{"id":1012,"date":"2016-08-15T20:33:00","date_gmt":"2016-08-15T20:33:00","guid":{"rendered":"http:\/\/timss2015.org\/encyclopedia\/countries\/singapore\/the-science-curriculum-in-primary-and-lower-secondary-grades\/"},"modified":"2016-09-08T15:58:11","modified_gmt":"2016-09-08T15:58:11","slug":"the-science-curriculum-in-primary-and-lower-secondary-grades","status":"publish","type":"page","link":"http:\/\/timss2015.org\/encyclopedia\/countries\/singapore\/the-science-curriculum-in-primary-and-lower-secondary-grades\/","title":{"rendered":"The Science Curriculum in Primary and Lower Secondary Grades"},"content":{"rendered":"<div class=\"carouselwrap\"><div id=\"menu-singapore\" class=\"carouselmenu\"><a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/singapore\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Introduction<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/singapore\/the-mathematics-curriculum-in-primary-and-lower-secondary-grades\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>The Mathematics Curriculum in Primary and Lower Secondary Grades<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/singapore\/the-science-curriculum-in-primary-and-lower-secondary-grades\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>The Science Curriculum in Primary and Lower Secondary Grades<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/singapore\/teachers-teacher-education-and-professional-development\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Teachers, Teacher Education, and Professional Development<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/singapore\/instruction-for-mathematics-and-science-in-primary-and-lower-secondary-grades\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Instruction for Mathematics and Science in Primary and Lower Secondary Grades<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/singapore\/monitoring-student-progress-in-mathematics-and-science\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Monitoring Student Progress in Mathematics and Science<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/singapore\/special-initiatives-in-mathematics-and-science-education\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Special Initiatives in Mathematics and Science Education<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/singapore\/use-and-impact-of-timss\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Use and Impact of TIMSS<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/singapore\/references\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>References<\/span><\/a><\/li>\n<\/div><\/div>\t<style>\n\t\t.carouselwrap{\n\t\t\tbackground: #e5eaef;\n\t\t}\t\t\n\t\t.owl-item a{\n\t\t\tbackground: #ffffff;\n\t\t\tborder: 4px #00b2cc solid;\n\t\t\tcolor: #000000;\n\t\t}\t\t\n\t\t.owl-item a:hover,\n\t\t.owl-item a:focus,\n\t\t.owl-item a.current-menu-item{\n\t\t\tbackground: #00667f;\n\t\t\tborder: 4px #00b2cc solid;\n\t\t\t\n\t\t\tcolor: #ffffff;\n\t\t}\n\t<\/style>\n\t\n<h2>The Science Curriculum in Primary and Lower Secondary Grades<\/h2>\n<p>The <em>Singapore Science Curriculum Framework<\/em> (Exhibit 4) is structured around the spirit and practices of scientific inquiry<sup>21<\/sup> and defines three integral domains essential to the practice of science: knowledge, understanding, and application; skills and processes; and ethics and attitudes. The curriculum enables students to appreciate the pursuit of science as meaningful and useful, as it is grounded in knowledge, issues, and questions that relate to the role of science in daily life, society, and the environment.<\/p>\n<p><strong>Exhibit 4: Singapore Science Curriculum Framework<\/strong><sup>22<\/sup><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-4379\" src=\"http:\/\/timss2015.org\/encyclopedia\/wp-content\/uploads\/sites\/6\/2016\/08\/T15E_Singapore_4.png\" alt=\"Exhibit 4: Singapore Science Curriculum Framework\" width=\"800\" height=\"475\" srcset=\"http:\/\/timss2015.org\/encyclopedia\/wp-content\/uploads\/sites\/6\/2016\/08\/T15E_Singapore_4.png 800w, http:\/\/timss2015.org\/encyclopedia\/wp-content\/uploads\/sites\/6\/2016\/08\/T15E_Singapore_4-300x178.png 300w, http:\/\/timss2015.org\/encyclopedia\/wp-content\/uploads\/sites\/6\/2016\/08\/T15E_Singapore_4-768x456.png 768w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><\/p>\n<p>\u00a9 Ministry of Education, Singapore (Reproduced with permission by the Ministry of Education, Singapore)<\/p>\n<p>The primary and lower secondary science syllabi are designed around themes that students can relate to in their everyday experiences and on commonly observed phenomena in nature. The five themes at the primary level are diversity, cycles, energy, interactions, and systems. The lower secondary science curriculum builds on the themes at the primary level, with an additional theme on models, and continues the way science is taught at the primary level as a way of exploring and understanding the physical and natural world. Lower secondary students are introduced to scientific endeavor to develop their understanding of how science is practiced and applied, and are provided with further hands-on learning opportunities situated in everyday contexts. This allows students to make connections in science with their own lives and the environment. Exhibit 5 presents a summary of the topics to be learned under each theme by the end of Grade 8 (Secondary 2).<\/p>\n<p><strong>Exhibit 5: Science Themes and Topics<\/strong><\/p>\n<table border=\"0\" cellspacing=\"0\" cellpadding=\"0\" class=\"tableEncyc\" width=\"100%\">\n<tr class=\"heading\">\n<td valign=\"top\">Primary Science Grades 3\u20136<\/td>\n<td valign=\"top\">Lower Secondary Science Grades 7\u20138<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\" colspan=\"2\" class=\"headingInside\">Diversity<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\" class=\"borderRight\">\n<ul>\n<li>Diversity of living and   nonliving things (general characteristics and classification)<\/li>\n<li>Diversity of materials<\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\">\n<ul>\n<li>Exploring diversity of matter by their physical properties<\/li>\n<li>Exploring diversity of matter by its chemical composition<\/li>\n<li>Exploring diversity of matter using separation techniques<\/li>\n<li>Understanding diversity of living things <\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\" colspan=\"2\" class=\"headingInside\">Cycles<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\" class=\"borderRight\">\n<ul>\n<li>Cycles in plants and animals (life cycles and reproduction)<\/li>\n<li>Cycles in matter and water <\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\"><\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\" colspan=\"2\" class=\"headingInside\">Energy<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\" class=\"borderRight\">\n<ul>\n<li>Energy forms and uses (light, heat, and photosynthesis)<\/li>\n<li>Energy conversion<\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\"> <\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\" colspan=\"2\" class=\"headingInside\">Interactions<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\" class=\"borderRight\">\n<ul>\n<li>Interaction of forces (magnets, frictional force, gravitational force,   and force in springs)<\/li>\n<li>Interaction within the   environment<\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\">\n<ul>\n<li>Interactions through the application of forces<\/li>\n<li>Energy and work done<\/li>\n<li>Transfer of sound energy through vibrations<\/li>\n<li>Effects of heat and its transmission<\/li>\n<li>Chemical changes<\/li>\n<li>Interactions within ecosystems<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\" colspan=\"2\" class=\"headingInside\">Models<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\" class=\"borderRight\">&nbsp;<\/td>\n<td valign=\"top\">\n<ul>\n<li>Model of cells\u2014the basic units of life<\/li>\n<li>Model of matter\u2014the particulate nature of matter<\/li>\n<li>Model of matter \u2014atoms and molecules<\/li>\n<li>Ray model of light<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\" colspan=\"2\" class=\"headingInside\">Systems<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\" class=\"borderRight\">\n<ul>\n<li>Plant system (plant parts and functions, respiratory, and circulatory   systems)<\/li>\n<li>Human system (digestive system, respiratory, and circulatory systems)<\/li>\n<li>Cell system<\/li>\n<li>Electrical system<\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\">\n<ul>\n<li>Transport system in living things<\/li>\n<li>Human digestive system<\/li>\n<li>Human sexual reproductive system<\/li>\n<li>Electrical systems<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/table>\n","protected":false},"excerpt":{"rendered":"<p>The Science Curriculum in Primary and Lower Secondary Grades The Singapore Science Curriculum Framework (Exhibit 4) is structured around the spirit and practices of scientific inquiry21 and defines three integral domains essential to the practice of science: knowledge, understanding, and &hellip; <a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/singapore\/the-science-curriculum-in-primary-and-lower-secondary-grades\/\">Continued<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":168,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1012","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/1012","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/comments?post=1012"}],"version-history":[{"count":7,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/1012\/revisions"}],"predecessor-version":[{"id":5414,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/1012\/revisions\/5414"}],"up":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/168"}],"wp:attachment":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/media?parent=1012"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}