only password protected links and frameworks are shared here. Confidential stuff are not here.
sci-000042-17-xyr
Science Curriculum Handbook (link to OPAL2.0)
G1 LSS TLSG (link to OPAL2.0)
List of SLS Lessons for 2021 G1 LSS (link to SLS MOE library)
1. INTRODUCTION
1.1 Science Curriculum Framework
The Science Curriculum Framework (see Figure 1) encapsulates the thrust of science
education in Singapore to provide students with strong fundamentals in Science for life,
learning, citizenry and work.
The tagline Science for Life and Society at the core of the curriculum framework captures the
essence of the goals of Science education.
Figure 1: Science Curriculum Framework
Our Science students are diverse, with different needs, interests and aptitudes for Science.
Given the diversity of our Science students and the needs of Singapore, the twin goals of
Science education are to:
• Enthuse and nurture all students to be scientifically literate, so that they are able to
make informed decisions and take responsible actions in their daily lives; and
• Provide strong Science fundamentals for students to innovate and pursue STEM for
future learning and work.
Surrounding the core of the framework are the 3 Ins, Inspire, Inquire and Innovate, which
articulates the vision of Science education. It encapsulates the desired overall experience of
our students in Science education:
• Inspired by Science. Students enjoy learning Science, and are fascinated by how
everyday phenomena have scientific connections and how Science helps solve many
of our global challenges. They regard science as relevant and meaningful, and
appreciate how Science and Technology have transformed the world and improved
our lives. Students are open to the possibility of pursuing Science-related careers to
serve the good of society.
• Inquire like Scientists. Students have strong fundamentals in Science, and possess the
spirit of scientific inquiry. They are able to engage confidently in the Practices of
Science grounded in the knowledge, issues and questions that relate to the roles
played by Science in daily life, society and the environment. They can discern, weigh
alternatives and evaluate claims and ideas critically, based on logical scientific
evidence and arguments, and yet are able to suspend judgement where there is lack
of evidence.
• Innovate using Science. Students apply Science to generate creative solutions to solve
real-world problems, ranging from those affecting everyday lives to complex problems
affecting humanity. It is envisaged that there will be a strong pipeline of students who
can contribute towards STEM research, innovation and enterprise.
The outer ring represents the domains that make up the strong Science fundamentals: Core
Ideas of Science, Practices of Science, and Values, Ethics and Attitudes in Science.
• Core Ideas (CI) of Science. To make Science learning coherent and meaningful, the
Science curriculum is organised around Core Ideas, which are the distilled ideas central
to Science. The Core Ideas help students see the coherence and conceptual links within
and across the different sub-disciplines of Science (i.e. Biology, Chemistry and Physics).
The Core Ideas also provide a framework to make visible students’ progression in
Science understanding across the different levels of education. Teachers will be able
to pitch their lessons according to the students’ stage of readiness to help them
gradually develop understanding of Science concepts with increasing complexity.
• Practices of Science (POS). The Practices consist of three components:
(a) Demonstrating Ways of Thinking and Doing in Science (WOTD);
(b) Understanding the Nature of Scientific Knowledge (NOS); and
(c) Relating Science, Technology, Society and Environment (STSE).
They represent the set of established procedures and practices associated with
scientific inquiry, what scientific knowledge is and how it is generated and established,
and how Science is applied in society respectively. The Practices serve to highlight that
the discipline of Science is more than the acquisition of a body of knowledge (e.g., scientific facts, concepts, laws, and theories); it is also a way of thinking and doing1
. In particular, it is important to appreciate that the three components representing the
cognitive, epistemic and social aspects of the Practices are intricately related. For
example, observation of events can lead to the generation of scientific knowledge
which is, simultaneously, shaped by the beliefs about scientific knowledge. In addition,
scientists develop models to construct theories, based on the assumption that there
is order and consistency in natural systems. The practice of theory-making, in turn,
reinforces the explanatory power of scientific knowledge. The scientific endeavour is
embedded in the wider ethical, social, economic and environmental contexts.
• Values, Ethics and Attitudes (VEA) in Science. Although Science uses objective
methods to arrive at evidence-based conclusions, it is in fact a human enterprise
conducted in particular social contexts which involves consideration of values and
ethics. The intent of fostering an awareness and appreciation of these values in the
curriculum is to sensitise our students to the ethical implications of the application of
Science in society. The challenges that humanity will face in the upcoming centuries
will not be overcome by scientific and technological solutions alone. There is a need
to consider the impact of these solutions in terms of their benefits to humanity and
the ethical issues involved. Thus, Science education needs to equip students with the
ability to articulate their ethical stance as they participate in discussions about socio-
scientific issues that involve ethical dilemmas, with no single right answer.
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 partnership of learning and teaching goes beyond the students
and teachers to include other partners who can facilitate learning in various contexts to help
fuel students’ sense of inquiry and innovation, to inspire them and to help them appreciate
the application of Science in their daily lives, society and the environment.
password needed, so sharing the links is fine.
Additional Learning Resources for G1 LSS
Topic 1 Laboratory Measurements and Procedures | |
| Measuring Length, Mass, Time and Volume [G1 LSS] | |
Module 1 Machines Around Us (I) | |
Topic 2 Force | |
Topic 3 Energy | |
Topic 4 Electricity | |
| What is Current, Voltage and Resistance? [G1 LSS] | |
Circuit Diagrams, Circuit Symbols and Series and Parallel Circuits [G1 LSS] | |
Topic 5 Heat | |
Module 2 Our Environment | |
Topic 6 Matter | |
Topic 7 Water Pollution | |
Topic 8 Air Pollution | |
Module 3 Our Body and Health (I) | |
Topic 9 Cells | |
Topic 10 Getting Energy & Nutrients from Food | |
| Undereating and Overeating [G1 LSS] | |
Topic 11 Human Reproduction | |
Sexually Transmitted Infections (STIs) and Abortion [G1 LSS] | |
Topic 12 Taking Good Care of My Body | |
🚀 Link to Let's Go Digital on SLS
These links are for teachers' use. Students, please access the lessons through the Assignment tab after your teachers have assigned the lessons to you.
No comments:
Post a Comment