Distinctive Programmes        
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Science

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. 

OUR TEACHERS

PHYSICS UNIT
Mr Tan Wee Siang
HOD / Science
tan_wee_siang@moe.edu.sg
Mr Goh Wei Beng
School Staff Developer (SSD)
goh_wei_beng@moe.edu.sg
Ms Yap Xiao Ting
yap_xiao_ting@moe.edu.sg
Mr Liau Gao Fu  gao_fu_liau@moe.edu.sg
Mr Lim Ghim Siang lim_ghim_siang@moe.edu.sg
 Mr Ang Yong Qinang_yong_qin@moe.edu.sg 
CHEMISTRY UNIT
Ms Cheryl Cheong
SH/Science
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
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
wang_jieying_clara@moe.edu.sg
Ms Lydia Bte Salim
Biology Coordinator
lydia_salim@moe.edu.sg
Ms Ng Jia Ling, Christine ng_jia_ling_christine@moe.edu.sg

 

OUR TECHNICAL/OPERATIONS SUPPORT OFFICERS

Ms Teo Mei Linteo_mei_lin@moe.edu.sg 
Ms Suriati Binte Kardi suriati_kardi@moe.edu.sg  
 Mdm Haryati Aminharyati_amin@moe.edu.sg  

PHILOSOPHY 

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 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 5E 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

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, 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. 


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

 Format
  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.
Types
  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.
 Duration
  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)