LEVEL ONE SCIENCE

UNDERSTANDING
THE
CURRICULUM
 Why teach science at level one?
• To optimise the cognitive development in
children.
• To nurture an early interest in science.
• To introduce basic science process skills at
an early age.
• To ensure continuity of science
curriculum.
• To improve achievement in science.
 GOAL
To develop interest in science and creativity
as well as the acquisition of scientific skills,
thinking skills, linguistic skills, basic science
knowledge and the practice of noble
values and scientific attitudes.
 OBJECTIVES
 To gain experiences which develop their
interest and stimulate their curiosity in
science.

 To acquire basic scientific skills, thinking

skills and linguistic skills.

 To acquire basic science knowledge.

 To develop noble values and scientific

attitudes.
 Emphases
 Basic science process skills/thinking
skills cum English linguistic skills

 Basic science knowledge

 Noble values and scientific attitudes

CURRICULUM ORGANISATION

Part

Learning Area Learning Area

Learning Objectives(LO)

Learning
Outcomes Vocabulary
Suggested Learning (LOTS)
Activities(SLA)
 CURRICULUM ORGANISATION
Part A: Learning about Living Things

LEARNING SUGGESTE LEARNING

OBJECTIVE D OUTCOMES NOTES VOCABULARY
S LEARNING
ACTIVITIES
1.0 Ourselves

Pupils Pupils
should learn
•    identify
1.1 the Pupils say head, body,
names of the name of parts of arm(s), leg(s)
different each part of the body.
eye(s), ear(s),
parts of the their body.
nose, mouth
body.
Pupils label
hair, neck
external
parts of the hands,
body. foot/feet,
fingers, toe(s)
 CURRICULUM ORGANISATION

There are two parts in Year 1 Science:

• Part A : Learning about Living Things
• Part B : Learning about the World Around Us
CURRICULUM ORGANISATION
Each part is organised into learning areas
The first part has three learning areas:
1. Ourselves
2. Animals
3. Plants

The second part has three learning areas:

1. Using our senses.
2. Finding out about things that float and sink.
3. Finding out about light and dark.
BASIC SCIENCE PROCESS SKILLS

Observing
Classifying
Measuring and using numbers
Inferring
Predicting.
Communicating.
BASIC SCIENCE PROCESS SKILLS
Science process skills are introduced
implicitly through questions and activities.

SCIENCE
Learning Outcomes
PROCESS
SKILL

Identify parts of the body

(pg.1)
Observing
BASIC SCIENCE PROCESS SKILLS

SCIENCE Learning Outcomes

PROCESS
SKILL
Recognise the similarities
Classifying and differences between
objects and group them
accordingly (pg.10)
BASIC SCIENCE PROCESS SKILLS

SCIENCE
PROCESS Learning Outcomes
SKILL

Measuring the height of a

Measuring plant using a strip of
and using paper.
numbers Counting the number of
leaves on a plant (pg.6).
BASIC SCIENCE PROCESS SKILLS

SCIENCE
PROCESS Learning Outcomes
SKILL

State that plants need

Inferring water to grow
(pg. 6)
BASIC SCIENCE PROCESS SKILLS

SCIENCE Learning Outcomes

PROCESS
SKILL

Identify things that float or

Predicting sink (Pg. 14)
BASIC SCIENCE PROCESS SKILLS

SCIENCE Learning Outcomes

PROCESS
SKILL

Communicate
Communicating observations through
drawing (Pg. 6)
Describe sounds (Pg. 11)
NOBLE VALUES AND SCIENTIFIC
ATTITUDES
Noble values and scientific attitudes can be
inculcated through the learning of science.
Through science activities children will
develop an interest and curiosity about
their surroundings. They will learn to be
objective and systematic in carrying out
investigations. Children also learn to be
honest and accurate in record data. They
develop concern for living things and an
awareness of their responsibility towards
the environment.
 ASSESSMENT

Continuous assessment through

observation and questions.

Teachers may observe pupils during activities

to assess students understanding as well as
the development of skills and values.
Students’ work such as drawings, reports and
models can be used as an indicator. Teachers
may also question individual students to
assess their understanding.