Distinctive Programmes        
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Science

The Science Department has a strength of 14 trained teachers and 3 support staff. The department is led by Mr Hisham Zainal, as the Head of Department, and assisted by Ms Cheryl Cheong as the Subject Head for Science.

OUR TEACHERS

PHYSICS UNIT
Mr Hisham Bin Zainal
HOD / Science
hisham_zainal@moe.edu.sg
Mr Goh Wei Beng
School Staff Developer (SSD)
goh_wei_beng@moe.edu.sg
Mr Foo Chin Wei
HOD Student Management
foo_chin_wei@moe.edu.sg
Ms Yap Xiao Ting
SCP 2IC (Physics) /  NT Science Coordinator
yap_xiao_ting@moe.edu.sg
Ms Lee Leng Hong, Levon lee_leng_hong_levon@moe.edu.sg
Mr Liau Gao Fu  gao_fu_liau@moe.edu.sg
Mr Lim Ghim Siang lim_ghim_siang@moe.edu.sg
CHEMISTRY UNIT
Ms Cheryl Cheong
SH/Science/Science Co-curricular
Programme (SCP) OIC
cheong_xinni_cheryl@moe.edu.sg
Ms Yiew Qifang Daphne
Year Head (Upper Sec)
yiew_qifang_daphne@moe.edu.sg
Mr Victor Lee Meng Wah
ST / Science Education
lee_meng_wah@moe.edu.sg
Ms Lin Li Yi
SCP 2IC (Chemistry)
lin_liyi@moe.edu.sg
Mr Liau Gao Fu  gao_fu_liau@moe.edu.sgl
Ms Low Xin Yu  low_xin_yu@moe.edu.sg 
BIOLOGY UNIT
Mdm Wang Jieying Clara
HOD / ICT & Data Management
wang_jieying_clara@moe.edu.sg
Ms Lydia Bte Salim
Lower Secondary Biology Coordinator/ 
SCP 2IC (Biology)
lydia_salim@moe.edu.sg
Ms Ng Jia Ling, Christine ng_jia_ling_christine@moe.edu.sg
SCIENCE LABORATORY
Ms Teo Mei Lin
Technical Support Officer
teo_mei_lin@moe.edu.sg
Ms Suriati Binte Kardi
Technical Support Officer
suriati_kardi@moe.edu.sg
Mdm Linda Chia
Operations Support Officer
chia_siew_ping@moe.edu.sg 

 

PHILOSOPHY 

The Science curriculum in GSS aims to instil and inspire passion and appreciation for science, for our students. These aims are achieved through the exploration of scientific phenomena in an authentic, practical and experiential setting.

Inquiry is central to science learning in GSS, where teachers work closely to ensure our students acquire the knowledge, skills and attitudes required for the 21st century Science education. Students will acquire an accomplished level of scientific literacy to be a knowledgeable citizen who is a confident, self-directed lifelong learner and an active contributor to the community and nation.

GRSS Science Philosophy

DEPARTMENT OF CURRICULUM AND PEDAGOGY  

CURRICULUM


GSS adopts the 4E – Expose, Explore, Engage, Extend – approaches to facilitate and implement the progressive and differentiated Science curriculum.

  • Sec 1:  Students are exposed to the various aspects of  General Science through the disciplines of Physics, Chemistry and Biology. Scientific skills, such as observation, experimentation, making hypothesis, analysis, etc, are taught to students to provide a strong fundamental for the students to acquire essential thinking skills, scientific knowledge and attitude required for Science learning.

  • Sec 2:  Students build on their fundamental Science knowledge and skills to further explore the various Science disciplines in greater depth and breadth.

  • Sec 3:  Students engage in researching and discovering accurate ways to solve and explain real-life scientific phenomenon.

  • Sec 4 & 5:  Students extend their learning to scientific applications within and beyond the formal  syllabus and curriculum, to create deeper and newer understanding of the world around them.

The lower secondary science curriculum follows the thematic general science syllabus. This thematic approach at the lower secondary provides strong fundamental knowledge, skills and attitudes towards Science learning that will be essential in building a firm foundation to facilitate deeper understanding and application of Scientific concepts, when they progress to their upper secondary Science curriculum.

The Science subjects that we offer at the National Examination:

Subject Level / Stream Examination

Pure Physics

Sec 4 Express

GCE 'O' LEVEL

Pure Chemistry

Sec 4 Express

GCE 'O' LEVEL

Pure BiologySec 4 ExpressGCE 'O' LEVEL

Combined Science
(Physics and Chemistry)

Sec 4 Express,
Sec 4 Normal Academic &
Sec 5 Normal Academic

GCE 'O' LEVEL
GCE 'N' LEVEL
GCE 'O' LEVEL

Combined Science
(Chemistry and Biology)

Sec 4 Express

GCE 'O' LEVEL

 NT Science

 Sec 4 normal Technical

GCE 'N' LEVEL



PEDAGOGY

In alignment to the National Science curriculum framework and the inherent nature of Science learning through inquiry, we adopt a guided-inquiry approach to the Teaching and Learning of Science in GSS. This includes the acquisition of Knowledge, Skills and Attitude in Science through practical sessions, authentic application and making thinking visible using Thinking Routines.

There is also an emphasis of Science Concept Learning through the Disciplinary Literacy approach where the teachers and students ‘behave like a scientist’ throughout the learning process. This means that they consistently observe, question, think, articulate and write using the precise terms and/or accurate illustrations when describing the various scientific concepts, akin to a scientist. Models, demonstration kits and other manipulatives are used extensively to further provide a tactile learning experience that enhances the students’ understanding and grasp of the science concepts.


DISTINCTIVE DEPARTMENT PROGRAMMES

SCIENCE CO-CURRICULUM PROGRAMMES 

The GSS Science Co-curricular Programme (SCP) aims to enthuse and enhance Greenridgeans’ love for Science. SCP’s key intention is to provide them with a myriad of differentiated authentic Science learning experience and scientific inquiry activities, beyond their classroom as an extension to the academic syllabuses.

Examples of Programme at the different levels:

Sec 1 (Expose) – Science Learning Journey to Science Centre, Cluster Science Enrichment Day

Sec 2 (Explore) – Ecological Studies Learning Journey, Cluster Science Enrichment Day

Sec 3 (Engage) – Coastal Studies Learning Journey, Science research programme, Science Symposiums,          Science competitions

Sec 4 & 5 (Extend) – Science Seminars, Science competitions


HOMEWORK  POLICY

Rationale

Homework as a form of:

1)    Assessment for Learning to inform the teachers and students of the level of attainment       and understanding of the lessons covered and the subsequent follow-up actions required.

2)    Platform for students to promptly apply the important concepts, formula and definitions to   similar situations and questions, and subsequently facilitate conceptual retention.

        opportunities for students to extend their learning by applying their newly acquired         
        knowledge and skills in an unfamiliar context.

3)    Opportunities for students to extend their learning by applying their newly acquired
        knowledge and skills in an unfamiliar context.
Format1)    Homework will be assigned to the students after each lesson or at appropriate intervals               during the coverage of a chapter or sub-chapter.

2)    They will be in the form of post-lesson assigned worksheets and/or selected questions from         the Ten-Year-Series assessment book. 

3)     
All worksheets are to be kept in the subject file in chronological order.

4)    
Core worksheets will be printed and furnished by the respective teachers according to the            progress of the lessons. Supplementary worksheets will be handed out based on                        progressive assessment and identification of the students’ learning needs and identified                learning gaps.

Types1)    As a form of personal practice, consolidation, review and revision (submission may not be
       required but worksheets are to be filed up for checking).

2)    
For the purpose of submission and marking by the subject teachers, with subsequent                   feedback to the students and discussion with the class.
Duration1)    Not exceeding 1.5 hour per week for each lower secondary Science subject (Physics or               Chemistry, and Biology)

2)    
Not exceeding 2.5 hour per week for each upper secondary Science subject (Chemistry
       and, Physics or Biology)