Every child a
(Explorer – one who has inquisitive mind with the quest for knowledge, discovery and exploration)
Creating opportunities and leading learning to achieve excellence in Science
The Science Curriculum Framework is derived from the Policy Framework for the Teaching and Learning of Science. It encapsulates the thrust of science education in Singapore to prepare our students to be sufficiently adept as effective citizens, able to function in and contribute to an increasingly technologically-driven world.
Central to the curriculum framework is the inculcation of the spirit of scientific inquiry. The conduct of inquiry is founded on three integral domains of (a) Knowledge, Understanding and Application, (b) Skills and Processes and (c) Ethics and Attitudes. These domains are essential to the practice of science. The curriculum design seeks to enable students to view the pursuit of science as meaningful and useful. Inquiry is thus grounded in knowledge, issues and questions that relate to the roles played by science in daily life, society and the environment.
The science curriculum seeks to nurture the student as an inquirer. The starting point is that children are curious about and want to explore the things around them. The science curriculum leverages on and seeks to fuel this spirit of curiosity. The end goal is students who enjoy science and value science as an important tool in helping them explore their natural and physical world.
The teacher is the leader of inquiry in the science classroom. Teachers of science impart the excitement and value of science to their students. They are facilitators and role models of the inquiry process in the classrooms. The teacher creates a learning environment that will encourage and challenge students to develop their sense of inquiry. Teaching and learning approaches centre around the student as an inquirer.
The Science Department programmes are anchored on inquiry-based learning using the 5E approach with the aims to:
· 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 with 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
Extension of Learning Beyond The Textbook
The department seeks to add vibrancy to the teaching of Science by extending the learning of Science beyond the textbook.
This is done with the following programmes:
P3 – The Zoo
P4 – Gardens by the Bay
P5 – Newater
P6 – Pasir Ris Park
Lessons at the Science Centre
P3 – Magnificent World of Plants
P4 – States of Matter
P5 – DNA lessons
P6 – Leaf litter
Aquatic Plants & Animals
Young Scientist Cards integrated into curriculum
P3/4 – Young Botanist
P5 – Young Geneticist
P6 – Young Ecologist
Assessment of Teaching & Learning
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. At Fuhua Primary, assessment takes the form of written test and practical test , a performance-based assessment.
Leveraging On Our Partners
Vibrant Science Learning Centres Within the School
The teaching of Science is not limited to the classrooms and the two Science Rooms. Throughout the school, there are enclaves of learning centres to engage our students.
The following wireless trails are integrated in the lessons.