Integrated Science (S4-6)

Study of the three different areas of biology, chemistry and physics often complement and supplement each other. Integrated Science (S4-6) curriculum serves to develop in students the scientific literacy essential for participating in a dynamically changing society, and to support other aspects of learning across the school curriculum. Students taking this subject will be provided with a comprehensive and balanced learning experience in the different disciplines of science, while leaving space for them to widen their horizons by taking subjects from other areas.

The curriculum adopts an interdisciplinary thematic approach. Students taking this subject will benefit from learning science concepts from different disciplines of science in contexts which are expected to have enduring relevance to them in the next decade and beyond. Through systematic inquiry, they will develop scientific knowledge and skills to help them evaluate the impact of scientific and technological developments.

Balance between breadth and depth 

Students taking this subject will be provided with comprehensive and balanced learning experiences in the different disciplines of science. The curriculum does not cover all the areas in the traditional high school Biology, Chemistry and Physics curricula but, for selected topics, the treatment is deeper and the key ideas in science are fully illustrated. The key ideas in science include: The atomic world, Chemical change, Materials and their properties, The chemical basis of life, Biodiversity and ecosystems, The gene theory of inheritance, Homeostasis and coordination, Biological evolution, Conservation of matter, Conservation of energy, Forces and motion, Electricity and magnetism, Radioactivity and Our planet Earth 

The curriculum, a thematic approach which focuses on eight compulsory modules and three elective modules. 

Learning how to learn 

The overarching aim of the curriculum is to nurture students’ scientific literacy so that they develop ‘thinking tools’ for reflecting on science, see the coherence among seemingly diverse sets of ideas, and discover unifying concepts (such as systems, order and organisation) that pervade science and transcend disciplinary boundaries. These are powerful conceptual tools that enable students to see the overarching coherence in our natural world. 

Coherence 

The scientific explanations students acquire and the logical thinking they develop in this curriculum will support their studies in other areas of secondary education. 

Multiple progression pathways

One consequence of the advancing globalization and technological dependence of our society is that even people outside the science professions are finding that issues of concern to them tend to have a scientific dimension. By studying this subject, our students will be better equipped to deal sensibly with everyday problems involving the use of evidence, quantitative considerations, logical arguments and uncertainty. The knowledge, thinking and problem-solving skills acquired in the curriculum will help students to pursue further study in a wide range of academic and vocational/professional programmes in tertiary institutions, e.g. Business Administration, Law, Dental Surgery, Risk Management Science, Actuarial Science, Information Engineering and Sports Science.