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The Science Department has a strength of 15 trained teachers and 3 support staff. The department is led by Mr Tan Wee Siang, as the Head of Department, and assisted by Ms Cheryl Cheong as the Subject Head for Science.


Mr Tan Wee Siang
HOD / Science
Mr Goh Wei Beng
School Staff Developer (SSD)
Ms Yap Xiao Ting
 Mr Ang Yong Qin ang_yong_qin@moe.edu.sg 
Ms Cheryl Cheong
Ms Yiew Qifang Daphne
Year Head (Upper Sec)
Mr Victor Lee Meng Wah
ST / Science Education
Ms Low Xin Yu  low_xin_yu@moe.edu.sg 
Mdm Wang Jieying Clara
Ms Lydia Bte Salim
Ms Ng Jia Ling, Christine ng_jia_ling_christine@moe.edu.sg



Ms Teo Mei Lin teo_mei_lin@moe.edu.sg 
Ms Suriati Binte Kardi  suriati_kardi@moe.edu.sg   
 Mdm Haryati Amin haryati_amin@moe.edu.sg    


The Science curriculum in GSS aims to instil and inspire passion and appreciation for science in 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 21 st 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



GSS adopts the 5 E Inquiry Approach (Engage, Explore, Explain, Elaborate, Evaluate)  to facilitate and implement the progressive and differentiated Science curriculum

  • Sec 1:  Students are  engaged in interactive lessons that cover the General Science disciplines of Physics, Chemistry and Biology, to inspire them with a lifelong interest for the sciences. They are also encouraged to explore the world constantly through questioning and experimentation, so that they develop a strong sense of scientific literacy in terms of scientific knowledge, critical thinking skills and essential attitudes, which are crucial for the learning of science in the 21st century.

  • Sec 2:  Students build on their fundamental Science knowledge, skills and attitude to enhance their scientific literacy in order to explain scientific phenomena and experimental results with the use of keywords and key phrases. 

  • Sec 3, 4 & 5:  Students gain scientific knowledge, skills and attitudes in greater depths to elaborate on their scientific conceptions, and extend their learning by analysing data and evaluating authentic real-life problems.

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 as 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


Pure Chemistry

Sec 4 Express


Pure Biology Sec 4 Express GCE 'O' LEVEL

Combined Science
(Physics and Chemistry)

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


Combined Science
(Chemistry and Biology)

Sec 4 Express


 NT Science

 Sec 4 normal Technical



In alignment to the National Science curriculum framework and the inherent nature of Science learning through inquiry, GSS adopts 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 through the Scientific Practices approach, where 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. 



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 SCP at various levels:

Sec 1 (Engage, Explore) – Science Learning Journey to Science Centre

Sec 2 (Explain) – Ecological Studies Learning Journey

Sec 3 (Elaborate, Evaluate) – Coastal Studies Learning Journey, Science seminar and competitions



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. P latform for students to promptly apply the important concepts, formula and definitions to similar situations and questions, and subsequently facilitate conceptual retention.
  3. Opportunities for students to extend their learning by applying their newly acquired  knowledge and skills in an unfamiliar context.

  1. Homework will be assigned to the students after each lesson or at appropriate intervals during the coverage of a chapter or sub-chapter. They will be in the form of post-lesson assigned worksheets and/or selected questions from the Ten-Year Series assessment book.
  2. All worksheets are to be kept in the subject file in chronological order.
  3. 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.
  1. 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 for the students and discussion with the class.
  1. Not exceeding 1.5 hour per week for lower secondary Science 
  2. Not exceeding 2.5 hour per week for each upper secondary Science subject (Chemistry  and, Physics or Biology)


Adventure to Edible Garden City

Science Department_LJ to Edible Garden City.jpg
On 6 November 2019, our GSS Science Department teachers initiated and visited Singapore’s very own Edible Garden City (EGC), a.k.a. Citizen Farm, where scientific knowledge is actively applied on the production of home-grown crops and integrated with the concept of social enterprise in hopes of solving challenging first-world issues with innovative solutions.

Recognising the large amounts of food wastes generated by Singaporeans, the EGC collects these food wastes from hotels and restaurants and turns them into composts to grow their crops. In return, the crops grown are sold back to these contributing hotels and restaurants at a discount, and donated to needy families. In addition, among the 40 farmers employed by EGC, 10 of them are autistic and 8 are ex-offenders, as EGC strongly believes that everyone can be a contributing member of society. Scientific research is also ongoing all the while in ECG to discover ever-more efficient and ethical methods of farming.

Our Science teachers are particularly touched by how EGC remains mindful of their impact on society and the future even as they strive to seek the best possible solutions to solve difficult dynamic problems. In the pursuit for ‘achieving more’ to grow stronger varieties of edible plants, they remain cognizant of the less intuitive elements of humanity and empathy, and this is an important value that our students should learn.

The grand vision of EGC is certainly inspiring. Ms Low Xin Yu captures this so well for us Science teachers: "It was really an eye opener to see how a social enterprise could tap on really eco-friendly agricultural methods and aim towards supplying at least 30% of Singapore fresh produce of vegetables.” Likewise, we are inspired by how EGC views themselves as part of the larger community, both contributing and allowing others to contribute in this virtuous cycle of the social enterprise. Ms See Rui Yin particularly noted how ECG has reminded us to look at ways we can contribute even within our own comfort zone. "I like how the team always works on the symbiotic relationships in the ecosystem, using responsible, natural and healthy ways to grow our own food."

Part of the ingenuity in the farming methods of EGC lies in how they cleverly apply the scientific concept of “companion planting”, where plants that attract certain species of pests are planted alongside plants that repel those species. In EGC, no pesticides are necessary! In fact, we tasted quite a number of these “roadside” plants as there were indeed no pests around at all – not even ants! For many of us, the most enjoyable part of the learning journey was precisely the "planting-tasting" tour around the farm. Some of these plants actually provide us with an alternative to western medicine.

While there are no pests, there is a whole government-approved container-warehouse that breeds large black soldier flies, and we in fact came into close encounters with their wriggling larvae – because their poop and carcass are great nutrients for the plants. But nope, we did not have to taste them Survivor-style (thankfully).

The finale of the farm tour was a rather “Zen” segment – a tea appreciation session, where we brewed some of the plants into tea. The roselle tea was quite the crowd-pleaser among the ladies. 

Our Science teachers definitely see a lot of potential in linking what we have learnt at the Edible Garden City to the teaching and learning of Science. “The learning journey gave me ideas for a simplified STEM project in Biology, where students can plan to grow their own edible plants in a sustainable ecosystem,” shared Ms Lydia Salim.

Indeed, the department learning journey has been a most fruitful one!

“The EGC story is a great reminder to our students, that success in their future is not linear, and we can no longer depend on model answers or fixed formulae to solve problems. We teachers shall have to strive to expose our students to different authentic contexts by infusing these into our lessons and daily interactions!” 
- Ms Yap Xiaoting

"I am impressed with the health benefits of different types of tea, and how we can actually easily grow our own organic plants. We can also share what we have learnt today with our Lower Secondary Science students when talking about ecology, and how companion planting can be innovatively used to eliminate the use of pesticides."
- Ms Lin Liyi