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Science

Science Department


HOD (Science)
- Mdm R Parvathy  
   r_parvathy@schools.gov.sg


Level Head (Science)
- Mdm Seow Guat Leng                                                                          seow_guat_leng@schools.gov.sg

Subject Head (Environmental Science)
- Mr Vincent Lee  
   lee_chee_mun@schools.gov.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: Energy   

Topic: Light and Shadows

Theme: Cycles

Topic : Life Cycles of Animals and Plants
Theme: Cycles

Topics:
  • Life Cycles of Animals and Plants
    Matter
  • 3 States of Matter

Theme : Cycles 

Topic: 3 States of Matter

Theme: Energy

Topic: Heat
Theme: Energy

Topic: Heat
Primary 5 Theme: System

Topics:
  • Electrical system
  • Plant Transport system
Theme: System

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

Topics:
  • Water Cycle
  • Reproduction (Plants)
  • Reproduction (Human)
Theme: Energy

Topic: Photosynthesis
Primary 6 Theme: Energy

Topics: Conversion of Energy

Theme: Interactions

Topics: Forces
Theme: Interactions

Topics:
  • Characteristics of Environment
  • Food chains and food webs
  • Adaptations
  • Man's Impact on Environment
Revision Revision
Primary 6 Theme: Interactions

Topic: Forces
 Theme: Interactions

Topics:
  • Characteristics of Environment
  • Food chains
  • Adaptations
  • Man's Impact on 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.

Primary 3

Term

Term 1(0%)

Term 2(15%)

Term 3(15%)

Term 4(70%)

Type of assessment

FA

WA

WA

EYE

Type of Task

Daily work

Class Test 

Paper 

Paper

Practical Test

Paper

Scope

Diversity of Living and Non-Living Things

Diversity of Materials

Human System

Digestive System

Magnetic Materials and their properties

Practical test

Observing

Measurement

Classifying

Drawing

Paper

All

P3 Topics

Primary 4

Term

Term 1(0%)

Term 2(30%)

Term 3(10%)

Term 4(60%)

Type of assessment

FA

MYE

WA

EYE

Type of Task

Daily work

Class Test 

Paper 

Paper

Practical Test

Paper

Scope

P3 Topics

P4 – Light.

Life Cycle , Matter

Three States of Matter

Heat

Matter

Three States of Matter

Practical test

Observing

Measurement

Classifying

Drawing

Analysing

Planning Investigation

Paper

All

P4 Topics

P3 Topics

Primary 5

Term

Term 1(0%)

Term 2(30%)

Term 3(10%)

Term 4(60%)

Type of assessment

FA

MYE

WA

EYE

Type of Task

Daily work

Class Test 

Paper 

Paper

Practical Test

Paper

Scope

Electricity

Plant Transport 

Respiratory System

Circulatory System

Cells

P3 Topics

P4 Topics

Water Cycle

Reproduction (Plants)

Practical Test Observing

Measurement

Classifying

Drawing

Analysing

Planning Investigation

Paper

All P5 Topics

P3 Topics

P4 Topics

Primary 6 (Science and Foundation)

Term

Term 1(0%)

Term 2(100%)

Term 3(100%)

Term 4(100%)

Type of assessment

FA

MYE

Prelim

PSLE

Type of Task

Daily work

Class Test 

Paper 

Paper

Paper

Scope

All topics from P3 to P6

Except:

·       Man’s Impact on Environment

All topics from P3 to P6 

All topics from P3 to P6



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
Destination Imgination
Applied Learning Programme
Sony Toy Challenge
Life Sciences
Green Programmes
VIA in Science
Compositing Project
 Amazing Science
 Amazing Science
Pull-out Programme

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/
Drawing/
Using apparatus
and equipment
Skill of using our senses (sight, touch, smell, hearing and taste)

Use of rulers and strings to measure
(eg, Height of growing plant)


Draw specimen of fruits/seeds/plant/
objects
Use of instruments to extend the range of our senses
  • Thermometer
  • Measuring Cylinders
  • Beakers
  • Beam balance
  • Electronic balance
  • Data loggers (heat and light sensors)


Draw life cycles of animals and plants

Use of instruments to extend the range of our senses
  • Data loggers (temperature sensors)
  • Microscopes


Draw experimental set-ups

Draw control 
set-ups


Use of instruments to extend the range of our senses
  • Data loggers (sensors)
  • Spring balance
Comparing Identifying similarities and differences between two organisms Identifying similarities and differences between two life cycles Identifying similarities and differences between two systems (eg, Circulatory system in man and Transport system in plant)
Two processes (eg, Breathing in fish and man and plant)

Identifying similarities and differences between two concepts (electrical conductor and heat conductor)
Classifying Skill of grouping living things based on common characteristics parts with the systems based on functions (eg, Body systems and parts)
properties of materials

Skill of stating the headings for grouping objects

Skill of grouping three states of matter based on common properties Skill of stating the properties for grouping processes based on common characteristics

( eg. different dispersal methods)
Skill of stating the properties for grouping concepts/events based on common characteristics

(eg. Adaptation features and the functions)
Communicating Skill of transmitting and receiving information presented in various forms 
  • pictorial
  • tabular
  • charts
  • flow charts


Skill of transmitting and receiving information presented in graphical form
  • labeling of axis
  • reading of graph
  • description of the graph
Skill of transmitting and receiving information presented in a scientific report

  • Aim
  • Materials
  • Procedure
  • Results 
  • Conclusion


Inferring Skill of interpreting or explaining observations or pieces of data Skill of explaining why for observations and data Skill of explaining why and how for observations and data


Predicting Skill of assessing the likelihood of an outcome based on prior knowledge of how things usually turn out

Skill of assessing the likelihood of an outcome based on prior knowledge of how things usually turn out with reason Skill of assessing the likelihood of an outcome based on prior knowledge on how things usually turn out with support


Analysing Skill of identifying the parts of objects in a flow chart and classification tables

Three types of trends in data tale (increasing, decreasing and constant)

Skill of identifying three types of variables: changed variable/measured variable/ variables kept the same

Three types of trends in graphs (increasing, decreasing and constant)

Skill of identifying the relationships between two variables (directly proportional r/s, indirectly proportional and no effect)
Evaluating Skill of stating assessing the reasonableness and accuracy of information and feasibility of objects

Skill of stating the three types of variables in an experiment to asses the accuracy of a fair experiment

Skill of stating the purpose of repeating experiments
Skill of stating the Aim, conclusion of an investigation

Skill of stating the method and the purpose of a control experiment to assess the reasonableness, accuracy of information 



4. Holistic Education

We collaborate with other departments in the school to enrich students' 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 Visitors' Centre - Raingarden Worskshop
Adoption of Waterway at Bishan-AMK Park
RWS P6 LJ to LKCNHM on animal adaptations
NEA P3 Buddy Clean
Youth for the Environment Day (YED) - Whole school
NParks P4 Biodiversity & VIA in Bishan-AMK Park
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, butterfly, chicken, cockroach, frog, grasshopper, mosquito)
System / Electrical System  
Energy / Energy Forms and Uses