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Science

Science Department


HOD (Science)


Level Head (Science)
- Mrs Sally Yeo  
   tan_chui_lew@moe.edu.sg

Subject Head (Environmental Science)
- Mr Vincent Lee  
   lee_chee_mun@moe.edu.sg

  

Vision

Confident Learners, Active Inquirers

Mission

  • Having a strong focus on process and thinking skills.
  • Stimulating curiosity and inculcating responsibility to the environment.

Theme

Innovators’ @ Rosyth School

Strategic Objectives

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  • Provide students with experiences which build on their interest in and stimulate their curiosity about their environment
  • Provide students with basic scientific terms and concepts to help them understand themselves and the world around them
  • Provide students opportunities to develop skills, habits of mind and attitudes necessary for scientific inquiry
  • Prepare students towards using scientific knowledge and methods in making personal decisions
  • Help students appreciate how science influences people and the environment


Overview of Science Syllabus

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Level Term 1 Term 2 Term 3 Term 4
Primary 3 Theme: Diversity

Topic: Living and Non-Living Things
Theme: Diversity

Topic: Materials

Theme: Interactions

Topic: Magnets
Theme: System

Topic : Human System (Digestive System
Theme: System

Topic: Plant System (Plant parts and their functions)
Primary 4 Theme: Cycles

Topic: Life Cycles Animals and Plants

Theme: Cycles

Topic : Matter and its properties
Theme: Cycles

Topics:
  • Matter and its properties
  • 3 states of Matter and their properties

Theme : Energy

Topic: Light Shadows
Theme : Energy

Topic: Light and Shadows

Theme: Energy

Topic: Heat
Theme: Energy

Topic: Heat
Primary 5 Theme: System

Topics:
  • Cell system
  • Plant system (Respiratory and circulatory system)
Theme: System

Topics:
  • Human system (Respiratory and Circulatory systems)
  • Electrical system
Theme: Cycles

Topics:
  • Watercycle
  • Plant and Animal
  • Reproductive system
Theme: Energy

Topic: Energy Forms and uses
Primary 6 Theme: Interactions

Topics: Forces

Theme: Energy

Topics: Conversion of Energy
Theme: Interactions

Topics:
  • Adaptation
  • Man's impact and his Environment
Revision Revision



Overview of Science Assessment

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Please refer to the Assessment letter given out by the school in each term in the current year to confirm the topics to be tested.

Level Term 1 Term 2 Term 3 Term 4
Primary 3 Topical Test

Living and Non-Living Things
SA1

Living and Non-Living Things

Materials

Magnets
Alternative Assessment ( Practical Test – Individual and Group)

Topical Test

Materials

Magnets

Human System (Digestive System)
SA2

Living and Non-Living Things

Materials

Magnets

Human System (Digestive System)

Plant System
Primary 4 Topical Test

Life Cycles Animals and Plants

Matter and its properties
SA1

Life Cycles Animals and Plants

Matter and its properties

3 states of Matter and their properties

Light and Shadow
Alternative Assessment ( Practical Test – Individual and Group)

Topical Test

Light and Shadow

Heat
SA2

Life Cycles Animals and Plants

Matter and its properties

3 states of Matter and their properties

Light and Shadow

Heat
Revision

Living and Non-Living Things

Materials

Human System (Digestive System)

Plant System
Revision

Living and Non-Living Things

Materials

Human System (Digestive System)

Plant System
  Revision

Living and Non-Living Things

Materials

Magnets

Human System (Digestive System)

Plant System
Primary 5 CA 1 (50marks)

Cell system

Plant system (Respiratory and circulatory system)
SA1(100marks)

Cell system

Plant system (Respiratory and circulatory system)

Electrical system
CA2 (50 marks)

Electrical system

Watercycle

Reproduction in plants and animals
SA2 (100marks)

Cell system

Plant system (Respiratory and circulatory system)
Electrical system

Watercycle

Reproduction in plants and animals

Energy forms and uses
Revision

Human System (Digestive System)

Plant System
Revision

Human System (Digestive System)

Plant System

Materials

Magnets
  Revision

Living and Non-Living Things

Human System (Digestive System)

Plant System

Materials

Magnets
Primary 6 CA 1 (100marks)

Energy Conversion

Forces
SA1(100marks)

Adaptation

Man's impact and his Environment
Prelim (100 marks)

PSLE Format
PSLE
Revision

Living and Non-Living Things

Human System (Digestive, Respiratory and Circulatory)

Plant System

Adaptation

Materials

Magnets

Matter and its properties

3 states of Matter and their properties

Heat
Revision

All other topics in Lower and Upper Block


5 Beliefs of the Science Department

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1. Student – Centricity:

We have adopted the 5-E Inquiry Approach to able our students 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.

Engage
Object, event or question used to engage students.
Connections facilitated between what students know and can do.
Explore
Objects and phenomena are explored.
Hands-on activities, with guidance.
Explain
Students explain their understanding concepts & processes. New concepts and skills are introduced as conceptual clarity and cohesion are sought.
Elaborate
Activities allow students to apply conceots in contexts, and build on or extend understanding and skill.
Evalute
Students assess their knowledge, skills and abilities.
Activities permit evaluation of student development & lesson effectiveness.

2. Helping Every Child learn Science:

We have differentiated approach for each topic (Challenge-Enrich –Support) and we have produced our own activity books to tailor to the needs of our students.

In addition we have differentiated programmes to challenge, enrich and support our students in science learning.

Challenge Enrich Support
E2 K Programme
Robotics
Innovators' Programme
Amazing Science
Sony Toy Challenge
Life Sciences
Green Programmes
VIA in Science
Compositing Project
P1-P6 Amazing Science
P2-P5 Amazing Science
Science Centre
Workshops

3. Age–appropriateness:

We have adopted spiral approach to teach the Science Process Skills. We have produced our own workbook to teach the process skills in increasing level of difficulty to lead to imminent learning.

Skills Primary 3 Primary 4 Primary 5 Primary 6
Observing Use of senses

(Sight, Touch, Smell, Hearing and Taste)
Use of instruments to extend the range of our senses
  • Thermometer
  • Measuring Cylinders
  • Beakers
  • Data loggers
Use of instruments to extend the range of our senses
  • Data loggers
  • Microscopes
Use of instruments to extend the range of our senses
  • Data loggers
Comparing Identifying similarities and differences between two organisms Identifying similarities and differences between two life cycles Identifying similarities and differences between two systems Identifying similarities and differences between two or more systems and processes
Evaluating Skill of stating reasonableness and accuracy of information Skill of stating the three types of variables in an expreiment to assess the accuray of a fair experiment Skill of stating the aim and conclusion of an investigation to assess the reasonableness of the experiment Skill of stating the method and the purpose of a control experiment to assess the reasonableness, accuracy and quality of information
Formulating Hypothesis Skill of formulating a general explanation for observations Skill of formualting a general explanation for properties Skill of formulating a general explanation for processess in a system Skill of formulating hypothesis for investigations

4. Holistic Education

We collaborate with other departments in the school to enrich our learning

5. Instill values through Science

We have garnered partnerships with other organizations to help students appreciate how science influences people and the environment

External Organization Programmes
PUB P5 NEWater Scientist Programme
Adoption of Waterway
RWS P6 Sea Aquarium
NEA P4 VIA in Science in Bishan Park
NParks P3 Every Child a Seed Programme


Safety in the Science Laboratory

  • Has a safety workplan.
  • Customised safety guidelines for Special rooms.
  • Safety briefing conducted at the beginning of the academic year in all special rooms
  • Safety posters were prominently displayed
  • Rams are done for science experiments involving heat and chemicals and outdoor learning


2014 Science Syllabus

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Schedule of Implementation:

6
Syllabus Year of Implementation
  2014 2015 2016 2017
Standard Science P3 P4 P5 P6
Foundation Science - - P5 P6


Changes to the Syllabus are as follow:

Themes/Topics Updated / Removed Learning Outcomes
Diversity / Living and Non-Living Things Recognise some broad groups of living things - animals
(Amphibians, birds, fish, insects, mammals, reptiles)
Diversity / Materials Compare physical properties of materials based on:
Strength, Flexibility, Ability to flat / sink in water, Waterproof, Transparency
Cycle / Life Cycle of Plants and Animals Observe and compare the life cycles of animals over a period of time (beetle, bytterfly, chicken, cockroach, frog, grasshopper, mosquito)
System / Electrical System  
Energy / Energy Forms and Uses