Curriculum Briefing Primary 3 Science 17 Jan 2015 Primary Science - - PowerPoint PPT Presentation
Curriculum Briefing Primary 3 Science 17 Jan 2015 Primary Science Framework The Science Curriculum Framework aims to inculcate the spirit of scientific inquiry in our pupils The curriculum design seeks to enable students to view the pursuit of
The Science Curriculum Framework aims to inculcate the spirit of scientific inquiry in our pupils The curriculum design seeks to enable students to view the pursuit of science as meaningful and useful. Inquiry is grounded in
daily life, society and in the environment.
that will encourage and challenge the pupils to develop their sense of inquiry.
evidence
knowledge
explanations
An Overview : Big Ideas in the Primary Science Syllabus
Big Ideas (Themes) Key Inquiry Questions
Diversity (P3)
living things?
Systems
together to perform a function? Interactions (P3)
his surroundings? Cycles (P3)
Energy
Themes Lower Block (P3 & 4) Upper Block (P5 & 6)
Diversity
living things
Cycles
(Life Cycles)
(Matter)
Systems
functions)
systems)
systems)
Interactions
gravitational forces, force in springs)
Energy
heat)
presenting facts
questions
explanations based on scientific knowledge.
Attitude Coverage
Skills and Processes at P3 Level
Integrated Skills and Processes at P3 Level
Processes
*At the level appropriate to P3
SKILL : OBSERVING
properties, differences, similarities, and changes.
and accuracy of the observation (eg. the use of magnifying glass, magnets)
investigation
SKILL :COMPARING
when comparing a bus and a car, the factors could be function, capacity or cost.
Similarities : recognise any commonality that exists between seemingly different object, events or
Differences : finding subtle differences between otherwise similar object, events or outcome
differences
SKILL : CLASSIFYING
differences in properties :
property
more common property
ASSESSMENT MODES
FORMATIVE ASSESSMENT Purpose:
Provides pupils continual feedback during the instructional and learning process to help pupils actively manage and adjust their own learning. Non-graded. Helps the pupils to answer these questions: “Where am I going?” “Where am I now? “How can I close the gap?”
Through: Teacher/ Self and peer assessment on identified performance tasks using rubric indicators Teacher’s feedback on identified qualities of pupil’s learning
Pupils’ self evaluation of own learning for each topic Pupils’ reflection of own learning for each topic
Written Assignments 1) Science Activity book (Diversity, Interactions & Cycle) 2) Topical unit Supplementary Worksheets 3) Topical Reflection (on content page) NOTE : Worksheets and activity books will be returned for parents’ checking and signature upon completion
To be filed in the Science File
(subscription- optional) : Explorer Pioneer
ASSESSMENT MODES
FORMATIVE ASSESSMENT
process to help pupils actively manage and adjust their own learning.
“Where am I going?” “Where am I now? “How can I close the gap?” Through:
using rubric indicators
unit content page
performance
take charge of her own learning
Type SA1 Practical Assessment (6 August 2014) SA2
Format Section A (MCQ): 18 questions Section B (OE): 12 questions 3 questions on 1) Life Science 2) Physical Science Section A (MCQ): 24 questions Section B (OE) : 14 questions Duration 1 h 15 min 30 min 1 h 30 min Marks 60 (100% of SA1) 15 (20% of SA2) 80 (80% of SA2) Overall Weightage 30% 70%
How can you help to bridge the gap between home and school to motivate your child in the learning of Science 1) Stimulate your child to make use of all senses in discovering the surrounding world. 2) Train your child to look carefully and to see beyond the surface appearance of the environment to develop acute sense of observation. 3) Encourage them to find answers to questions by patient
scientific connection between concepts and observations. 4) Ask them to manipulate and learn about familiar objects eg discarded appliances, old doorbells, dripping faucet etc.
How can you help to bridge the gap between home and school to motivate your child in the learning of Science 5) Include your child as observer when making household repairs or domestic equipment 6) Consider subscription to a scientific magazine, a general science kit, aquarium or terrarium, a biography of an inventor 7) Help to reinforce your child’s formal science training by working with your child on simple family projects eg caring for pet , preparing a potted garden etc. 8) Listen with interest, encourage and ask questions, be generous with praise, enthusiasm and sympathy.
science websites, specially selected to closely match the learning
Singapore schools. The range of e-resources includes simulations, text, images, videos, games, quizzes
your children are studying in school. https://www.brainpop.com/
P3 Science Teachers: 3A : Ms Janice Yeo 3B : Mrs Sharon Seet 3C : Mdm Lim See Peng 3D : Mr Cheng Kim Hong 3E : Ms Regine Hou 3F : Ms Janice Yeo 3G : Mdm Lim See Peng