Advanced Diploma in Primary Science Education

This programme is for current primary school teachers who hold either a:

• Diploma in Education (Dip Ed), OR
• Postgraduate Diploma in Education (PGDE) from NIE or its equivalent.

To be considered for admission into one of the reviewed Advanced Diploma above, applicants will need to have at least 2 years of teaching experience in the corresponding subject.

 

Application for the courses is via Opal2.0.

For enquiry on course administration, please e-mail:  [email protected].

The Advanced Diploma offers 12 courses.

Participants apply for individual courses at their convenience, in consideration of their work commitments.

Participants are required to complete 18.5 AUs within five years to qualify for the award of the Advanced Diploma.

 

Course Code	Course Title	Pre-Requisite	AUs	Duration
INS4410	Topics in Biological Science for Primary Science I	Nil	1	13 hrs
INS4411	Topics in Biological Science for Primary Science II	INS4410	1	13 hrs
INS4412	PCK for Topics in Biological Science	Nil	1	13 hrs
INS4413	Topics in Physical Science for Primary Science I	Nil	1	13 hrs
INS4414	Topics in Physical Science for Primary Science II	INS4413	1	13 hrs
INS4415	PCK for Topics in Physical Science	Nil	1	13 hrs
INS4416	Assessment in Primary Science	Nil	2	26 hrs
INS4417	Dialogic Approaches to Teaching and Learning Primary Science	Nil	2	26 hrs
INS4418	Integrating STEM Principles and Ideas in Primary Science Teaching	Nil	2	26 hrs
INS4419	Strategies for Meaningful Informal Science Learning	Nil	2	26 hrs
INS4420	Promoting Inquiry through Scientific Investigations in Primary Science	Nil	2	26 hrs
INS4421	Developing Reflective Learners/teachers in Primary Science	All 11 previous courses	2.5	32.5 hrs
Total			18.5	240.5 hrs

INS4410: Topics in Biological Science for Primary Science I

This course aims to equip primary science teachers with the theoretical and practical aspects of biology in primary schools. The topics to be covered include basic biology, classification and diversity of organisms (reproduction and life cycles) and structure and function of plant systems.

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INS4411: Topics in Biological Science for Primary Science II

This course aims to equip primary science teachers with the theoretical and practical aspects of biology in primary schools. The topics to be covered include structure and function of animal systems (with emphasis on the human body), and ecology and environmental issues.

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INS4412: PCK for Topics in Biological Science

The course aims to develop the pedagogical content knowledge (PCK) of primary science teachers by engaging them in discussing various difficulties in teaching various primary science topics/concepts. Drawing on contemporary learning theories and research findings, various strategies and activities for teaching primary science will be taught through lectures, tutorials and laboratory work.

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INS4413: Topics in Physical Science for Primary Science I

This course covers the theoretical and practical aspects of physical science topics from the current primary science curriculum. Some of the topics covered include linear motion, forces, temperature and heat.

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INS4414: Topics in Physical Science for Primary Science II

This course covers the theoretical and practical aspects of physical science topics from the current primary science curriculum. Some of the topics covered include work and energy, electrical systems, magnetism, and light.

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INS4415: PCK for Topics in Physical Science

This course deals with pedagogical content knowledge (PCK) of physical science topics from the primary science curriculum. The topics discussed include heat and temperature, electricity and forces. Participants will deepen their PCK through constructing Content Representations (CoRes) and experiencing physical science activities as facilitators, observers, and students.

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INS4416: Assessment in Primary Science

This course deals with the theoretical and practical aspects of assessment in the primary science classroom. Participants will learn about designing test items and the principles/strategies for both assessment for and of learning. Participants will also have the opportunity to apply their learning to design and review different kinds of assessment tasks such as alternative assessment. In addition, key ideas related to assessment as learning will be covered.

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INS4417: Dialogic Approaches to Teaching and Learning Primary Science

Learning science involves much more than memorizing facts and concepts. It can be greatly enhanced through dialogical approaches where teachers and pupils are engaged in explaining, reasoning, and arguing scientifically. Participants will be introduced to various dialogic teaching strategies to practice in their own classrooms. Through reviewing and reflecting on their own teaching, teachers will be able to promote classroom interactions that are more dialogic in nature.

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INS4418: Integrating STEM Principles and Ideas in Primary Science Teaching

To examine the strategies related to integrating technology, engineering and mathematics in science learning. Students working with STEM problems will better understand the epistemic nature of science and teachers will be better prepared to meet the goals of primary science education in Singapore.

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INS4419: Strategies for Meaningful Informal Science Learning

This course introduces participants to the potential of informal learning approaches and environments for science learning through lectures and field trips. Major avenues of learning such as the use of structured venues, everyday life activities, science-related programs, mass media and the use of extended science investigations of the world around you will be examined for their affordances in providing high quality and engaging/applied learning experiences.

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INS4420: Promoting Inquiry through Scientific Investigations in Primary Science

This course aims to familliarise participants with authentic science inquiry, with reference made to Ways of Thinking and Doing Science (WoTD). It will engage participants in one authentic inquiry activity from generating research question to a presentation. Participants will practice conducting a literature search for age appropriate materials for learners and learn how to relate scientific inquiry to the various aspects of Nature of Science.

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INS4421: Developing Reflective Learners/teachers in Primary Science

This course explores the benefits of reflection in science teaching and learning. We explore strategies such as reflective science journals, blogs, portfolios etc. as useful tools for reflection as well as communication of ideas, which are important 21^st century competencies. We also aim to develop skills of reflection so that appropriate values, ethics and attitudes of science can be nurtured among learners and teachers.

Participants who have completed the 12 courses within the 5-years validity period can apply for accreditation of the courses into the programme by completing the form here.

Using the Advanced Diploma for entry into NIE’s full-time Bachelor of Arts (Education) / Bachelor of Science (Education) OR part-time Bachelor of Education

Upon successful completion of this programme, you may wish to apply for admission into the NIE/NTU degree programme. Admission is not automatic and all applications would be given due consideration. The admission criteria for returning teachers who are interested in using the Advanced Diploma to help gain admission into the full-time Bachelor of Arts (Education) / Bachelor of Science (Education) OR part-time Bachelor of Education are as follows and may be subjected to further updates from the Office of Teacher Education:

• Obtained at least overall Pass in Dip Ed/ Dip PE/ Cert Ed and a minimum of 'C' Grade in an Advanced Diploma (obtained prior to the introduction of GPA System) or a minimum of CGPA of 2.50 in an Advanced Diploma (obtained after introduction of GPA System)*

AND

• Recommendation by Principal

*For admission to Bachelor of Education (Primary) Part-time Programme, in addition to the above criteria, candidates must also meet the following:

• Be employed by the Ministry of Education;
• Have at least two years of trained teaching experience; and
• Have an annual appraisal grade of at least Grade C or better.