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Has the Learning Design on Models addressed and clearly articulated the intent of Science Curriculum framework such as WOTD, STSE, POS, NOS?

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Has the Learning Design on Models addressed and clearly articulated the intent of Science Curriculum framework such as WOTD, STSE, POS, NOS?

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Suggest whether the learning design is appropriately aligned with 6Cs and 4Es in deep learning. 

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Suggest whether the learning design is appropriately aligned with 6Cs and 4Es in deep learning. 

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Using the hardcopy rubrics (Critical Thinking, Collaboration and Communication), suggest improvements, if any, for the Lesson Design on Models.

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Using the hardcopy rubrics (Critical Thinking, Collaboration and Communication), suggest improvements, if any, for the Lesson Design on Models.

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What are the strengths and weaknesses of the approach towards Lesson Design Planning on Models?

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What are the strengths and weaknesses of the approach towards Lesson Design Planning on Models?

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How can Upper Sec Curriculum Key Ideas connect to the different themes taught in Lower Sec Science?

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How can Upper Sec Curriculum Key Ideas connect to the different themes taught in Lower Sec Science?

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What are the key concepts that we can explore in LSS curriculum from the USS curriculum? 

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What are the key concepts that we can explore in LSS curriculum from the USS curriculum? 

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Emphasize more on the use of models as a representation but not an absolute accurate way of representing a phenomenon. To focus less on the models as the only, absolute truth but appreciate why the models are developed.

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Suggestion to tweak the description in the learning progression to fit the lesson taught.

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The teacher can take a more active role to help students to translate and make sense of the intent of the LCs either through specific use of terminology, appropriate checks during lessons and worksheets. Teacher to be more than facilitators but activators.

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Possible to bring out the 4Es more explicitly for e.g. Activity 2 draws upon Learning Partnerships between students in the 4Es (this is for teachers to take note so that they can explicitly draw the link when carrying out in class)

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Explore using similar ideas shown during this presentation to activate students' understanding of the limitations and improvement of models when covering atomic structure.

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To highlight that the ray model of light is merely representing one light ray but light is actually part of the electromagnetic spectrum and in wave form.

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How can the lower sec syllabus help the upper sec syllabus? For this batch of S3s, they are the first batch of girls who did the new lower sec syllabus - S3s are very tight on time to complete the syllabus. If we add in more stuff, something must go - anything we can take out?

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Activate students' thinking. Active learning - WOTD. Students given opportunity to express their thoughts.

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- To include evidence of outcome within the planner.
- If resources allow, might be useful to have 2 teachers in the different disciplines co-teaching the lesson.

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-Brings students through the inquiry process of Scientist
- Gives an example of how different topics can be tied together in thematic approach
- Can explore to further and have a interdisciplinary / problem-based approach

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Intentional design to develop the identified 6Cs

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Intentional design to develop the identified 6Cs

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It is great that team has identified specific lifelong global competencies through learning the DI of Models. It will be great to hear more how these were intentionally considered in the lesson design conceptualisation so students are learning and developing in these, .e.g. how did the design help students to learn to wok inter-dependently through science?  The 4Es are then used to enable the development of these identified competencies alongside science learning goals.

This will also enable student and teacher to, over time, assess how they have developed and deepened these competencies.

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- using concepts about energy stores kept in Sec 3 in understanding conversion of energy
- LSS - no change

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Recommendation
- to use Sec 2 Textbook 2B pg 16 and 17 to introduce electric circuit in Sec 3 or 4.
- show the relationship between resistance and current

To remove (for consideration)
- calculation of current and voltage (in both series and parallel)
- no calculation of resistance (only qualitative)

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Elements, compounds and mixtures

Formula of elements in a game format

Separation Techniques

To include fractional distillation, separating funnel, chromatography Rf

Atomic Structure & Bonding

Formula writing

Isotopes, calculation of Ar

Chemical Changes

Chemical formula & equation writing

Assessment

To assess students S1 concepts in S2Y2 EOY

KPT

Atoms & molecules

*Remove

Strong & weak acid

Colour change for titration (slide 84 & 85 of chemical changes)

Other indicators (slide 82 of chemical changes)

Electroplating

Just for Information (Update 14Sep):

Many independent schools such as ACS(I), NJC, SJI, are teaching way much more at their lower sec science, for both IP and O-Level track, with topics such as:

Entire Atomic Structure

Entire Bonding, including Ionic and Covalent Bonding

Entire Periodic Table and Periodic Trends

Just for Information (Update 14Sep):

Many independent schools such as ACS(I), NJC, SJI, are teaching way much more at their lower sec science, for both IP and O-Level track, with topics such as:

Entire Atomic Structure

Entire Bonding, including Ionic and Covalent Bonding

Entire Periodic Table and Periodic Trends

Just for Information (Update 14Sep):

Many independent schools such as ACS(I), NJC, SJI, are teaching way much more at their lower sec science, for both IP and O-Level track, with topics such as:

Entire Atomic Structure

Entire Bonding, including Ionic and Covalent Bonding

Entire Periodic Table and Periodic Trends

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- Comprehensive coverage in LSS
- To recap in USS, no need to go in details

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Moments - know it as the effect of force
Work Done - Keep to qualitative (No calculation)
Pressure - Keep as per textbook