The following beliefs serve as a framework for science education at ISA.
As Science teachers we believe that the needs of students vary and that science education should be accessible to all students. We believe that students share responsibility for their own learning and for their learning environment, thus we insist upon safe practice in the laboratory and we maintain a classroom environment conducive to learning for all.
We believe that all science programmes should be primarily enquiry based, therefore we offer frequent opportunities for hands-on learning. We believe that skills and knowledge are of equal importance, so we ensure that language use and development are integral parts of all science courses. Additionally, we set high expectations for student learning and strive to master the skill or objective attainment levels we have set.
We believe that a holistic approach to subjects is superior to a reductionist approach, and that interdisciplinary projects should be undertaken where appropriate. We encourage students to apply the knowledge they have gained to their existing knowledge and experiences, as well as to things they are familiar with in everyday life.
We believe that science education should expose students to social and ethical issues relevant to the topic under study, thus social implications and issues are emphasised and discussed alongside the theoretical and practical investigations.
Finally, we believe that ongoing assessment of our teaching and student learning is necessary to guide teaching, thus students are evaluated both formatively and summatively, using a variety of assessment tools. These tools are typically in the form of objective testing, class work, homework, oral questioning, quizzes, research projects, and practical report writing.
The emphasis in our science programme is to provide students with as many practical science experiences as possible. This is a "hands-on" approach that allows students the opportunity to experiment, solve problems, investigate and pose new problems. Students will study units in the strands of Life Science, Physical Science and, Earth Science. The science programme in the elementary school helps each student understand nature’s impact on us and our impact on nature. This requires that each student gain:
In the elementary school at ISA, many of the science activities are based on the Full-Option Science System (FOSS).
The unifying theme for Grade 6 Science focuses on how energy affects matter. The course encourages students to make use of information from a variety of different sources and teaches students how to apply this newfound knowledge and understanding to lab work and collaborative projects. Furthermore, students are taught how to communicate their understanding through formal lab reports as well as how to articulate real-world application via multimedia presentations. These skills are taught throughout the following units: Environmental Science; Introduction to Matter; Heat; Energy Resources; Forms of Energy; Geology and Plate Tectonics; Weather and Climate.
This course encourages students to develop an inquisitive mind that questions how humans interact with the world and beyond. The general theme for Grade 7 Science is Interactions. Students begin the year learning about cells, tissues, organs and organ systems; including a focus on the reproductive system and genetics. Students will also learn basic Chemistry including simple chemical reactions and about the different the states of matter. In the second half of the year the focus shifts to Physics where units of study include forces, electronic circuits and the solar system. Units are made highly relevant to students by focussing on their relationship with the world of science that is all around them. Throughout the year, this course emphasises scientific investigation and research skills.
The central theme for 8th grade science is particle motion, with students taking an in-depth look at the mechanisms that allow particles to move. Students start the year studying food and digestion, then move onto learning how our body utilises the energy stored within digested nutrients through respiration. Students will also learn about atoms, elements and compounds, acids and alkalis, and patterns of reactivity. The students then move on to physics based units including heating and cooling, light and seeing, and sound and hearing. Grade 8 students are encouraged to become more independent, scientific thinkers in their approach to problem-solving. There is a large emphasis on student-led investigations that provide an opportunity for students to focus on the variety of strategies that are used to answer scientific questions, and to evaluate their own and others’ investigations. Many of the units provides an opportunity for students to focus on data collection and data analysis as a way of providing evidence to support experimental work, and also require students to investigate how secondary sources vary in the quality and relevance of the information or data they provide. Students are actively encouraged to use their scientific knowledge and understanding to justify and/or challenge their own or others’ conclusions and methods.
This course will introduce students to the fundamentals of Physics, Biology and Chemistry. It is designed to provide them with the background understanding required by upper level science. They will start to develop the evidence gathering, critical thinking and communication skills they will need as they progress through the Sciences.
Prerequisite: Grade 9 Integrated Science
This course is designed to broaden a grade 10 student’s scientific skills using topics of a standard Biology curriculum. Problem-solving, numeracy skills, experiment planning, evaluation of experimental procedures, data collection and analysis will be an important part of this course. Topics covered will include Cells, Biochemistry, Classical and Molecular Genetics, Plants and Photosynthesis, Ecology, Evolution, as well as, Human Nutrition, Digestion, Excretion, Reproduction, Circulation, and Gas Exchange systems.
Prerequisite: Grade 9 Science
This course is designed to broaden a student’s scientific skills using the extended topics of an IGCSE Chemistry syllabus. The focus will be on problem-solving, experiment planning, evaluation of experimental procedures, data collection and analysis throughout the course.. Topics addressed will include acids, bases and salts, reaction rates, metals and reactivity series, organic chemistry, stoichiometry, electrochemistry, and equilibria.
Prerequisite: Grade 9 Science
This course is designed to broaden a student’s scientific skills using the core topics of a standard Physics curriculum. The focus will be on problem-solving, numeracy skills, experiment planning, evaluation of experimental procedures, data collection and analysis. Students will carry out a self-directed research project. Topics covered in the course will include, mechanics, electricity and magnetism, energy, waves, and nuclear physics.
2 credits/2 years
Prerequisite: Grade 10 Science
IB Biology is an intensive study into Biology and the study of life. This is a two-year course which can be studied at standard or higher level. The core topics of study are Cells, Biochemistry, Genetics, Ecology, Evolution and Biodiversity, and Human Physiology. In Higher level there are additional topics as well as more depth to some core topics, including Nucleic Acids, Metabolism, Cell Respiration, Photosynthesis, Plants, Genetics and Evolution, and Animal Physiology. Experimental investigation is a requirement for IB Biology. There will be many practical investigations as well as a Group 4 Integrated Science Project and a substantial Individual Investigation.
2 credits/2 years
Prerequisite: Grade 10 Science, Maths 10E recommended
This course will enhance students’ understanding of topics visited in earlier science courses though no prior knowledge is assumed. Topics are initially taught in isolation but, as the course proceeds, increasing integration of the topics will enable students to fully analyse applications and develop an appreciation for the nature of science. Core topics studied include stoichiometry, periodicity, bonding, physical properties of matter, reaction kinetics, chemical equilibrium, oxidation and reduction reactions, acids and bases and organic chemistry. Students choose from the Option topics of Biochemistry or Energy as part of the second year of the course and are required to undertake a substantial amount of practical work.
2 Credits/2 years
Prerequisite: Grade 10 Science
This two-year standard-level IB course will provide students with a coherent perspective of the relationships between environmental and societal systems. This perspective will enable them to develop an informed personal response to a wide range of pressing environmental issues that they will inevitably face as adults. Students will evaluate the scientific, ethical, and socio-political aspects of issues. During the course, students will study many different systems that require both environmental and societal considerations. These studies will incorporate hands-on work in the laboratory, field investigations, and the use of social science techniques such as opinion surveys. This course can be taken to fulfil either social studies or science ISA and IB requirements.
2 credits/2 years
Prerequisite: Grade 10 Science, Maths 10E Recommended
Physics is a study of the way in which the universe works. This course is intended to take students from a basic understanding to university entry level in two years. It does this by teaching the skills required to understand the discipline. Students will gain an understanding of the nature of the science along with the specific knowledge expected of a high school graduate. Topics covered will range from mechanics and electricity to quantum and nuclear physics. The course can be studied at standard or higher level with the higher level course building on the core concepts studied by all participants. The course will provide opportunities for individual and collective exploration through a variety of approaches.