Science

Vision

To nurture in students a passion for Science

Mission

To develop independent learners and critical thinkers who apply scientific knowledge to make meaningful contributions to society

Curriculum

Science learning in PL is purposefully designed to achieve the following objectives:

• Develop Critical Thinking and Process Skills
  Through inquiry-based learning, students are equipped with analytical and problem-solving skills essential for scientific thinking.

• Ignite a Passion for Lifelong Learning
  We aim to foster independent, meaningful, and sustained interest in Science that extends beyond the classroom.

• Inculcate Values and Attitudes
  Teachers model positive values to guide students in making discerning choices and becoming responsible contributors to society and stewards of the environment.

• Appreciate the World God Has Created
  Students are encouraged to value and care for the natural world as part of their learning journey

Focus for 2025

In 2025, the department will focus on the intentional use of active learning strategies and success criteria to enhance teaching and learning.

• Teachers will design lessons that incorporate success criteria at different stages of learning to monitor progress and provide targeted feedback effectively.

• Students will engage as active and self-regulated learners, using success criteria regularly to reflect on their understanding, articulate their learning gaps, and take ownership of their improvement.

Subjects offered

The Science department in PL offers a range of G1 to G3 subjects in lower and upper Secondary.

• G1 / NT Science offered at all levels

• G2 and G3 subjects includes Combined Science (Biology Chemistry) and Combined Science (Chemistry/ Physics)

• G3 Science also includes Biology, Chemistry and Physics

Assessment

Purpose of assessment
Assessment in Science lessons aims to gather and analyse evidence about students’ learning to enhance the learning experience of students. With clarity of purpose, different assessments provide quantitative and qualitative information of learners’ progress and development that can be analysed and used to provide feedback for improving practices.

Feedback is provided to students to help them understand strengths and weaknesses where they can monitor their own progress.

Types of assessment
Both assessment for learning and assessment of learning help in moving learning forward.

Assessment for learning
Students use success criteria, feedback from learning tasks in class to monitor their own learning to close learning gaps.

Teachers use real-world contexts involving Science in daily life, society and environment in the construction of assessment tasks. The information collected is then used to adjust their teaching and learning practices. Different evidence of learning is collected from different platforms including practical work, worksheets, and with the use of technology such as SLS learning packages during classroom instructions to provide timely feedback and interventions to close students’ learning gaps. 

Assessment of Learning
Weighted assessments and End-of-Year examinations are designed to cover the different assessment objectives and represent the scope and relevance with appropriate pitching as required of the syllabus to inform how well students had learnt at various checkpoints. 

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