Reflective and confident individuals who are well-equipped with knowledge and skills for a world where change is the only constant
Science is a body of knowledge that represents understanding of natural systems and the processes. However, even the most well-established theories have limitations and are being continually extended and refined. In this continuously-evolving world, our students need to be equipped with the knowledge and skills set to enable to refine their understanding with time. The Science Department aims to provide students with a holistic understanding of the constantly changing world around them through an inquiry-based approach in teaching and learning of Science. Students will experience learning characterised by exploration and risk-taking, by curiosity and motivation, by engagement in reflective and creative thinking, and by connection with real-life situations.
A systematic approach where students learn a comprehensive inquiry process and have the opportunity to engage in inquiry
- Claim-Support-Question Thinking Routine
- experiments (physical and virtual)
- investigative projects and assignments Using an inquiry model to internalise a process for inquiry that is transferable to everyday life situations
Critical and Inventive Thinking (CIT)
Metacognition processing by students- thinking about thinking, learning to learn 21CC Standards and Benchmarks:
- Generate novel ideas
- Exercise sound reasoning and reflective thinking to make good decisions
- Manage complexities and ambiguities well Development of CIT through project work, field trips, green and other enrichment activities with explicit thinking and problem solving skills and rubrics.
Students master the prerequisite level in order to move on to the next level of learning
If a student does not achieve mastery on the test, they are given additional support in learning and reviewing the information, then tested again. The cycle continues until the learner accomplishes mastery, and moves on to the next stage.