FUN
Science is about observing things around us, discovery , exploration, having an inquiring mind & a hunger for knowledge
3If you don’t get it right the first time, try until you get it. Just don’t give up

What Research says about engaging young learners in Science 
The process skills most appropriate for early childhood age children are observation, comparison, measurement, classification and communication (Charlesworth & Lind, 2003). These skills are developed through hands-on (concrete) experiences that encourage children to question and investigate phenomena. These skills will later enable students to perform more advanced process skills as they gather, organize, and record data; infer relationships: predict outcomes; hypothesize; and identify and control variables.