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The Science Department aims to provide pupils with opportunities to seek scientific knowledge and understanding with application, develop skills and attitudes for scientific inquiry, and build their foundation in scientific ethics.

In Primary Three and Four, we emphasize on nurturing the curiosity in science and the natural world among the pupils. Using the Inquiry-based and hands-on exploratory approach, pupils will be engaged during lessons and develop a love for the subject. The Stick Insect Terrarium opens the window to discovering the natural insect world right at our backyard, the Eureka Hub.

In Primary Five and Six, taking centre stage is engaging pupils in developing 21st century competency skills in the midst of exploring science. Science Investigative Project allows Primary Five pupils to be engaged learners in conducting the Scientific Method by applying their knowledge, skills and attitudes in science projects and working collaboratively with their peers. Selected pupils will be given the opportunity to showcase their project with their peers during the Science Carnival in Term 3. Primary Six pupils embark on a learning journey to the zoo where its rich physical environment becomes the third teacher, with project work incorporated.

Beginning in 2013, Character in Science, an ethics-infused science learning package, will create a greater awareness of ethical issues among pupils so that they can understand and appreciate the importance of attitudes and ethics in science in daily life, society and environment.

Apart from curriculum time, pupils have many good opportunities to pursue their interest in science, such as the Sony Creative Toy Competition, International Competitions and Assessments for Schools (ICAS), Science Olympiad, E2K Programme (for selected pupils only) and Co-Curricular Activities, like Science and Gardening Club.

However, we need a stronger focus on skills and values to ensure that our children are equipped not just with content knowledge, but also with the necessary skills and dispositions to thrive in a fast-changing future.


The Science Department takes an inquiry-based approach to the teaching and learning of science. In this way, pupils become engaged and excited about what they are studying and they then become motivated to learn.

The classroom learning environment is like an incubator, infused with nurturing elements such as classroom discussions, questionings, demonstrations, investigations and regular hands-on activities, to develop our pupils in scientific inquiry by engaging them to construct meanings of the knowledge and apply the skills and attitudes essential to the practice of science.

Programmes, both in- and out-of-classroom, and learning resources are tailored to cater for rich diverse learning experiences for our pupils. Learning experiences are situated in realistic contexts so that pupils can make connections with their own lives and the environment in which they live.

The Academic Support (AS) Programme provides pupils differentiated instruction to match their readiness level, interests and preferred mode of learning so that their learning is maximized.


“At the core of PERI Holistic Assessment (HA) are holistic development and child-centric assessment practices. For our children to thrive in the future, they will not only acquire knowledge, but also develop skills and values in the academic and non-academic areas. This holistic development requires assessment practices that provide valuable feedback on our children’s development, allow them to take ownership of their learning and develop their confidence and desire to learn.” – PERI HA Seminar and Exhibition 2012

To provide pupils with richer and more holistic feedback on their development and skills acquisition, the Science Department uses alternative assessments in addition to the usual pen-and-paper tests to assess pupils’ learning. Examples of alternative assessments include the following:

  • Practical tests at Primary Three, Four and Five
    ΓÇó Group projects and presentations to develop the 21st century competencies
    ΓÇó Teacher observations to provide valuable feedback on the learning outcomes
    ΓÇó Model-making to express their creativity and understanding of scientific concepts.

Such alternative assessment practices also serve as instructional intervention strategies designed to motivate, and not merely monitor, pupils’ learning. Through a student-centric and values-driven science education, we are committed to what we teach, how we teach and how we know our pupils are learning, infusing ethics and values in the process. We are confident that our Science education will provide a strong foundation to help our pupils become confident children, independent learners and caring citizens.

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