The Science Curriculum from Primary to Secondary School

The Science Curriculum from Primary to Secondary School


The curriculum of the science subject has been strategically designed from early education to middle school. The curriculum has been designed with the age and capabilities of the students in mind. In primary school, students explore their environment. They study living things, energy, forces, and the care of the environment. At this age, children may not grasp the complexities of chemistry, biology, and physics. However, students in middle school can understand these subjects best. Another similar subject is mathematics where students are given a foundation and more in-depth mathematics topics are taught in college or further studies. Students who proceed to study science in college further explore what they learned in secondary school but with greater detail.


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In this article, Peter McGuire discusses what students learn from the science curriculum.


Inquiry-based learning in primary school and the use of role models in Middle School


“Science education has come a long way. Before the primary school’s last major revision, almost 20 years ago, science education was patchy at best while, at the same time, the post-primary syllabus was centred around facts with very little experimentation or focus on the scientific method. Today, educators and policymakers recognize the importance of engaging young minds from an early age.” read more here


Science lessons in primary school are inquiry-based. Teachers center their questions on the elements the students are curious about. For example, students of this age wonder where the sun goes at night or where the moon is during the day. They ask questions that have to do with the things around them. Things they can observe but wonder why things are the way they are. The curriculum has been designed to answer these questions, including those they have not thought of yet. Science in secondary school focuses on theories and the scientists behind those theories. The aim is for students to identify scientists they admire so as to encourage them to be more interested in science.


In this article in, the author discusses the quality of science and the importance of innovation when teaching the subject.


The role played by science teachers in helping students gain interest in science


“The National Science Teachers Association (NSTA) is the largest organization in the world dedicated to promoting excellence and innovation in science teaching and learning for all. NSTA works to improve science education and increase student learning by providing resources and training that support and enhance quality teaching. The association advocates for the importance…” read more here


Teachers play a significant role in the interest children have in the subjects they study. This is especially true for science. Teachers have embraced the importance of using inquiry-based learning for primary school science and emphasizing the appeal of scientists and their accomplishments to high school science students. It is crucial for teachers to understand the influence they have on the students as far as their interest in science is concerned. It is easier for a science teacher to change the attitude of students towards English based on how the lesson is structured.


In this article, Annie Padwick explores the responses received from students when they were asked how they feel about learning science.


 Feedback from students on their perception towards learning science


“The Welcome Trust’s 2011 report ‘Exploring young people’s views on Science Education’ produced a number of important findings which we have found useful in setting the tone, direction and approaches of the Think Physics project. The study aimed to ‘Explore and understand better the attitudes to science education of young people aged between 14 – 18 years, with particular…” read more here


This research involved 240 secondary school students. 90% of these students felt it was important to introduce science from a young age. These students expressed more interest in practical science classes over theory lessons. These students believed practical lessons are easier to understand and remember. Some of the students felt some of the lessons are not relatable. They fail to see the significance between what they learn and what they encounter in their everyday life.


How students perceive science from primary school determines how involved they would be when they get to middle school. Teachers are primarily responsible for the way these students respond to science. Making science a practical subject that students can understand and connect with is essential. For example, discussing the types of clouds while referring to what they can see makes it easier for them to appreciate science.

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