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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.

The department aims to achieve high scientific literacy through the provision of a Science learning environment that would equip students with competencies to meet the challenges of the 21st Century through the integration of social emotional learning, ICT, self-directed and collaborative learning in the teaching of Science.

In Lower Primary Science, 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. We will bring in live specimens, learning journey, tracking of lifecycle of plants and animals and interesting experiments.

In Upper Primary Science, taking centre stage is engaging pupils in developing 21st Century competency skills in the midst of exploring science. Through investigative activities, learners apply Scientific Method in their projects and work collaboratively with their peers. Primary Six pupils will embark on a learning journey to the zoo where its rich physical environment becomes the third teacher, with project work incorporated.

Apart from curriculum , pupils have many good opportunities to pursue their interest in science, such as Pei Chun Creative Toy Competition, Science Olympiad, Learning Journeys, enrichment programmes 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.

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.


“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 and Four
  • Group projects and presentations to develop the 21st century competencies
  • Teacher observations to provide valuable feedback on the learning outcomes

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.


Updated 04 September 2018.

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