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Science

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Introduction

BDS Science curriculum aims to provide every student with the opportunity to stimulate their passion for learning through well-designed studies of experimental and practical sciences. We hope that though varied teaching strategies, competitions and enrichment programmes, we can help every student to realise their potential/talent. Teachers in the Science Department strongly promote “Learning Beyond Classroom” to enhance learner-centered pedagogy.

Student Outcomes

Students will:

·         acquire Science process skills

·         develop critical thinking skills

·         develop attitudes relevant to Science such as

o    accuracy & precision

o    objectivity

o    inventiveness

o    inquiry

o    integrity

o    initiative

    ·         care for the local & global environment
    ·         develop Scientific literacy and apply scientific concepts to explain phenomena in daily lives

Approach & Pedagogy

      ·         Differentiated instruction within the classroom or within banded groups 

      ·         ICT is infused seamlessly into the curriculum

           

        to engage learners through the use of interactive tools like Kahoot, Plickers to evaluate                            students’ understanding. 
                to encourage self-directed learning through eLearning lessons on AsknLearn
                as an aid to experiment and as a tool for the interpretation of experimental results through                       the use of data loggers
    ·         Team building through cooperative group work


Subjects offered


Lower Secondary Science

General Science covering Chemistry, Biology and Physics

Upper Secondary

1.    Pure Chemistry AND

     Pure Physics OR Pure Biology

2.  Combined Science (Chemistry, Physics) OR Combined Science (Chemistry, Biology)

Assessment Criteria

Lower Secondary Science Examination Format

Level / Stream 

Duration

Format

Marks Allocation

Sec 1 Express

2 h

Section A: M.C.Q. 
Section B: Structured questions 
Section C: Free response questions 

30 
30 
40 

Sec 1 Normal (Academic)

2 h

Section A: M.C.Q. 
Section B: Structured questions 
Section C: Free response questions 

40 
30 
30 

Sec 1 Normal (Technical)

1 ½ h

Section A: M.C.Q. 
Section B: Structured questions 

40 
60 

Sec 2 Express

2 h

Section A: M.C.Q. 
Section B: Structured questions 
Section C: Free response questions 

30 
30 
40 

Sec 2 Normal (Academic)

2 h

Section A: M.C.Q. 
Section B: Structured questions 
Section C: Free response questions 

40 
30 
30 

Sec 2 Normal (Technical)

1 ½ h

Section A: M.C.Q. 
Section B: Structured questions 

40 
60 


Upper Secondary Science Examination Format


Level / Stream

Subject

Duration

Format

Marks Allocation

Sec 3 Express

5076 
Science 
(Chemistry /Physics)

1½ h ( Chemistry) 
1½ h (Physics)

Section A: M.C.Q. 
Section B: Structured questions 
Section C: Essay questions

20 

35 
20 

Sec 3 Express

5078 
Science 
(Chemistry/ Biology) 

1½ h 
(Chemistry) 
1½ h (Biology)

Section A: M.C.Q. 
Section B: Structured questions 
Section C: Essay questions

20 

35 
20 

Sec 3 Express

6091 
Physics

2 h

Section A: M.C.Q. 
Section B: Structured questions 
Section C: Essay questions

30 
40 
30

Sec 3 Express

6092
Chemistry 

2 h

Section A: M.C.Q. 
Section B: Structured questions 
Section C: Essay questions

30 
40 
30

Sec 3 Express

6093 
Biology 

2 h

Section A: M.C.Q. 
Section B: Structured questions 
Section C: Essay questions

30 
40 
30

Sec 3 Normal (Academic)

5105 
Science 
(Chemistry/Physics) 

1¼ h 
(Chemistry) 
1¼ h (Physics) 

Section A: M.C.Q. 
Section B: Structured questions 
Section C: Essay questions

20 
14 
16

Sec 3 Normal (Technical)

5148 
Science 

1 h 
1 h 

Paper 1: M.C.Q. 
Paper 2 : Structured questions

40 
60

Sec 4 Express 




Sec 5 Normal 
(Academic) 

5076 
Science (Chemistry/Physics) 




1 h 
1¼ h 




1¼ h 


1½ h 

Paper 1: M.C.Q. 
Paper 2 (Physics): 
Section A - Structured questions 
Section B - Essay 
Paper 3 (Chemistry): 
Section A - Structured questions 
Section B - Essay 
Paper 5: Physics & Chemistry Practical 


40 

45 
20 

45 
20 
30 

Sec 4 Express 

5078 
Science 
(Chemistry/ Biology) 

1 h 
1¼ h 




1¼ h 


1½ h

Paper 1: M.C.Q. 
Paper 3 (Chemistry): 
Section A - Structured questions 
Section B - Essay 
Paper 4 (Biology): 
Section A - Structured questions 
Section B - Essay 
Paper 5: Biology & Chemistry Practical

40 

45 
20 

45 
20 
30

Sec 4 Express

5073
Chemistry

5059
Physics

5158
Biology

1 h
1 ¾ h 

Paper 1: M.C.Q.
Paper 2: 
Section A - Structural
Section B - Essay

40

50
30

Sec 4 Normal 
(Academic)

5105
Science
(Chemistry/Physics) 

1¼ h 
(Chemistry)
1¼ h 
(Physics)

Section A: M.C.Q.
Section B: Structured questions
Section C: Essay questions

20
14
16

Sec 4 Normal 
(Technical)

5148
Science

1 h
1¼ h 

Paper 1: M.C.Q.
Paper 2 : Structured questions

40
60


Tips for Parents

To do well in Science, it is important for you to encourage your child to:

1.    Set clear goals that are specific, measurable and achievable. 

2.    Be an active learner in the classroom to take notes and ask questions when in doubt.

3. Develop a good discipline to review their learning after each lesson

4.  Work to understand the scientific concepts instead of memorising them without understanding.         This will help in applying these concepts to novel questions and in interpreting data such as              graphs or tables.

5. Remember key scientific terms and definitions by breaking the content down into small                       manageable chunks and by frequently revisiting the content. Information about the concepts can be       found in checklists given by the teachers or obtainable from the syllabus objectives in the syllabus           documents.

6. Use graphic organisers (such as comparison tables, flowcharts and concept maps) to consolidate         the information from various resources (resource booklets, worksheets, practical booklets). This helps     in associating new information with things they already know.

7.  Be familiar with exam techniques such as:  

        Understanding task words (state, describe, explain, compare, predict, suggest)
        Interpreting table and graphs based on experimental data
        Identifying key scientific concepts presented in the question
       Explaining phenomena in the question using scientific vocabulary

8. Practice questions consistently using the topical ten-year series books (Upper Secondary).