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The Parallel Curriculum

Model in HCI Chemistry
Justin Loh
Principal Consultant 2 / Science

Content
n

Background to Parallel Curriculum Model

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The 4 Parallels
Ascending Levels of Intellectual Demands

Applying the PCM to the HCI Chemistry curriculum

Examples

+ Background to the Parallel

Curriculum Model (PCM)
[Adapted from An Overview of the Parallel Curriculum Model]

What is the PCM?

n

Four (inter-related) parallels

Holistic approach to learning a discipline

Concept-based curriculum usage based on learners needs

Knowledge is viewed as a continuous extension

Core Curriculum
n

A set of guidelines and procedure plans to help curriculum

developers address the
n

Core concepts
Principles

Skills of a discipline

Through the use of selected concepts/topics and

pedagogy, students should understand essential disciplinedbased information, concepts and principles and skills.

Knowing what an expert (in the discipline) needs to know.

// of Connections
n

A set of guidelines and skills to help curriculum developers

connect overarching concepts, principles and skills within
and across disciplines, time periods, cultures, places and/or
events.

Through the use of artful, thoughtful and meaningful

learning activities, students should understand overarching
concepts and principles and relate to new content and
content area.

Knowing how knowledge is connected to each other in

meaningful ways.

// of Practice
n

A set of guidelines and procedures to help curriculum

developers nurture students into practitioners of the
discipline through the
n
n
n

Usage
Generalization
Transfer of essential knowledge, understandings and skills in a
field

through authentic, disciplined-based practices and

problems.
Knowing how to use the knowledge and skills in real-world
situations.

// of Identity
n

A set of guidelines and procedures to assist students in

reflecting upon the relationship between the skills and ideas
in a discipline and their own lives, personal growth and
development.

Students explore how they can participate in a discipline

both now or in the future, by relating to their own interests,
goals and strengths.

Knowing oneself through applying the knowledge and skills of

the discipline.

Ascending Levels of Intellectual

Demands
n

Process by which the curriculum is escalated in order to

match learner profile.

It is done to
n

honor differences between students and ensure optimal levels of

academic achievements;

provide appropriate level of challenge

support intrinsic motivation and continuous learning

Curriculum Differentiation

Applying the PCM model to the

HCI Chemistry Curriculum

HCI Holistic Education Model

Vision
Defining holistic education, and
empowering our students to
live with passion and lead with
compassion.
Mission
We nurture leaders in Research,
Industry and Government to
serve the nation.

Global Literacies Matrix

Global Literacies provide a founda.on to lifelong learning that is linked to

key competencies such as cri.cal thinking, management of informa.on and
its transforma.on into useful knowledge and problem-solving.

3 Essential Questions in the

Chemistry curriculum
n

What is matter?
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n
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How does matter interact with each other?

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Atomic structure & chemical bonding

Separation and purification of matter; Chemical analysis
Chemical periodicity
Chemical calculations

Acid-base reactions
Air and the Environment
Redox reactions and electrolysis
Organic reactions

How does energy affect the interaction between matter?

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n
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States of Matter and the Ideal Gas Model

Thermochemistry
Rates of reaction
Chemical equilibria

HCI Student Organization

Structure
Sec 1 & 2

Sec 3 & 4

Aphelion

Aphelion

O-Level / SIP

Ortus

Ortus

ProEd

ProEd

iSpark

iSpark

Centre for Scholastic Excellence

Humanities
Prog

Bicultural
Studies
Prog

Sci & Math Talent

Prog
S
S
M
T

HCI Assessment Structure

(Sciences)
n

Secondary 3
n
n

Secondary 4
n
n
n
n

Class Tests (Termly) 30%

End of Year Exam 70%

Class Tests (Termly) 25%

SPA Skill 1 & 2 (1 assessment in Sec 3 and 4 each) 10%
SPA Skill 3 (Sec 4 only) 5%
End of Year Exam 60%

All students have a compulsory project work subject and oral

communication subject.

PCM in HCI Chemistry

n

Core curriculum is different for different groups of

students.

PCM as a curriculum resource organizer.

Core curriculum incorporates applications of concepts in

daily life.

// of Connections is mainly guided by applications as well as

the 3 essential questions + macro-concepts between topics
or disciplines.

//s of Practice & Identity are mainly guided by the Global

Literacies Matrix.

ALID can be provided by various approaches

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Some examples

Separation Techniques Demo Lab

n

Various instruments/apparatus for separation techniques are

placed in a laboratory setting and the techniques are
demonstrated.

Socratic questioning of principles behind each separation (to

the molecular level), limitations etc

//s : Connections, Practice

(Paper) Chromatography Lab

n

Set in context of food analysis in the Health Science Authority

Teacher demo of extraction of food colouring from M & Ms,

followed by student performing paper chromatography

//s : Connections, Practice, Identity

Acids, Bases and Salts

n

Reading activity on the life of Svante Arrhenius

Students are to extract traits and competencies described to

enabled Arrhenius to succeed as a physical scientist /
chemist; and reflect if they have such traits (and can these
traits be developed or enhanced).

//s : Identity

+ References for Chemist Stories

n

Coffey, P. (2008). Cathedrals of Science: The Personalities and

Rivalries That Made Modern Chemistry. Oxford: Oxford
University Press.

Jaffe, B. (1976). Crucibles: The Story of Chemistry from Ancient

Alchemy to Nuclear Fission, 4th Ed. London: Dover Publications.

Aldersey-Williams, H. (2012). Periodic Tales: A Cultural History of

the Elements, from Arsenic to Zinc. New York: HarperCollins
Publishers.

Kean, S. (2010). The Disappearing Spoon: And Other True Tales of

Madness, Love and the History of the World from the Periodic Table
of the Elements. New York: Little, Brown and Company.

Rates of Reaction
n

Inquiry lab on factors affecting rate of

reactions
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n

Elephant Toothpaste Experiment

Iodine Clock Experiment

Discussion on variables, experimental errors

and limitations

Set a task to produce a spectacular

demonstration for HCI Open House

//s : Practice, Identity

Polymers and their environmental

issues
Lesson plan by BoeySB
n

Relating famous polymers trademarks

Identifying plastics/polymers in waste

Possible disposal and environmental

issues [Consequences]

What can students do as

active citizens?

//s: Connections, Identity

Learnings
n

PCM as a curriculum resource organizer.

Different folks, different strokes.

Alternative assessments / products required for full desired

effects.

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Thank you!