2023

Primary Science Syllabus

September 2020

A PRESENTATION BY
MINISTRY OF EDUCATION, SINGAPORE
 Overview of Content

• Syllabus Review Cycle

• Science Curriculum Framework
• Aims of Primary Science Syllabus
• Syllabus Organisation
• Syllabus Content
• Teaching and Learning Approaches & Resources
• School-based Assessment
• Schedule of Implementation and PD Support
Syllabus Review Cycle
 Syllabus Review Cycle

Ongoing Feedback
HODs & Teachers
Support to Schools
through sharing & training Engagement Sessions
CPDD, AST & NIE HODs & Teachers

Syllabus
Curriculum
Review Cycle Review Committee (CRC)
Resource Production
IHLs, Schools, AST
SEAB & CPDD
CPDD & Partners

Curriculum Development Syllabus and Resource

Committee Development Committee (SRDC)
MOE Higher Management IHLs, Schools, AST, SEAB & CPDD
Science Curriculum Framework
 Science Curriculum Framework

Science for Life and Society To enthuse

and nurture all
students to be
scientifically
literate

To provide
strong
Science
fundamentals
for students to
innovate and
pursue STEM
for future
learning and
work
Science Curriculum Framework

Goals
Science for Life and Society

Vision - 3Ins
Inspire
Inquire
Innovate
Three Domains
Core Ideas
Practices
Values, Ethics and Attitudes

Stakeholders
Students as Inquirers
Teachers & Partners as Facilitators
Aims of Primary Science
Syllabus
 Aims of Primary Science Syllabus

Provide students with experiences/ opportunities to:

 
 build on their interest and stimulate their curiosity
about themselves and their environment
 acquire basic scientific concepts to help them
understand themselves and the world around them
 develop skills, dispositions and attitudes for
scientific inquiry
 apply scientific concepts and skills in making
responsible decisions
 appreciate how science influences people and the
environment
Syllabus Organisation
 Syllabus Organisation

Diversity . Cycles . Systems . Interactions . Energy

P3 P4 P5 P6
4 topics 5 topics 5 topics 4 topics

• Core Ideas are organised as

- 5 themes
- 18 topics across P3 to P6 levels

• Levels of development provide greater support to

schools in concept development and progression across
levels.
 Syllabus Organisation
Levels P3 P4 P5 P6
Themes Diversity . Cycles . Systems . Interactions . Energy
Topics • Diversity of living •
and non-living
Cycles in matter
and water
• Cycles in matter
and water
• Energy forms and
uses
things (General (Matter) (Water) (Photosynthesis)
characteristics
and classification) • Human system • Cycles in plants • Energy
(Digestive and animals conversion
• Diversity of system) (Reproduction)
materials • Interaction of
• Plant system • Plant system forces (Frictional
• Cycles in plants (Plant parts and (Respiratory and force,
and animals (Life functions) circulatory gravitational
cycles) systems) force, elastic
• Energy forms spring force)
• Interaction of and uses (Light) • Human system
forces (Magnets) (Respiratory and • Interactions
• Energy forms circulatory within the
and uses (Heat) systems) environment

• Electrical system

Note: Underlined topics are not required in the Foundation Science Syllabus
 For Discussion

Share how the organisation of topics by levels can support

teaching and learning.
 Syllabus Organisation (Core Ideas)
Core ideas Diversity
 
Distilled ideas central to Science
There is a great variety of living and non-
living things around us. Organising this
diversity of things helps us better understand
Cycles the world in which we live. There are common
threads that connect all living things and
There are cycles or repeated patterns of unifying factors in the diversity of non-living
change in nature. Understanding cycles, such things that help us to classify them. This
as life cycles and the water cycle, helps us to theme helps us appreciate the importance of
predict events and processes and to maintaining diversity.
appreciate the Earth as a self-sustaining Essential Takeaways Key Inquiry Questions
system that supports life.  There is a great  What can we
Essential Takeaways Key Inquiry Questions variety of living and observe around
 There are repeated  What makes a cycle? non-living things us?
patterns of change  How does a cycle around us.  How can we
around us. help us predict  We classify living and classify the great
 Understanding cycles events and non-living things variety of living and
helps us to make processes? based on their non-living things?
predictions about  Why are cycles similarities and  Why is it important
events and important to life? differences. to maintain
processes around  Maintaining the diversity?
us. diversity of living and  
non-living things is
important for survival.
 Syllabus Organisation (Core Ideas)
Systems Interactions
   
A system is a whole consisting of parts that Interactions are the actions between and
work together to perform function(s). There within living and non-living systems in the
are systems in nature such as plant and environment. Understanding these
human systems; as well as man-made interactions helps us to see relationships
systems such as electrical systems. between the factors/variables in the
Understanding these systems allows us to environment. We can also appreciate the
appreciate how parts influence and work consequences of our actions and play our
together to perform function(s). part in conservation.
Essential Takeaways Key Inquiry Questions Essential Takeaways Key Inquiry Questions
 A system is made  What is a system?  There are  What are the types
of different parts.  How do different interactions among of interactions
Each part has its parts / systems us, living and non- around us?
own unique work together to living things in the  How do interactions
function. perform function(s)? environment. affect the
 Different parts of a  Why is it important  Interactions within environment and
system influence to understand how the environment can us?
and work together parts/ systems work have positive or  Why is it important
to perform together? negative impacts. for us to conserve
function(s).  Conservation is the environment?
important to ensure  
continuity of life and
availability of
resources.
Syllabus Organisation (Core Ideas)

Energy
 
Energy is required for things to work in everyday
life. We use various forms of energy for many
different purposes. All living things obtain energy
and use it to carry out life processes.
Understanding this theme allows us to
appreciate the importance and uses of energy
and the need to conserve it
Essential Takeaways Key Inquiry Questions
 Energy is required for  What are the
things to work. different forms of
 There are various forms energy around us?
of energy and they can  How is energy used
be converted from one in everyday life?
form to another.  Why is it important to
 Some sources of conserve energy?
energy can be depleted  
and we play an
important role in energy
conservation.
Syllabus Organisation (Syllabus Format)

Revised narrative, essential

takeaways and key inquiry
questions to strengthen the value
and application of themes

Balance of 3 domains of the

Science Curriculum Framework
Syllabus Content
 Syllabus Content (Addition and Deletion of LOs)
Levels P3 P4 P5 P6
Themes Diversity . Cycles . Systems . Interactions . Energy
Topics • Diversity of living • Cycles in matter
and non-living and water
 Cycles in matter  Energy forms
and water and uses
(-) Remove cell
things (General system as a topic
(Matter) (Water) (Photosynthesis)
characteristics
and classification)
(+) Introduce concept• of Human
cell assystem  Cycles in plants  Energy
(Digestive
basic unit of life under Cycles in and animals conversion
• Diversity of system) (Reproduction)
plants and animals (Reproduction)
materials  Interaction of
• Plant system  Plant system forces (Frictional
• Cycles in plants (Plant parts and (Respiratory and force,
and animals (Life functions)
(+) Include property of ‘Light
cycles) (+)circulatory
Include concept of gravitational
respiration,
travels in straight lines’ in a systems) force, elastic
• Energy forms focusing on the release of energy
spring force)
LO under Energy forms
• Interaction ofand and uses (Light)  from food,
Human in a
system LO under Energy
uses (Light) forces (Magnets) (Respiratory
forms and usesand(Photosynthesis)
 Interactions
• Energy forms circulatory within the
and uses (Heat) systems) environment
(+) Include concept of ‘Heat
is a form of energy’ in a LO  Electrical system
under Energy forms and
uses (Heat)

Note: Underlined topics are not required in the Foundation Science Syllabus
 Syllabus Content (Changes in topics and LOs)
Topic Updated Learning Outcomes
Energy forms and • Recognise that light travels in straight lines and thus a shadow is
uses (Light) P4 formed when light is completely or partially blocked by an object.
Energy forms and • State that heat is a form of energy.
uses (Heat) P4 • Differentiate between heat and temperature.
- Heat is a form of energy
- Temperature is a measurement of the degree of hotness of an
object
Cycles in plants and • Recognise that a cell is a basic unit of life.
animals
(Reproduction) P5
Standard Science
Energy forms and  Recognise that living things need energy from respiration to carry out
uses life processes.
(Photosynthesis) P6 Note: The focus of respiration is on the release of energy from food.
Standard Science
Cell System • Show an understanding that a cell is a basic unit of life.
Standard Science • Identify the different parts of a typical plant cell and animal cell and
relate the parts to the functions.
- Parts of plant cell: cell wall, cell membrane, cytoplasm, nucleus
and chloroplasts
- Parts of animal cell: cell membrane, cytoplasm, nucleus
• Compare a typical plant and animal cell.
 Syllabus Content (Practices)
Practices of Science

Set of established procedures and How scientific knowledge is

processes associated with scientific inquiry generated and established

Demonstrating WOTD
Developing
Evaluating and
Investigating Explanations and
Reasoning
Solutions
Communicating,
Posing questions

d
evaluating and Using and

Un
an
and defining
defending ideas developing models

de
g
problems

in
with evidence

rs
n c nk

ta
nd Kn
ie hi
Making informed Constructing

Sc f T
Designing

in ow
decisions and taking explanations and

g
i n ys o
investigations

Na ledg
responsible actions designing solutions in Wa

tu e
Conducting

re
Practices of
Do ng
g

of
experiments and    
ti

Sc
ra

testing solutions
st

ie
Science
on

nt
Analysing and

ifi
m

interpreting    

c
De

data
Relating Science-Technology-Society-Environment

Application of Science in society

21
 Syllabus Content (Practices)

Ways of Thinking and Doing (WOTD) supports students in learning science as

inquirers and involves various skills and processes.

Demonstrating WOTD
 Syllabus Content (Practices)
Practices - Ways of By the end of P4, students should By the end of P6, students should
thinking and doing be able to: be able to:
Conducting  Use senses, apparatus and • Use senses and select
investigations and equipment to gather data. appropriate apparatus and
testing solutions equipment to gather data.

 Investigate to find out answers  Investigate to find out answers

  to questions (guided to questions (guided and open
investigations). investigations).

 Record and/or compare  Record and/or compare

observations/data with observations/data using a
suggested scaffolding. variety of forms e.g. notes,
drawings and charts.
 

• The WOTD progression provides a coherent and systematic development

of skills and processes by the end of P4 and P6.
- For example, when conducting investigations, students learn skills such
as observing, comparing, investigating
 Syllabus Content (Practices)
Ways of thinking and doing
Posing questions This involves asking questions to make sense
and defining of the world (themselves and the
problems environment) around them.
Designing This involves formulating questions or
investigations hypotheses and designing fair tests to find
  out answers to the questions or to verify the
  hypotheses.
Conducting This involves conducting investigations to
investigations and gather data through making observations
testing solutions using our senses or instruments. This also
  involves knowing the functions and
  limitations of various apparatus, developing
the ability to select and handle them
appropriately for various tasks.
Analysing and This involves identifying and explaining the
interpreting data parts of objects, information (presented in
  different forms), as well as the patterns and
relationships between these parts.
By the end of P4, students
should be able to:
 Ask questions out of curiosity or to deepen understanding.
 Ask questions which can be investigated.
 Recognise a fair test
(changed/unchanged
variables).
 Use senses, apparatus and
equipment to gather data.
 Investigate to find out
answers to questions
(guided investigations).
 Record and/or compare
observations/data with
suggested scaffolding.
 
 Simple analysis of data and
information in
representations (e.g.,
tables, bar and line graphs,
charts and diagrams) to
infer patterns and
relationships or explain
findings.
By the end of P6, students
should be able to:
 Design a fair test
(changed/unchanged
variables).
 Use senses and select
appropriate apparatus and
equipment to gather data.
 Investigate to find out
answers to questions
(guided and open
investigations).
 Record and/or compare
observations/data using a
variety of forms e.g., notes,
drawings and charts.
 Analysis of data and
information in
representations (e.g.,
tables, bar and line graphs,
charts and diagrams) to
infer patterns and
relationships or explain
findings.
 Syllabus Content (Practices)

By the end of P4, students By the end of P6, students

Ways of thinking and doing should be able to: should be able to:
Communicating, This involves receiving and presenting • Communicate (e.g., written, verbal, pictorial, tabular or
evaluating and information and ideas in various forms. This graphical) clear explanation and reasoning.
defending ideas also involves assessing the reasonableness, • Seek clarification to deepen understanding.
with evidence accuracy and quality of information and
  ideas.
Making informed This involves establishing and applying •  State or select options based on appropriate criteria with
decisions and criteria to select from among seemingly equal reasons.
taking responsible alternatives. The process of establishing
actions criteria involves consideration of the  
  consequences and values.

Using and This involves using multiple representations  Use multiple representations (e.g., pictures, charts, diagrams,
developing models to describe, explain and predict phenomena. tables, graphs) to explain concepts, describe and predict
  phenomena.
Constructing This involves generating ideas and justifying  Construct possible explanations and generate ideas.
explanations and them to remedy or alter a problem situation.
designing solutions
 
 For Discussion

Share how you would introduce WOTD in a lesson of your choice.

 Syllabus Content (Values, Ethics and Attitudes)
Cultivate Values, Ethics and Attitudes through discussions on social and ethical issues

Curiosity Open-mindedness

Creativity Resilience

Integrity Responsibility

Objectivity Healthy scepticism

27
Teaching and Learning
Approaches and Resources
 Teaching and Learning Approaches and Resources
Conceptual Flow Diagram (CFD) shows a coherent flow of key
ideas across a topic
Key Idea: Living things have
young.
Act 1: Find my young
(3 periods)
Linking Question:
What happens to the
young over time?
Key Idea: Living things such as
plants go through a pattern of
change and grow over time in
their life cycle.
Act 2: Grow seeds grow
(3 periods)
Linking Question:
How is an animal life cycle
different from a plant life cycle?
Conceptual Flow Diagram
Life Cycles There are patterns of change
in the plant and animal life
cycles.
THEME: CYCLES
Essential Takeaways:
• There are repeated patterns of change Act 5: Let’s create (4 periods)
around us.
• Understanding cycles helps us to make
predictions about events and processes
around us.
Key Idea: Different living things
Key Inquiry Questions:
• What makes a cycle? have different life cycles.
• How does a cycle help us predict
events and processes?
Act 4: Spot the similarities and
• Why are cycles important to life?
differences
(2 periods)
Key Idea: Animals also go through a
pattern of change and grow over time
in their life cycle. Linking Question:
Act 3: Tell me more about these How are the life cycles of
animals living things different?
(6 periods)
29
Teaching and Learning Approaches and Resources
CFD to support teachers
in designing students’
learning experiences
across a topic

Capture ideas
and interest

Construct
3C to support teachers in understanding
designing students’
learning experiences for Consolidate
each key idea learning
30
Teaching and Learning Approaches and Resources

3C pedagogical framework helps to design the students’ learning

experience for each key idea

Stages What How

Capture What are some of your How can we elicit students’
ideas and interest student’s prior knowledge? prior knowledge?

What is the next concept that How can we generate

students are learning? students’ interest for
learning the next concept?
Construct What concepts do students How can we teach the
understanding have to learn? concepts?

Are there content gaps we How can we bridge the

have to bridge? content gaps?
Consolidate What is the key idea in this How can we help students
learning lesson? apply what they have learnt?
 For Discussion

Give an example of how you can use the 3C pedagogical

framework to design a lesson of your choice.
 Teaching and Learning Approaches and Resources
Suggestions for learning
experiences such as instructional
strategies and key questions are
Pedagogical and included.
assessment
considerations for
the lesson
according to 3C.
Focus areas for
Key resources
Core Ideas,
are suggested.
Practices, Values,
Ethics and
Attitudes, are also
highlighted.
Teaching and Learning Approaches and Resources
Variety of strategies to support teaching and learning as inquiry

CC

 
i

Games IT SAIL
 
NE
Teaching and Learning Approaches and Resources
Integrated suite of resources includes textbooks, activity books,
hands-on kits, SLS and teaching and learning guide (TLG).
Supports teachers in facilitating students’ learning experiences

Alignment of various resources

Hands-on
Activity
Textbook Kits SLS
Book
(SPARKLE)

Teaching & Learning Guide

Teaching and Learning Approaches and Resources
Let’s Light Up! Kit

To investigate the variables that

affect shadows formed
- distance between light source-
object
- distance between object-screen

To investigate if shadow is formed To investigate if coloured light

when light is completely or partially sources form coloured shadows.
blocked by an object.
Teaching and Learning Approaches and Resources
Continuum of formal-informal learning experiences provides
opportunities for students to inquire and understand the application of
science in their daily life.
Teaching and Learning Approaches and Resources
An example of how the framework can be applied to the topic of Cycles
in plants and animals (Life Cycle)
School-based Assessment
 School-based Assessment
Provides complete picture of students’ performance and progress
Informs effectiveness of teaching and learning process

Recommended weighting for school-based assessment

Written Tests Performance- Total

based
assessments
Std Science 70-85% 15-30% 100%

Fdn Science 70-85% 15-30% 100%

Schedule of Implementation and
PD Support
 Schedule of Implementation and PD Support
2019 2020 2021 2022 2023 2024 2025 2026

Implementation Schedule
P5 P6
Current 2014 Primary Science Syllabus P3 P4 Standard & Standard &
Foundation Foundation
Changes to Curriculum Time
P3  
Increase in 1 period for P3 Science to 5 periods

P4    
Increase in 1 period for P4 Science to 5 periods

P5             Increase in 1 period for P5

Std Science* to 6 periods
Increase in 1
P6               period for P6
Std Science*
to 6 periods
Communication and Professional Development
Communication
Communication
of Revised
of 2023 Primary
Comms Science
Science          
Curriculum
Syllabus
Framework

PD     KPs P3 P4 P5 P6  

* No change in Foundation Sc periods – 5 periods

 Schedule of Implementation and PD Support
Objectives of the PD support for the New Science Syllabus roll-out are:

• Train HODs and Teacher Leaders to support teachers in implementing the new
syllabus
• Provide targeted and just in time support to level teachers from 2022-2025
• Provide platforms for schools to share good practices throughout the
implementation period

2021 Phase 1 HODs and Teacher Leaders from each school

(Engagement) will be invited to attend the engagement
session.

2022-2025 Phase 2 HODs and Teacher Leaders will be invited to

(Building capacity) facilitate level specific workshops to provide
targeted support for level teachers.
2022-2025 Phase 3 Schools to share ideas and good practices on
(Sharing and multiple platforms (e.g. HOD meet)
sustaining practices)
Thank you