Year by year, our students produce top HSC results in Physics, Chemistry and Biology. As a life-long science educator, I have been focused on maintaining a learning environment with the following characteristics.
Scientific knowledge and concepts at Year 11 and Year 12 HSC level are often abstract for students; many are counterintuitive in nature. At our Centre, we aim to nurture student curiosity using a variety of media, simulations, and analogies, hence create meaningful contexts to engages our students, help them make sense of the new concepts.
Science teaching in class is a two-way street. A teacher’s role is to provide effective guidance of class interactions, including teacher-led discussions, open-ended questions, encouraging students to ask questions when elaborating through the contents, etc. In our classes, teachers are facilitators, not dictators. There is no such thing as a super-teaching method that suits every student. We oppose spoon-feeding and meaningless rote learning.
Based on NSW 2017 Stage 5 & 6 Syllabi our learning materials are conceptually structured, and continuously modified, facilitating a meaningful and logical flow of concept and content. All individual concepts are accompanied by reinforcement of questions and problems. Our teaching and learning activities effectively assist students to convert their knowledge into problem solving skills to safeguard our students’ performance in their school assessment tasks and in the final HSC examinations.
