Integrated Sciences Courses in our school :
Description and principles:
Integrated Science S1-S3 is compulsory for all pupils. The course builds upon the groundwork laid in the scientific and technological areas of Discovery of the World in the primary cycle. The objective is to equip secondary pupils with the toolbox of concrete skills (e.g., usage of basic instruments and equipment, dissection, drawing from observation), subject content knowledge (e.g., atoms as basic building blocks of matter, the basics of biological classification, the idea of an ecosystem, concepts of mass, energy, force, work, power), and attitudes (e.g., habits of scientific observation and experiment; acting as responsible citizens with respect to science) that they will need in the higher levels of science in S4-S7.
The Integrated Science course is structured around a series of themes (see chapter 4), combining an introduction to scientific techniques and approaches with investigation of topics drawn from pupils’ everyday experience. Pupils should acquire the competences and concepts enumerated in section 3 for science and mathematics primarily by carrying out exploratory activities: observing, measuring, designing experiments and apparatuses, searching for explanations, discussing with peers and teachers, creating abstractions, models, hypotheses, and theories, and creating lab reports, presentations, 2018-12-D-6-en-2 4/44 and other work products. Under their teacher’s active guidance, pupils should actively carry out a maximum of these activities themselves. This approach to science and mathematics learning is referred to as inquiry-based learning (IBL).
Pupils should carry out at least two substantial (≥10 class periods) inquiry-based learning units per year. While some possibilities are indicated in the syllabus content, IBL units may also be multidisciplinary and cover material drawn from across the year’s syllabus or across the integrated science syllabus for all years; they may also be organised across subjects, by more than one teacher.
- At the end of third year of study, the student is capable of critical analysis and use of scientific knowledge and vocabulary. He can plan an investigation, selecting appropriate materials, equipment and techniques.
- The student has developed excellent manipulation skills and considerable attention to safety concerns.
- The student can consistently independently find, and assess the reliability of, information on scientific subjects, on- and offline. S/he can independently use appropriate software for science tasks.
- The student communicates clearly using scientific vocabulary correctly. S/he demonstrates excellent presentation skills.
- The student works constructively as a team member, shows initiative, and can act as a team leader.
- Globally, students should develop awareness of the environment and learn to act as responsible citizens with respect to it.
|Buzzo||Ferdinando||S1 , S2, S3|
|Manara||Bruno||S1 , S2, S1|
|Frederiksen||Jesper||S1, S2, S3|
|Butler||Marie||S1, S2, S3|
|Kopec||Maciej Marek||S1, S1|
|Popp||Dietmar||S1, S2, S3|
|Wautelet||Brigitte||S1, S2, S3|
|Baranowski||Artur||S1, S2, S3|
Links to official documents:
|Syllabus and descriptors FR||2018-12-D-6-fr-2|
|Syllabus and descriptors EN||2018-12-D-6-en-2|
|Syllabus and descriptors DE||2018-12-D-6-de-2|