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Lower Secondary Science
Lower Secondary Science
This Lower Secondary Science Syllabus is a continuation and further development of the Primary Science Syllabus. It is also a bridge to, and a foundation for, the pursuit of scientific studies at upper secondary levels.
This syllabus is based on the revised Science Curriculum Framework and emphasises the need for a balance between the acquisition of Core Ideas, Practices, and Values, Ethics and Attitudes in Science. In addition, as and when the topics lend themselves, the technological applications, social implications and the value aspects of Science are also considered. It also emphasises the broad coverage of fundamental concepts in the natural and physical world.
Our twin goals of science education are:
To enthuse and nurture all students to be scientifically literate, which can help them to make informed decisions and take responsible actions in their daily lives.
To provide strong science foundations for students to innovate and pursue STEM for future learning and work.
Our vision of science education is represented by the Science Curriculum Framework which encompasses the three aspects:
INspired by Science
INquire like scientists
INnovate using Science
The outer ring represents the domains that make up the strong science fundamentals:
Core Ideas, Practices, and the Values, Ethics and Attitudes.
The pair of hands in the Science Curriculum Framework represents the roles of students as inquirers in their learning and pursuit of science, supported by teachers and partners as facilitators of the students’ learning experiences, to impart the excitement and value of science to the students.
The Lower Secondary Science Syllabus consists of four themes:
Diversity
Models
Interactions
Systems
The learning outcomes of each theme and other details of the syllabus can be found in the following document.
Upper Secondary Science
Upper Secondary Science
Physics
Physics
The Physics 6091 provides students with a coherent understanding of energy, matter, and their interrelationships. It focuses on investigating natural phenomena and then applying patterns, models (including mathematical ones), principles, theories and laws to explain the physical behaviour of the universe. The theories and concepts presented in this syllabus belong to a branch of physics commonly referred to as classical physics. Modern physics, developed to explain the quantum properties at the atomic and sub-atomic level, is built on knowledge of these classical theories and concepts.
Students should think of physics in terms of scales. Whereas the classical theories such as Newton’s laws of motion apply to common physical systems that are larger than the size of atoms, a more comprehensive theory, quantum theory, is needed to describe systems at the atomic and sub-atomic scales. It is at these scales that physicists are currently making new discoveries and inventing new applications.
You may find more relevant information of Physics 6091 Syllabus in the following document.
Chemistry
Chemistry
The Chemistry 6092 syllabus is designed to place greater emphasis on the understanding and application of scientific concepts and principles. This approach has been adapted in recognition of the need for students to develop skills that will be of long term value in an increasingly technological world rather than focusing on large quantities of factual materials, which may have only short term relevance.
It is important that, throughout the course, attention should be drawn to:
the finite life of the world’s resources and hence the need for recycling and conservation
economic considerations in the chemical industry, such as the availability and cost of raw materials and energy
the social, environmental, health and safety issues relating to the chemical industry
the importance of chemicals in industry and in everyday life.
You may find more relevant information of Chemistry 6092 Syllabus in the following document.
Biology
Biology
The Biology 6093 Syllabus is designed to have less emphasis on factual materials, but a much greater emphasis on the understanding and application of scientific concepts and principles. This approach has been adopted in recognition of the need for students to develop skills that will be of long-term value in an increasingly complex and globalised world, rather than focusing on large quantities of factual material, which may have only short-term relevance.
You may find more relevant information of Biology 6093 Syllabus in the following document.
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