Department Goals

To nurture a vibrant community and maximise the potential of Science learners.


Science is formally introduced in GYPS in Primary 3 as per the MOE Primary Science Syllabus.  Through the implementation of this syllabus, the Science Department aims to:

• equip pupils with Science knowledge and skills and imbue them with attitudes and ethics to be young scientists;
• raise competency of Science teachers so as to nurture young scientists;
• maintain strong collaborative culture with key stakeholders and the community;
• take collaborative action towards environmental responsibility.


Programmes for the Science Department are based on MOE’s Primary Science Syllabus

MOE Primary Science Syllabus

The Primary Science Syllabus is a foundation for scientific studies at higher levels.

It aims to:

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

The syllabus has also taken into consideration the desired outcomes of education for our primary pupils as well as the national education emphasis.  This syllabus is based on the Science Curriculum Framework and emphasizes the need for a balance between the acquisition of Science knowledge, process and attitudes.

In addition where 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.

Science Syllabus Primary 2014 The 2014 Primary Science Curriculum is offered to pupils who are in Primary 3 in 2014 and thereafter.


2018 GYPS Science Curriculum Implementation Overview

The MOE Primary Science curriculum is organised into two teaching blocks, the Lower Block (for Primary 3 and 4) and the Upper Block (for Primary 5 and 6).  This central curriculum is organised for implementation in Guangyang Primary School as follows:

Upper Block (Primary 3 and 4)

School Term Primary 3 Primary 4
Term 1 • Diversity of Living and Non-Living things
(General Characteristics and Classification)
• Energy Forms and Uses
Term 2 • Cycles in Plants and Animals
(Life Cycles)
• Cycles in Matter and Water
Term 3 • Diversity of Materials • Energy Forms and Uses
Term 4 • Interactions of Forces
• Plant Systems
(Plant Parts and Functions)
• Human Systems
(Digestive system)


Lower Block (Primary 5 and 6)

School Term Primary 5  (including Foundation Science) Primary 6 (including Foundation Science)
Term 1 • Plant Systems
(Circulatory and Respiratory Systems)
• Human Systems
(Circulatory and Respiratory Systems)
Cell Systems
• Interaction of Forces
(Frictional Force, Gravitational Force, force in springs)
• Energy forms and Uses
Energy Conversion
Term 2 • Cycles in Plants and Animals
• Interaction within the environment
Term 3 • Electrical Systems • Revision and Preparation for PSLE
Term 4 • Cycles in Matter and Water
• Post-PSLE activities


Topics which are underlined are not required for pupils taking Foundation Science.


GYPS Science Assessments

Assessment 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 pupils’ 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 pupils and to improve teaching methods.

Assessment provides feedback to pupils which allows them to understand their strengths and weaknesses. Through assessment, pupils can monitor their own performance and progress.  It also points them in the direction they should go to improve further.

Assessment provides feedback to parents which allows them to monitor their children’s progress and achievement through the information obtained.

Guangyang Primary School takes a holistic view of assessments by employing various modes of assessment which collectively allows pupils to demonstrate their acquisition of learning.


Science Practical Test – Alternative Assessments

The Science Practical Test is a form of alternative assessment for P3 to P5 pupils.  It aims to assess pupils’ ability to demonstrate Process Skills

Key Department Programmes and Strategies

Programmes are planned and implemented in order to meet the department objectives.  These activities are progressive and spiral in nature.  Pupils will augment knowledge acquired in the lower levels with the current topic towards application of holistic knowledge.

The key department programmes are as follows.

Programme Primary 3 Primary 4

Primary 5 (incl Fdn Science)

Primary 6 (incl Fdn Science)

 In-class experiential learning  √  √  √  √
 Outdoor Experiential Learning  √  √  √  √
 Environment Education  √  √  √  √
 Enrichment Lesson  √  √  √  √
 Science Journaling  √  √
 Project Work  √  √  √


The above programmes are supported by the following teaching strategies which are employed during lessons.  Each strategy is employed during lessons to varying degrees where it best lends itself to enhancing the teaching-learning experience.

 Teaching Strategy  Description
 Concept Cartoon In Concept Cartoons, minimal language is used.

Visual images are utilised to present concepts or questions relating to one central idea or word.

 Concept Mapping Concept Mapping is a strategy to present meaningful relationships among concepts. Concept Maps are useful in organising and linking concepts or ideas.
 Cooperative Learning In Cooperative Learning, activities are structured such that each pupil assumes certain responsibilities and contributes to the completion of tasks.

In working with others, pupils are exposed to different points of views and solutions in accomplishing a common goal.

 Field Trip  A field trip is a learning activity outside the school. It provides opportunities for pupils to explore, discover and experience Science in everyday life.
 Investigation  In scientific investigation, pupils engage in activities that mirror how scientists think and what they do in a decision making process, such as asking or posing questions and planning or designing investigations.
 Demonstration Demonstration is commonly used to scaffold the learning process.

This approach is recommended when the learning activity is not safe or too complex for pupils to set up on their own.

 Projects Projects are learning activities that require pupils to find out about a/an object, event, process or phenomenon over a few weeks.
 Questioning Questions are useful tools in the scientific inquiry process.

Both teachers and pupils engage in cycles of questions-answers-questions throughout the learning process.

 Stories Stories of Science in everyday life and of scientists can capture pupils’ interest and engage them in talking about Science. Either the teacher or pupils can be the story creator or teller.
 Information and  Communication Technologies ICT supports the inquiry process and also facilitates collaborative and self-directed learning. For example, online collaborative tools allow pupils to share and discuss their ideas or findings within the school, and also extend their learning through consulting field experts.

Internet-enabled devices are used to facilitate data collection and analysis in situated learning. Pupils can also explore and visualise abstract concepts using simulation tools to manipulate the variables and to deduce a relationship between the variables.

 National Education National Education is infused into the curriculum to allow pupils to see how scientific phenomena and developments can contribute to or affect the nation.



Classroom Experiences

Pupils learn Science concepts through hands-on activities conducted in the classroom, Science laboratory and around the school eco-garden.



ICT in Science Education

Various ICT skills are taught to support and enhance pupils’ learning.  They hone their ICT skills through the use of different ICT tools in their schoolwork and projects. Furthermore, ICT is used in Science lessons to make Science more engaging to pupils and relevant to their context.