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Innovative Curriculum & Programmes

1. Nurturing Young Scientists
(a) Science Inquiry
Science as inquiry stresses active pupil learning and the importance of understanding scientific concepts. To build the foundation for such skills development, essential process skills (e.g. classifying, interpreting information, planning investigations) which encompass both thinking as well as practical skills are emphasized with increasing depth and breadth at different levels to match pupils' cognitive development. During class lessons, pupils are given opportunities to learn by doing. They are encouraged to ask questions and find answers to their own questions.
(b) Datalogging Activities
Pupils learn to use dataloggers to facilitate the collection of real-time experimental data that are helpful in establishing linkages and relationships in investigations. These activities are woven into the formal science curriculum and aligned to the syllabus.
(c) Science @ The Ecogarden
The Ecogarden is an outdoor space for children to learn. It is a living laboratory where children can relate and interact with nature instead of just learning about nature through textbooks. Activities can be carried out in the Ecogarden during class lessons or at recess time. These activities require participants to observe, record and communicate what they learn and discover as they study the flora and fauna in designated areas. Planters for the Primary 1 and 2 pupils are allotted to grow their own plants or vegetables under the Little Planters Programme.
(d) Science @ The Library
Thematic activities are carried out once a term in the library to introduce pupils to the varied and interesting collection of Science books available. 
(e) Learning Journeys
These are conducted to engage pupils in learning through authentic experiences beyond the classroom. Our pupils have been to places such as the Singapore Zoological Gardens, Singapore Science Centre, Bullfrog Farm, HortPark. In addition, pupils also go on interdisciplinary trails to Sungei Buloh, Bukit Timah Nature Reserve, Botanical Gardens and Labrador Park. Through these learning journeys, pupils become more aware of their environment and learn to apply Science concepts and ethics to real life situations. They learn teamwork and are developed in collaborative and thinking skills. 
(f) Science Journaling
Beginning this year, P3 pupils embark on Science journaling as part of the Science Curriculum. This is an effort by the school to develop our pupils into self-directed learners by taking ownership of their learning. Science journaling offers the pupils an opportunity to reconstruct their experiences by gaining process skills such as making observations, communicating understanding of concepts, developing questioning abilities and reflecting on what they have learned, just to mention a few. Since holistic assessment is moving up to P3 in 2013, there is a need to appraise pupil’s Science learning through formative assessments. 
2. Leadership Development
(a) Science Monitor Training
Selected pupils (about 2-4 per class) undergo training at the beginning of the year to prepare them in carrying out their duties as Science monitors. During such trainings, these monitors learn about their roles and responsibilities. They are taught laboratory safety and the names of various laboratory equipment and apparatus found in the Eureka Hubs.
3. Greening Kuo Chuan
The department encourages pupils to take an active care for the environment.  The emphasis on conservation has reinforced the strong belief for Environmental Education in schools. Environmental education need not be taught as a teaching subject in specific but can be infused into various programmes, activities and CCA as school-wide approach.