Sciences Programme

In line with the Dunman High School’s vision “The premier school of Leaders of Honour”, the science programme aims to prepare all Dunmanians to have the presence of scientific mind and attitude that will enable them to be an adept citizen who cares for the environment and to have the technical knowledge and skills to function and contribute effectively to an increasingly technologically driven world.


为配合我校培育“堂正君子 社稷栋梁 ”的愿景,我校的科学课程旨在培养学生的科学思维和态度,从而使他们成为关心环境,且拥有相关知识和技能的公民,以助于他们在日益以科技为主导的世界里有效地工作和做出贡献。

Curriculum 课程内容

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Science Curriculum Framework

The Science curriculum framework was derived from Ministry of Education’s Policy Framework for the teaching and learning of Science which seeks to inculcate and nurture the spirit of inquiry and curiosity. The curriculum is delivered in the three domains – knowledge, understanding and application; skills and processes; ethics and attitudes – which support the curriculum framework. The programme strives to provide students with learning experiences which allow them to apply knowledge and draw relationships within various concepts in science, through written assignments or laboratory practical sessions, and science research work. To connect students with applications of science in their complete performance tasks collaboratively, participate in learning journeys to broaden their horizons and conduct investigate experiments to enhance their learning and appreciation of science. In particular, the school also emphasizes the inculcation of social, emotional values and sense of national responsibility. There are opportunities in every scientific topic to address the affective domain in accordance with the school learning outcomes, such as showing sensitivity, compassion, being reflective, able to learn independently and  work collaboratively, and ability to articulate views. In addition, the framework aims to establish relevance and relationship, via Science in Daily Life, Science in Society, and Science in the Environment.

Objectives of the Science programme

The Science Programme aims to enable students to

  • develop the interest in matters of scientific importance
  • be able to recognise the usefulness and limitations of scientific methods
  • appreciate scientific applications in other disciplines and in one’s everyday life
  • develop abilities and skills in the study and practice of science
  • develop attitudes relevant to the study and practice of science.

A Differentiated Curriculum

The Science curriculum is differentiated in content, process, product and learning environment to cater to the varied and diversified needs of these students.  Students will maximise their potential in the Sciences by pursuing a challenging and differentiated curriculum which will accelerate their learning experiences and develop them into independent learners and effective team workers.

Content enrichment extends the syllabus beyond the basic syllabus in depth and breadth. It caters more to individual needs and interests. It integrates different subject areas/disciplines and affective issues so as to encourage the investigation of real-life problems. Process enrichment seeks to develop higher level thinking skills. This is achieved by providing opportunities for discovery learning and open-ended problem solving, teaching research skills for independent study, and using varied teaching strategies to cater to different learning styles. Students will consistently utilize critical and creative thinking skills to seek original solutions to real-world problems. It will also develop pupils’ understanding of the ethical and moral implications of social and scientific developments. Product differentiation encourages the presentation of what has been learnt in a variety of ways thereby providing space for creative expressions.

Science Enrichment Modules for School-Based Gifted Education (SBGE)
Dunman High adopts the former Gifted Education Programme Enrichment Model to differentiate programme from the mainstream. Enrichment modules aim at providing a better quality of learning or appropriate instruction for students which cannot be fully provided for within the regular classes. The school practices the grouping of students with similar high ability, aptitude and talent in SBGE classes. Students are selected to be in the SBGE classes based on their academic performance, participation and achievement in above-level science-based programmes and competitions and teachers’ recommendation.

For Science Talent Development Programme, students are also given exposure in enrichment programmes such as E2K, Eureka, research programmes from Year 2 onwards, and competitions such as Junior Olympiad. For STEM program at Lower Secondary Science, students are introduced to the Arduino Uno microcontroller and breadboarding of electrical circuits. Through a blended learning approach (online and class based), SBGE Students who are keen to pursue STEM are also gradually exposed to more complex circuits and programming concepts.

Curriculum Content

Lower Secondary Science is organised through the three disciplines: Biology, Chemistry and Physics.

Year 1 & 2 Lower Secondary Science

Biology module Chemistry module Physics module
  1. Cells
  2. Movement of Substances
  3. Ecology
  4. Our Impact on the Ecosystem
  5. Human Digestive System
  6. Human Circulatory System
  7. Human Reproductive System
  1. Element Compounds and Mixtures
  2. Solutions and Suspensions
  3. Separation technique
  4. Atomic Structure
  5. Chemical Names and Formula
  6. Acids and Alkalis
  7. Chemical Changes
  1. Laboratory Safety
  2. The Scientific Endeavour
  3. Physical Quantities and Measurements
  4. Particulate Nature of Matter
  5. Thermal Physics
  6. Sound
  7. Light
  8. Electricity
  9. Force, Work and Energy

Year 3 & 4 Biology, Chemistry and Physics

Biology Chemistry Physics
  1. Biological Molecules
  2. Enzymes
  3. Cells, Bacteria & Viruses
  4. Transport in Cells
  5. Digestive System
  6. Plant Nutrition
  7. Circulatory System
  8. Plant Transport
  9. Respiration & Respiratory System
  10. Homeostasis
  11. Nervous System
  12. Eye
  13. Endocrine System
  14. Excretion
  15. Human Reproduction
  16. Molecular Genetics
  17. Cell Division
  18. Inheritance and Evolution
  1. Introduction to Chemistry
  2. Chemical Names & Formulae Writing
  3. Atomic Structure and Chemical Bonding
  4. Methods of Separation and Purification
  5. Qualitative Analysis
  6. The particulate Nature of Matter
  7. Acids, bases and Salts
  8. Qualitative Analysis
  9. Stoichiometry and the Mole Concept
  10. Energy from Chemicals
  11. Redox Reaction
  12. The Periodic Table
  13. Speed of Reaction
  14. Metals
  15. Atmosphere & Environment
  16. Ammonia
  17. Electrolysis
  18. Fuels and Crude Oil
  19. Alkanes
  20. Alkenes
  21. Alcohols
  22. Carboxylic Acids
  23. Macromolecules
  1. Physical Quantities, Units & Measurement
  2. Practical Skills
  3. Light
  4. General Waves Properties
  5. Electromagnetic Waves
  6. Sound
  7. Kinematics
  8. Scalars & Vectors
  9. Mass, Weight and Density
  10. Dynamics (Forces)
  11. Turning Effect of Forces
  12. Energy, Work & Power
  13. Pressure
  14. Kinetic Model of Matter
  15. Temperature
  16. Transfer of Thermal Energy
  17. Thermal Properties of Matter
  18. Static Electricity
  19. Current of Electricity
  20. C. Circuits
  21. Circuit Components
  22. Electrical Components
  23. Practical Electricity
  24. Magnetism
  25. Electromagnetism
  26. Practical Skills-Planning
  27. Electromagnetic Induction

Year 5 & 6 Biology, Chemistry and Physics
The study of Sciences at the Senior High/JC builds on the foundations and knowledge learnt at the Junior High/ ‘O’ Level to prepare students for the GCE A Level Examinations. Students purse subjects at the different levels (H1, H2 or H3) depending on their abilities and interests. Blended learning is used to encourage engaged and interactive learning. Board game learning in Biology allows students acquire knowledge through practice and peer learning. Guided inquiry learning is infused in Physics to enable students to construct their own knowledge through exploration and discovery.

Beyond the school subjects, students are also given opportunities to take part in enrichment activities to widen their learning experiences and competitions to challenge themselves further.


本课程是根据教育部的科学教学政策框架而设计,旨在灌输探究精神和培养对事物的好奇心。课程包涵三大支撑其框架的领域:(1)知识,理解和应用,(2)技能和程序,(3)道德观念和学习态度。本院致力于通过不同管道,如书面,实验和科研作业等来提供学生 应用知识和贯连不同科学概念的学习经验。学校也借此课程灌输学生良好的社会与情感价值观和国民意识。此外,为配合学院的学习成果,学生将有机会通过每个科学主题来强化情感领域的发展,例如为他人着想,表示关怀,经常反思,自主学习,相互合作和清楚阐明观点等。。本课程框架也旨在帮助学生了解科学与日常生活,社会和环境的关系。



  • 培养对科学事物的兴趣,
  • 识别科学方法的用途和的局限,
  • 明白科学如何应用在其他学科和日常生活上,
  • 培养科学学习和实践方面的能力和技能,
  • 培养与科学学习和实践相关的态度。



本课程比一般更 深广,也更能迎合不同的学习需求和兴趣。与此同时,它也鼓励学生运用不同领域的知识和生活体验为现实世界中的一些问题进行研究。本院在教学过程中对培养高 层次的思维技巧特别重视。课程不但鼓励学生探索学习和在开放式的问题中自寻答案,也同时为他们提供了学习研究技巧的机会以供自主学习。不同的教学策略也满足了不同的学习风格。学生将能运用批判性和创造性的思维来解决一些真实的科学问题,也在过程中明白社会与科学发展所牵涉的伦理和道德问题。本院最后也通过不同的方法让学生以具创意性的 方式来发表所学。






生物学是对生命的研究。生物学让我们了解人体内的各项工程与系统,和它们在日常生活中所扮演的重要角色。生物学常让人们惊叹仅凭微小的DNA差异就能产生出各式各样的生物。单单是所有生命形态都起源自简单的细胞组织这事,就足已让人们对生物学产生莫大的兴趣。另一重点是学生都应对医疗紧急事件有基本认识,以及明 白医药法展和道德之间可能存在的冲突。在本院,生命科学是通过实验作业和实习管道融入于中一至四年级的课程里。拥有相关的生物知识将让学生更能体会目前全球所面对的问题,同时启发他们思考如何为全球的需求做出贡献。此外,选修生物学也将为学生带来更多的就业选择。

在高中,H1生物学为学生提供了相关的基本知识,让他们有能力在这方面进行研究和的实践。虽然H1科目内容比H2来的少,但学术严谨性却相同。 H1的生物学的学生将能通过此科更明白生物领域在细胞和分子层面的新知识和发展。










在高中,H1物理学让学生学习基本的物理概念和应用知识。通过本课程,学生将能提升对物理理论的认识和解答问题的能力。虽然H1学生不必上实验课,但本院仍 会安排他们接受这方面的实践,以巩固学习。H2物理学专为准备在大学修读物理或工程的学生而设。学生将对一些重要的物理原理和实践技能做更全面的学习,并 利用它们来解答各类相关问题。此课程内容也包涵了促进当今科技发展的一些新获知识与其他基础原理。




中一与二年级 初中科学

生物学(模块式课程) 化学(模块式课程) 物理学(模块式课程)
  1. 细胞的结构和功能
  2. 细胞运输
  3. 生态学研究
  4. 人体消化系统
  5. 人体运输系统
  6. 人体生殖系统
  1. 元素,化合物和混合物
  2. 溶解与悬浮物质
  3. 分解技术
  4. 原子结构
  5. 化学变化和方程式
  6. 酸和碱
  1. 实验室安全,实验室设备
  2. 科学方法
  3. 物理数量与SI单位
  4. 密度/质量/体积
  5. 速度/距离/时间
  6. 物质微粒理论
  7. 热能
  8. 状态的变化
  9. 能源传热
  10. 动力的作用
  11. 热能(热量和温度,沸腾/蒸发/融化/冻结/凝结,传导/对流/辐射,扩张/收缩)
  12. 一般波的性质
  13. 光学(反射和折射)
  14. 电力


中三与四年级   生物学,化学,物理学

生物学 化学 物理学
  1. 生物分子
  2. 细胞结构和组织
  3. 物质动态
  4. 动物营养
  5. 呼吸系统
  6. 人类身体的运输系统
  7. 植物营养 ; 有花植物的运输系统
  8. 动态平衡
  9. 协调和反应: 神经系统
  10. 协调和反应: 眼
  11. 排泄系统
  12. 分子遗传学
  13. 细胞分裂
  14. 遗传学
  15. 人类的繁殖法
  1. 化学简介
  2. 纯化方式
  3. 定性分析
  4. 物质的微粒性质
  5. 公式与计量法
  6. 原子结构和化学键
  7. 酸,碱和盐
  8. 化学能源品
  9. 氧化还原反应
  10. 化学反应
  11. 电解
  12. 元素表
  13. 金属
  14. 空气
  15. 燃料及原油
  16. 烷烃
  17. 烯烃
  18. 酒精
  19. 羧酸
  20. 大分子
  1. 物理量,单位与测量
  2. 运动学
  3. 动态学
  4. 质量,重量和密度
  5. 力量的圆转作用
  6. 压力
  7. 能量
  8. 物质动力模型
  9. 热能转移
  10. 温度
  11. 物质的热能性质
  12. 一般波的性质
  13. 反射
  14. 折射
  15. 超薄镜片
  16. 电磁频谱
  17. 声音
  18. 静电
  19. 电力
  20. 直流电力
  21. 实用电
  22. 磁性
  23. 电磁
  24. 电磁感应


高中一年级与二年级   生物学,化学,物理学

H2 生物学 H2 化学 H2 物理学
  1. 细胞功能*
  2. DNA和基因组学*
  3. 病毒和细菌的基因学
  4. 原核和真核基因组组织与控制
  5. 变异与基因关系*
  6. 细胞生理学和生物化学*
  7. 生态的多样性和进化*
  8. 分离,克隆和测序DNA*
  9. 分子与细胞生物应用学


* H1课

  1. 原子,分子和化学计量学*
  2. 原子结构*
  3. 化学键*
  4. 气态
  5. 化学能量学*
  6. 电化学
  7. 化学平衡*
  8. 反应动力学*
  9. 无机化学*
  10. 有机化学


* H1课项包括氧化还原反应

  1. 测量*
  2. 运动学*
  3. 动力学*
  4. 力量学*
  5. 能量*
  6. 圆式运行
  7. 引力场
  8. 物体振荡
  9. 热能学
  10. 波动*
  11. 重叠波*
  12. 电场
  13. 电流*
  14. 直电路*
  15. 电磁*
  16. 电磁感应
  17. 交流电
  18. 量子物理*
  19. 激光和半导体
  20. 核物理


* H1课项

Pedagogy 教学法

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Differentiated teaching and learning approach

The Science programme tailors teaching environments and practices to cater to different learning experiences for our students. It is delivered to enable students to acquire the 21stcentury competencies (writing, media literacy, information and communication, civic-mindedness, critical and inventive thinking, global awareness, ethics). To promote and facilitate enduring understandings of fundamental concepts, three overarching themes run through the 6-year DHP Programme:

  1. Individual
  2. Community
  3. World (i.e. encourages the investigation of real-life and world issues)

The key themes of individual, community & the world

  1. enable learners to discover the value and relevance of the various disciplines in the 21stcentury world and
  2. help the learners to derive the Enduring Understandings.

Teachers are guided by the essential question:

What do we want students to understand and be able to use several years from now, after they have forgotten the details? (Grant Wiggins & Jay McTighe)  

Teachers adopt the following approaches to Teaching and Learning:

  • Student-centred spiral approach
  • Use of ICT (e.g. CD-roms, websites, in-house videos, etc.)
  • Inquiry-based Instruction (5E Instructional Model: Engage, Explore, Explain, Extend and Evaluate) in planning lessons and teaching packages
  • Infusion of essential dimensions of Critical Thinking developed by Dr. Richard Paul and his colleagues at the Foundation for Critical Thinking into lesson planning, lesson delivery and assignments.
  • Instruction to bring awareness to issues linked to the science in everyday life, the contribution and role of science to mankind, and global implications such as environmental or ethical issues.

Teachers are equipped with a repertoire of teaching strategies to cater to different needs of students in the learning process. Examples of the different teaching pedagogies used include:

Lesson Delivery

  • Teacher directed learning that promotes critical thinking and problem-solving skills
  • Discussion using Socratic Questioning, Inference or Deductive strategies, etc., to draw out key understanding, Peer evaluation, Peer Coaching
  • Guided-inquiry used in teaching of certain topics
  • Varying levels of guidance in group discussions
  • Oral Presentation
  • Peer Teaching, Cooperative Learning
  • Create mind map of topics
  • Use of games for learning

Use of ICT in teaching and learning

  • To enhance presentations and deepen learning for students To enhance presentations and deepen learning for students, e.g. using powerpoint to present and deliver lessons; using IT to animate reactions and processes, videos to bring the relevance, contribution and impact of science closer to students
  • To monitor students’ independent learning through posting of online quizzes for self-study topics and analyzing general areas of weakness or areas of misconception for the topics
  • Use of wiki pages on topic for collaborative learning
  • Virtual Learning Labs

Independent Learning

  • Promoting independent learning of topics from available resources
  • Provision of e-learning and online resources for self-study topics.

Laboratory Practical sessions:

  • Sessions are usually student-centred and focus on experiential learning. Hands-on approach is adopted and practical sessions will include data collection, data analysis, and application of knowledge to make predictions and recommendations
  • Incorporating the use of dataloggers and demonstration set-ups
  • In-house life sciences enrichment modules with hands-on experiences in the laboratories
  • Provide opportunities to support the learning of concepts

Group work:  Collaborative learning

  • Varying levels of teacher guidance in group work
  • Grouping of students based on their strengths to complement one another
  • To train students’ teamwork abilities, communication and presentation skills

Science Research Projects (Talent Development Programme)

  • Sessions on basic science research skills & the use of investigative research skills to complete a science research project related to current scientific and environmental problems.

Personalized Coaching

  • Conducted at individual or small group consultations to cater to individual learning needs

Our content coverage extends beyond the basic syllabus in depth and breadth. By integrating out-of-class experiences and different subject disciplines in our programme, it encourages the investigation of real-life problems. Opportunities are created for discovery learning and open-ended problem solving to enable them to develop higher level thinking skills in our six-year course. These activities include:

Selected fieldtrips/workshops/courses/ Electives (based on Renzulli Enrichment Triad Model)

Out-of-classroom learning experiences and extensions are planned and conducted to provide

  • Enrichment for the whole level. g. Fieldtrips
  • Interest-based Elective courses
  • Ability-based Electives such as Junior Chemistry and Physics Olympiad training.

Selected contests and competitions

Our students are active participants of:

  • International Competition & Assessment for Science (ICAS)
  • Local, national or international competitions that “enable interaction, competition, and cooperation with gifted peers under conditions which push individuals to perform at their best.” e.g. National Science Challenge, Singapore Junior Chemistry Olympiad, Singapore Junior Physics Olympiad, Science Olympiads, East Zone A-STAR Science Fair, Singapore Science and Engineering Fair (SSEF), International Science Fair (e.g. Taiwan International Science Fair).

Dunman High Research Programme (DHRP) – independent study and research

All Lower Secondary students will be exposed to the teaching and learning of basic research skills (such as crafting research questions, research methodology and oral presentation). Students are given the opportunity to work in interest-based groups in their selected choice of project that anchors on or is related to a particular subject discipline (e.g. Science-based).

Year 3 and 4 students will have the opportunity to embark on Science Research. The Science Mentorship Research Programme (SMP) under external agencies such as Agency of Science, Technology And Research, coordinated by the Gifted Education Branch, and School-Based Research Programmes under industry partners, provides scientific research experience for more students.

While students at Senior High continue to be involved in school-based research programmes, there are also opportunities for research attachments overseas (under the MOE Overseas Student Attachment Programme) and locally at the universities and research institutes (under the MOE Local Student Attachment Programme or MOE Science Research Programme or NTU Nanyang Research Programme).


本院依据学生的不同学习经验,为学生量身定做不同的教学环境和作习,以教导21世纪技能(如书写,媒体素养,信息与通讯, 公民意识,批判和创造性思维,全球意识,道德观念等)。为了便于促进学生对基础概念有持久性的理解,本院6年课程的设计环绕三个主题:

  1. 个人
  2. 社区
  3. 世界(即鼓励学生探讨现实生活问题)


  1. 发掘所学领域在21世纪的价值和重要性,和
  2. 学习不朽的知识。


“即使学生在多年后已忘了细节,我们希望他们还能理解与应用到怎样的知识?”(Grant Wiggins & Jay McTighe


  • 学生为中心的螺旋方式
  • 使用信息和通讯技术(如CD- ROM光盘,网站,视频录像等)
  • 在规划课程和设计教材时引用探究式教学法(5E教学模式:参与,探索,解释,扩展和评估)
  • 在备课,授课和设计作业时引用保罗理查德博士所提出的批判性思维原素
  • 与学生讨论并让他们获悉科学在日常生活中的应用,对人类的贡和其他相关的环境和伦理课题等



  • 培育批判性思维和提升解决问题的能力
  • 使用苏格拉底提问方式,判断或推理策略,互评和互教互学策略
  • 在某些课题教学中引导学生采取探究策略
  • 在小组讨论中根据学生水平给予适当的指导
  • 口述报告
  • 互教互学,协作学习
  • 创建思维导图
  • 游戏教学


  • 通过PowerPoint; 数码动画,影像视频等管道更有效的传达信息和帮助学生学习,
  • 通过线上测验监测和分析学习进度和表现来观察学生的自主学习进展
  • wiki协作学习
  • 虚拟学习实验室


  • 从现有资源中设计学习资料
  • 提供电子学习平台和网上资源


  • 以学生为中心,并重视体验式学习;学生在过程中将采集和分析数据,并应用知识来做出预测和建议
  • 使用数据记录仪和接触示范仪器
  • 生命科学模块式课程,包涵实验经验
  • 提供帮助学习科学概念的机会


  • 根据学生水平给予适当的指导
  • 根据学生的强项分组
  • 培养学生团队合作,沟通和表达能力

科研作业 (人才培育计划)

  • 学生通过基本研究技能和创意解题的讲座及导修课,完成与当下的科学或环境问题相关的科研作业


  • 教师以单人或小组形式,和学生讨论他们个人的学习需求


精心挑选的实地考察/工作坊/课程/选修课(按Renzulli Enrichment Triad模型)


  • 能提供全级学生增益的机会,例如学生将通过考察胡姬园,实地学习植物组织培养及配种的知识,
  • 能让学生凭兴趣选择选修课(校内设计或校外机构举办的的增益课程,培训班等),
  • 让能力高的学生参加具挑战性的化学或物理奥林匹克训练。


Passow曾说 “比赛提供了另一种发展个人潜能的机会。”


  • 国际科学竞赛与评估(ICAS)
  • 能促进与其他优秀生互动、竞赛和合作的校内,国家或国际比赛,帮助学生发挥潜能,例如国家科学挑战,新加坡初中化学与物理奥林匹克竞赛,东区A – STAR科学展,新加坡科学与工程展,国际科学展(例如台湾国际科学展)等


所有初中生都将接触基本的研究技巧(例如编写研究问题和学习研究方式和口述报告等)。他们也将依兴趣分组进行以一项特定学科(如科学)为主体的研究作业。 中三和四年级的学生还将有机会参与科学研究计划。由教育部高才教育处统筹、ASTAR主导的科学专人导研计划,和与校外伙伴合作的校内科研活动,为学生提供了更多的科研机会。高中部学生的活动虽然以校内科研为主,但他们也有机会参加海外和本地大学 和研究院所举办的相关活动。

Assessment 评估与测试

The assessment complements the Teaching and Learning practices to provide both teachers and students timely and accurate information of the extent of learning, understanding of concepts and mastery of skills.


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In addition, assessment is also planned to assess affective domains of students, and can be differentiated to provide opportunities for students of high ability to be stretched.


  • Written Topical Assignments (*include challenging questions for students of high ability)
  • Written Topical Common Tests (*include challenging questions for students of high ability)
  • Written Pop Quizzes

Besides individual written assignments and common tests, assessment also comes in the form of authentic performance tasks (in groups or as an individual) that mirror real-world issues & problem solving & real world applications. Designing assessment tasks which demands from students to display a variety of products and demonstrate a repertoire of skills can thus allows students to develop 21st century competencies and be competent in them.

The products and/or skills which we expect students to present or demonstrate include:

  • Science Article Review/Article Critique on newspaper articles and science journals
  • Journal writing
  • Abstract Writing-Students are to write abstract for a given scientific journal
  • Authentic Learning tasks (Group report) e.g. Acid Spill Problem-Based Learning
  • Problem-solving task e.g. Physics Product
  • Science Investigative Project – Group presentation and report
  • Laboratory practical work assessment e.g. observation tests (including peer evaluation)
  • Oral Presentation of group project
  • Planning a written experimental design

Assessments are also designed to leverage on the use of ICT. These include:

  • use of dataloggers
  • online learning resources and online quizzes for individual’s summative performance assessment
  • Internet Research, powerpoint presentation and wikipage

Assessments that assess affective domain

  • Peer evaluation
  • Work attitudes
  • Daily work

Dunman Experience

With Dunman High being a school that offers Integrated Programme, we can fully explore the advantage of building up the skills in Sciences throughout the six-year programme. There is a spiral building up of skills from Year 1 to Year 6. The Integrated Programme allows us to have holistic and comprehensive programme in the teaching and learning of Sciences. Our talented students explore research projects and participate in national competitions that require knowledge in the sciences. As they progress to Senior High, they have opportunities to organize competitions and camps for their juniors. Through these events, the Senior High students apply the knowledge built throughout their Junior High years to plan and implement tasks and activities that demonstrate their ability to incorporate knowledge from the science discipline.



  • 书面专题作业(*包括为高能力学生所设的更具挑战性问题)
  • 书面专题测验(*包括为高能力学生所设的更具挑战性问题)
  • “突击”测验



  • 评论科学篇章、报刊篇章和科学期刊
  • 记录日志
  • 编写特定科学期刊的摘要
  • 真实的学习任务(小组报告)例如:酸性液体泄漏的问题导向学习
  • 解答难题任务,例如:物理成品
  • 科学研究型专题作业——小组呈现和报告
  • 科学实验测试,例如观察测试(包括同侪互评)
  • 口头呈现小组专题作业
  • 设计书面的科学实验


  • 数据采集器的使用
  • 用来评估个人终结性表现的网上学习资源和网上测验互联网研究,PowerPoint呈献和Wiki页面


  • 同侪互评
  • 学习和工作态度
  • 例常课业



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