The Science experience of a Yuhualite has been crafted using a repertoire of pedagogy that develops the pupil’s knowledge and skills with respect to the subject of Science. Pupils are constantly encouraged to apply their learning to make sense of the world through inquiry, as well as to make informed decisions that will positively impact their lives, society and the environment.
Through Meaningful, Experiential and Enriched experiences, the school aims to provide pupils with:
- Knowledge, skills and character to achieve academic success in Science
- A life-long passion for the subject and a desire to seek understanding through inquiry and apply their learning to their lives.
The school Science Programmes are guided by the MOE Science Curriculum Framework. Central to the Framework is the conduct of Inquiry, founded on three integral domains of (a) Knowledge, Understanding and Application, (b) Skills & Processes and (c) Ethics & Attitudes. The curriculum design seeks to enable pupils 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.
Shown here are the samples of the types of experiences the school has crafted for pupils for Science.
Meaningful Experiences (Experiences that are relevant and build on pupils’ knowledge. They enable connections to be made between knowledge, understanding and application)
- P1/P2 Science Exposure Programme: Basic Science concepts and process skills are woven into P1/P2 curricula to expose pupils to the learning of Science. Pupils learn about the world of plants, animals and materials through hands-on activities and experiential learning. In addition, pupils complete Science projects which are submitted for competitions.
- Spot Practices and Topical Resources: Pupils are provided with resources that are produced by the teachers to aid them in the understanding and application of concepts through exam-type questions.
- Experimental Activities: Pupils have the opportunities to perform investigation and collection of results through experiments in the School Science Rooms, based on the theme/topics they learn in class.
Experiential Experiences (Experiences that provide hands-on opportunities in and out of the classrooms)
- P3 Science Activities@Yuhua: A customised package of activities created in-house for our pupils. Includes a collection of hands-on activities which are conducted during Science lessons and are Inquiry based in nature. It focuses on a progressive development of Science Process Skills, as well as the acquisition of Science concepts. These activities also include components that provide opportunities for Self-Directed Learning (SDL). Such as research tasks where pupils are challenged to seek out solutions to real-world situations using tools like online search engines.
- Project based activities: To make learning fun and meaningful, pupils learn to apply Science concepts through projects assigned to them by their Science Teachers. Projects have been crafted to cater for Life and Physical Science topics, and to provide pupils opportunities to take ownership of their learning. Examples of projects are:
- Every Child a Seed : P3 pupils are assigned a plant to care for and to record their experiences in a journal.
- Life Kits: P4 pupils are provided with live specimens (eg: caterpillars, mealworms, plant seeds) to care for whilst learning about life cycles.
- Toy Design Competition: P4 pupils are challenged to design, build and showcase a toy which displays a scientific concept.
- Recycled Race Car: P6 pupils display their creativity and imagination by building a race car from recycled materials, as part of their Post-PSLE activities.
Enriched Experiences (Experiences that leverage on ICT and expand pupils’ viewpoints for Science)
- ICT adding value to learning experiences: Various ICT platforms are utilised to aid and enrich the teaching and learning of Science. These include hardware tools such as Data-Loggers (An electronic device with multiple sensors for the recording of experimental data) and software such as BrainPop (An online educational resource. See Links page). These platforms facilitate collaboration and communication in and out of the classroom, and connect Science with existing technologies.
- Science Centre Lessons: Lessons are scheduled for pupils at the Science Centre termly. Providing an alternative classroom where familiar, and not-so-familiar, Science topics are taught.
- ScienceBuzz Lectures: A series of lectures aimed at promoting interest and awareness in Science for every Yuhualite. Conducted by Science Teachers in the school, lecture topics in the past have covered a wide range of topics outside of the normal Science syllabus. Armed with the objective to “Intrigue and Inform”, teachers have lectured on topics such as the theory of Lasers, the flight paths of Migratory Birds and even the Science involved in Cooking.
- Collaboration with external stakeholders: The school constantly seeks to establish partnerships with external stakeholders to enrich the learning experiences of pupils.
- Partnership with Science Centre on “Padi Farmers Project”.
- Partnership with Educational Technologies Department (ETD) on “Mobilised Learning for Science”.
- Partnership with Science Centre and Ministry of Social & Family Development (MSF) on “Parent-Child Bonding through Science”
Assessment for Science includes Formative and Summative formats.
Formative Assessments (FA):
- FA are assessment formats that are conducted constantly in the class by the teachers to gather feedback on pupils’ understanding. Information gained by FA is utilised to gauge how much pupils have grasped and to highlight any misconceptions pupils may have. FA in Science include questions, focused resources (eg. Misconceptions, Multi-tiered MCQs, etc.), activity checkpoints and so on.
Summative Assessments (SA)
- SA are weighted assessments for Science. These take the form of CA and SA papers at the end of each term. Science Practical Tests are also employed to assess pupils’ proficency in Science Process Skills. Practical tests are conducted at different times of the year for each level.
- In 2015, P3 pupils have a component of their year’s Science score dedicated to Holistic Assessment (HA). HA is the assessment of pupils over a wider range of formats and sources over the school term. HA items for Science focus on the assessment of specific Process Skills needed in Science. For eg: Classification, Comparing and so on.
- ScienceBuzz Lectures (Samples in PPT)
- Samples of P3 Science Activities@Yuhua