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Experiencing Science, Enriching Mind

Central to the Science curriculum is the inculcation of the spirit of scientific inquiry. Taking cognizance of this, the Science department aims to provide our pupils with a range of learning experiences such as scientific investigations, authentic learning tasks and learning journeys that will create the opportunities for our pupils to think and talk about issues and questions that are related to the roles of science in our daily lives, society and the environment.  To develop in our pupils the skills, habits of mind and attitudes necessary for scientific inquiry, the school adopts the 5E (Engage, Explore, Explain, Elaborate and Evaluate) instructional model. This model advocates that teacher leverages and builds on pupils’ prior knowledge and experience to help them construct new knowledge or idea, and to continually assess their understanding of a concept.

School-Based Curriculum

Themes Lower Block Upper Block
Primary 3 Primary 4 Primary 5 Primary 6
Diversity of Living and Non-living things
Diversity of Materials


Cycles in plants and animals (Life Cycles)
Cycles in matter
Cycles in plants and animals (Reproduction)
Cycles in water

Plant System (Plant parts and functions)
Human System (Digestive System)

Plant System (Respiratory and Circulatory systems)
Human System (Respiratory and Circulatory systems)
Cell System
Electrical System


Interaction of forces (Magnets)

Interaction of forces (Frictional force, Gravitational force, force in springs, Magnetic force)
Interaction within the environment

Energy form and uses (Light and Heat)

Energy forms and uses (Photosynthesis)
Energy conversion

Authentic Learning through Learning Journeys

We believe that learning should not be restricted to only in the classroom and that the learning becomes more real and long-lasting as the pupils see for themselves how the concepts in the textbook are lived out in real-life. As part of the department’s vision of “Experiencing Science, Enriching Minds”, we plan learning journeys that ties in with at least 1 of the main topic for each level. These learning journeys authenticate their classroom-based learning as pupils make real and concrete what they have learnt in school. This allows our pupils to better appreciate Science in daily life and society, and understand the relationship between Science and the environment.

In the topic of Water, the P5 pupils go to the NeWater Visitor Centre at Kok Sek Lim Road allows the pupils to learn and understand the 3rd National Tap of Singapore – the technology and also the importance of having a sustainable water supply for Singapore. Our pupils will also learn about the process of filtration as they go through a workshop conducted by the staff at NeWater where they will learn how to create their own mini-raingardens.
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Pupils are building their mini raingarden at the raingarden workshop

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Pupils are listening to a briefing by the trainer on the filtration process in NeWater 

The P6 pupils visit the Lee Kong Chian Natural History Museum to learn about how different organisms have different body structures to adapt in their environment to survive. The pupils go through a 1.5 hour guided tour where the guides introduce the various body structures for different organisms to move, to feed and to defend itself. The pupils get up-close and observe real-life specimens and appreciate the differences in these body structures and relate to what they learn about adaptation in the classroom.

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Pupils are observing specimens up-close to identify the structural adaptations of organisms
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Pupils are listening to the guide introducing the skull of the elephant

Green Education @ PHPPS

As part of the school’s effort to inculcate social responsibility and respect for the environment, the Science Department dedicates a week in April, known as the Green Week, to share with our pupils the current environmental issues that are affecting us and the roles they can play to help protect the environment. 

The overarching theme for Green Education @ PHPPS is Conservation, with a sub-theme each year to help our pupils put words into action in their daily lives. In 2019, the sub-theme is Reducing Food Wastage. Throughout the week, Environmental Leaders educate the Pei Hwa population through game booths that are set up and manned by both the Environmental Leaders as well as some parent volunteers during the different recesses.  The Environmental Leaders also led the school assembly and educated Pei Hwa population on the importance of reduction of food wastage. They put up an engaging skit and organised a fun-filled quiz at the end of the skit.

Da Vinci Junior Programme

Da Vinci Junior programme is a collaboration with NUS High for a group of specially selected P5 pupils who possess keen and strong interest in Math and Science. Our pupils, together with pupils from 6 other schools, attend workshops conducted by lecturers and professors of NUS High School. These workshops include workshops on Research Methodology, Math, Physics, Chemistry, Biology and Astronomy. After the workshops, our pupils embark on a research project, guided by the NUS High lecturers and our teachers, which they will present at a research congress held at NUS High School at the end of the programme.

Innovation Programme (IvP)

Innovation programme (IvP) provides a unique opportunity for selected Primary 5 pupils to develop their problem-solving and inventive skills. The Innovation Programme aims to equip the pupils with the mind-set, skills and knowledge of an Entrepreneur and to assist the pupils to generate new, innovative ideas that can help the society and improve our living conditions.  The various training sessions that the pupils attend helps to nurture a “problem-solution” mind-set for pupils and to enhance the pupils’ creative and innovative thinking skills. The pupils will develop a prototype that helps improve the lives of people and to present their idea in front of a panel of judges who will select the best innovative product as well as the best presentation group.


Assessment is an integral part of learning and there are different modes of assessment that the Science employ to assess our pupils’ understanding of the concepts taught as well as to identify the learning gaps for intervention.

Checklists and rubrics are used to monitor the pupil’s understanding of key learning for each level. Topical worksheets are given at the end of each topic and these help to consolidate the learning of the concepts as the pupils apply what they have learnt to answer the questions in these worksheets. These form part of the assessment for learning where feedback is given to the pupils on their work for improvement.

Practical skills are assessed during the performance tasks.  Pupils are assessed on how well they conducted the experiments and how they analyse and evaluate the data they have collected to draw conclusions. Feedback from the teachers are given to the pupils to help them improve on how they should conduct the experiment accurately.