Vision
Pupils' curiosity about things are developed and they are able to conceptualise and express themselves.
Mission
S=E4
Science = Experiement, Explore, Experience, Express
|
At Woodgrove Primary, science lessons in the classrooms and outdoors draw upon pupils’ previous knowledge and they are engaged them in hands-on experiences in which they explore, inquire and discover. Trips to educational agencies like the Science Centre and the Zoological Gardens are journeys undertaken to extend pupils’ learning beyond the classrooms. School programmes like GROW (Green Roof Of Woodgrove) and TASK (Teaching Activities For Science Knowledge) enhance psychomotor skills and lead pupils to discover facts, concepts and principles and improve their skills in recording and reporting.
|
 |
Green Roof Of Woodgrove (GROW)
The GROW programme involves P4 and P5 pupils. Pupils expand their knowledge in high-tech plant growth through hydroponics and aeroponics. Since its implementation in 2003, many bumper crops of vegetables like the spinach and buttercups have been harvested. The pupils are involved in all stages of GROW: from cleaning of systems before planting, transplanting of seedlings, daily monitoring of the plants to harvesting and cleaning of the systems after planting.
Pupils not only bring home their harvests but also make a sale from their harvests. Proceeds from the sales go to the School Fund to aid pupils facing financial difficulties.
Throughout their involvement in all stages of GROW, pupils learn about the factors affecting plant growth, and develop their sense of responsibility. In addition, pupils gain a sense of satisfaction of being “farmers”.
Teaching Activities for Science Knowledge (TASK)
|
TASK was introduced to further enhance understanding of concepts and to improve pupils’ process skills.
Through a process-oriented curricula, teachers teaching Science help to ensure a more positive impact on pupil performance across all measures, including process skills, creativity, attitude, logic and science content. The driving force for this programme is to design activity-based lessons to improve skills, develop cognition and learn science experientally.
|
|
|
|
For TASK, one important element to consider is the recognition of strengths and capabilities of the teachers. Teachers who are competent in delivery and have the content knowledge lead their colleagues in a collaborative learning process.
TASK requires a collective aspiration in providing the challenge and motivation for the pupils and allowing them to reflect on the investigative nature of science and enabling them to progress to conceptual thinking.
|
|
