The Science curriculum framework was derived from Ministry of Education’s Policy Framework for the teaching and learning of Science which seeks to inculcate and nurture the spirit of inquiry and curiosity. The curriculum is delivered in the three domains - knowledge, understanding and application; skills and processes; ethics and attitudes - which support the curriculum framework.

The programme strives to provide students with learning experiences which allow them to apply knowledge and draw relationships within various concepts in science, through written assignments or laboratory practical sessions, and science research work. In particular, the school also emphasizes the inculcation of social, emotional values and sense of national responsibility. There are opportunities in every scientific topic to address the affective domain in accordance with the school learning outcomes, such as showing sensitivity, compassion, being reflective, able to learn independently and  work collaboratively, and ability to articulate views. In addition, the framework aims to establish relevance and relationship with: Science in Daily Life, Science in Society, and Science in the Environment.

Objectives of the Science programme
The Science Programme aims to enable students to
- develop the interest in matters of scientific importance
- be able to recognise the usefulness and limitations of scientific methods
- appreciate scientific applications in other disciplines and in one’s everyday life
- develop abilities and skills in the study and practice of science
- develop attitudes relevant to the study and practice of science.

A Differentiated Curriculum
Students will maximise their potential in the Sciences by pursuing a challenging and differentiated curriculum which will accelerate their learning experiences and develop them into independent learners and effective team workers. Dunman High uses the GEP Enrichment model from the Gifted Education Branch to differentiate programme from the mainstream. Under the GEP Enrichment model, the curriculum is differentiated in four areas, namely, content, process, product and learning environment.

Content enrichment extends the syllabus beyond the basic syllabus in depth and breadth. It caters more to individual needs and interests. It integrates different subject areas/disciplines and affective issues so as to encourage the investigation of real-life problems. Process enrichment seeks to develop higher level thinking skills. This is achieved by providing opportunities for discovery learning and open-ended problem solving, teaching research skills for independent study, and using varied teaching strategies to cater to different learning styles. Students will consistently utilize critical and creative thinking skills to seek original solutions to real-world problems. It will also develop pupils' understanding of the ethical and moral implications of social and scientific developments. Product differentiation encourages the presentation of what has been learnt in a variety of ways thereby providing space for creative expressions.

Enrichment Modules for School-Based Gifted Education (SBGE)
Enrichment modules aim at providing a better quality of learning or appropriate instruction for students which cannot be fully provided for within the regular classes. The school practices the grouping of students with similar high ability, aptitude and talent in SBGE classes, in which the lessons can be differentiated in Content, Process, Product and Environment to cater to the varied and diversified needs of these students. The grouping of students is done as follows:
- For the lower secondary classes, students are banded in SBGE classes based on PSLE T-scores and being an ex-GEP or
  identified to be a GEP student when they were in Primary School
- For the upper secondary classes, students are banded in SBGE classes by the subject and overall performance in the academic
  results and also in enrichment activities (e.g. achievement in national /international science-related competitions).

Curriculum Content
The curriculum at Junior High (Year 1 to 4) covers topics which help lay a strong foundation for students to take up science subjects offered at the Senior High (Year 5 & 6) years. Almost all students would offer the three sciences, Biology, Chemistry and Physics, at Years 3 and 4.

Biology
Biology is a scientific study of life. The study of biology opens up a vast world wonders, which allows us to understand ourselves better in terms of how the different systems in the body work together for our daily activities. Biology never ceases to amaze people especially how there can be such a huge diversity in living things with only a slight change in DNA. Moreover, all these life forms arose from simple cells truly makes Biology a subject which everyone can never get bored with. It is important for everyone to make an informed decision in response to biological emergencies and to question the ethical issues of medical advancement. In Dunman High, Life Sciences is incorporated into the Year 1 to 4 curriculum through laboratory work and work attachment. Students when equipped with the relevant knowledge will be able to appreciate the current global issues and make good choices in contribution to the global needs. The study of Biology opens up to students a vast realm of potential careers.

Chemistry
Chemistry is the central science that shares connections in many diverse subjects. It provides an important understanding of our world through the study of matter and its transformation. It can thus serve as a common language to communicate with people from both within or outside the discipline, locally and globally.
Studying Chemistry enables the students to observe how chemistry principles operate in all aspects of their lives and hence appreciate its significance. It also puts students in a good position to choose from a wide variety of useful and rewarding careers.
The knowledge and understanding of chemical facts and concepts can enable students to become educated and informed citizens who will make sound choices in matters of public concern such as healthcare and environment protection. The knowledge of chemicals, chemical technologies and processes will also pave the way for discovering new solutions to problems in health, materials, climate change, energy usage among many others.

Physics
Physics is the study of the laws that govern physical phenomena and interactions in our universe. By studying the subject, students can understand the basic rules of the behaviour of matter and energy on every scale: from the interaction of subatomic particles, to the motion of everyday objects, to the evolution of galaxies.
Many of the technologies that we are reliant on today can be traced back to important Physics knowledge. Through learning the subject, students can play a part in the development of new important technologies and transform the world we live in.

The topics for each science subject offered at Junior High are shown in the following:

Lower Secondary Science (Years 1 & 2)

Year 3 & 4 Biology, Chemistry and Physics

At the end of Year 6, students will sit for the GCE ‘A’ Level Examinations. The three Sciences – Biology, Chemistry and Physics, are offered to students at H1, H2 and H3 levels.

The topics for each science subject offered at Senior High are shown in the following:

H1 Biology provides fundamental knowledge to students and equips them with scientific skills and abilities relevant to the study and practice of biological sciences. While the content is reduced as compared to H2 Biology, the rigor remains the same. Students taking H1 Biology would be able to appreciate the new knowledge contributed to the field through recent developments at the cellular or molecular level. 

H2 Biology prepares students adequately for studying Biology and Biology-related subjects at the university. Students would be given opportunities to learn how life works beyond the cellular level at the molecular level and understand news reports and articles of research and industry developments in biological sciences, also to identify their social, ethical and legal implications. Given the exposures, students would be able to develop informed opinions in these areas and present their views coherently and confidently. In line with the rapid advancement in biological sciences, students would be equipped with refined and updated information to keep up with the relevant knowledge in preparation for their participation in a technologically-driven economy and appreciate wide variety of career possibilities in the emerging biological sciences.

H1 Chemistry provides students with an understanding of basic Chemistry principles and equips them to apply the principles in solving problems. Students will acquire fundamental knowledge in physical chemistry, organic chemistry and inorganic chemistry while H2 Chemistry prepares students to study Chemistry and Chemistry-related subjects at the university level.

H1 Physics provides students with basic knowledge of Physics and the application of physics in the real world. Through the course, students will acquire an understanding of the basic physics principles and use these principles to solve problems. Although students offering H1 Physics are not assessed on their practical skills, opportunities would still be provided to engage them in practical work in the curriculum to support the learning of the subject.

H2 Physics provides the basis for students planning to specialize in Physics or Engineering in the universities. Students will develop a thorough understanding of important physics principles and practical skills and use them to solve a wide range of problems. New areas of knowledge and basic fundamental concepts that form the basis for some of today’s technological developments are covered.

Students who have the passion and aptitude for the respective Science subject can choose to pursue it at H3 level, either as research-based or course modules offered by MOE or NTU.

Research-based H3 Science is offered under the auspices of Science-research programme (SRP) and Nanyang Research Programme (NRP).

Proteomics, a MOE-H3 course module, aims to integrate knowledge in Biology and Chemistry in the study of the chemistry of proteins and seeks to stimulate and challenge students who want to pursue molecular biology in greater depth. Pharmaceutical Chemistry, a MOE-H3 course module, offers students an opportunity to delve into drug chemistry. 

Essentials of Modern Physics, a MOE-H3 course module, provide students with an introduction and understanding of some specialized advanced topics in Modern Physics. The other two course modules are Semiconductor Physics and Devices and Contemporary Physics offered by NTU.

本课程的设计是根据教育部所拟定的科学教学政策框架，旨在灌输探究精神和培养对事物的好奇心。本框架包涵三大领域：（1）知识，理解和应用，（2）技能和程序，（3）学习态度和道德观。本院致力于通过不同管道，如书面，实验和科研作业等来提供学生应用知识和贯连不同科学概念的机会。学校也借此课程灌输学生良好的社会价值观和国民意识。此外，本院将依据不同科学主题来教导学生处事之道与如何提升个人修养和能力等。本课程框架也旨于帮助学生阐明科学在日常生活，社会和在环境中所扮演的重要角色。

课程学习目标

课程让学生

- 培养对科学的兴趣，

- 识别科学的用途和的局限，

- 明白科学如何应用在其他学科和日常生活上，

- 提升科学的知识和应用技巧，

- 培养良好学习态度。

具区分性的课程

本院具区分性的课程将能依据学生能力，挑战并丰富他们学习经验和实现其潜能。课程也将培育学生成为独立的学习者和有效的队员。本院根据教育部的高材教育模式设定了一个在学习内容，过程，结果和环境都区别于其他主流形式的课程。本课程比一般更深广，也更能迎合不同的学习需求和兴趣。与此同时，它也鼓励学生运用不同领域的知识和生活体验为现实世界中的一些问题进行研究。本院在教学过程中对培养高层次的思维技巧特别重视。课程不但鼓励学生在开放式的问题中自寻答案，也同时为他们提供了学习研究技巧的机会。不同的教学策略也满足了不同的学习风格。学生将能运用批判性和创造性的思维来解决一些真实的科学问题，也在过程中明白科学发展所牵涉的伦理和道德问题。本院最后也通过不同的方法让学生以具创意性的方式来发表所学。

校内高材教育课程（SBGE） 

此增益课程专为学习能力最强的学生而设。在此课程中，学生能在一个学习内容，过程，结果和环境都更加优益的情况下学习，以满足他们更多元化的学习要求。

课程遴选方式如下：

在中一和二年级方面，小六会考积分最高的一群学生将与属小学高材班的学生一齐分配到上述班级；在中三和四年级方面，则将依据学生的各科成绩，总成绩与其他增益活动中的表现（如国家/国际科学比赛成绩）而定。

课程内容 

初中部（中一至四年级）的课程内容专为学生在高中部（高一和二年级）所修读的相关学科打下稳固基础。绝大部份的学生也在三和四年级时选修三个科学科目，即生物，化学和物理。

生物学
生物学既是对生命的研究。生物学让我们了解人的体内各项工程与系统，和它们在日常生活中所扮演的重要角色。生物学常让人们惊叹在复杂的生态环境底下竟仅是些微小的DNA差异。单单是所有生命形态都起源自简单的细胞组织这事，就足已让人们对生物学产生莫大的兴趣！另一重点是学生都应对医疗有基本认识，以及明白医药法展和道德之间可能存在的冲突。在本院，生命科学是通过实验作业和实习管道融入于中一至四年级的课程里。拥有相关的生物知识将让学生更能体会目前一些全球所面对的问题，同时启发他们思考如何做出贡献来反馈社会。此外，选修生物学也将为学生带来更多的就业选择。

化学
化学是连贯不同领域的中心学科。学习物质及其变化的原理让人们更了解所生活的环境。因此，化学也常是不同学术领域的通用语。通过观察化学原理如何被应用在生活上能让学生的学习更具意义。此外，选修化学也将为学生带来更多的就业选择。
通晓化学知识能让学生在一些重要事项，如医疗和环保课题中有更准确的看法。它也可能为保健，材料，气候，能源等问题带来可行的方案。

物理
物理学是对宇宙自然规律和互动的研究。通过此学科，学生可以理解物质和能量的基本规则：从亚原子粒子的相互作用，到日常物体的运作，直达星系的演化。
许多现今科技都可追溯回重要的物理知识。通过这学科，学生可能成为未来技术发展的一份子。

初中科学部各科课程项目如下：

中一与二年级 

中三与四年级 

学生在6年的课程结束后，将参加剑桥‘A'水准考试。本校在三个科学科目 （生物学，化学和物理学）中皆有 H1，H2和H3不同的水平供考生选择。

高中科学部各科课程项目如下：

H1生物学为学生提供了相关的基本知识，让他们有能力在这方面进行研究和的实践。虽然H1科目内容比H2来的少，但学术严谨性却一样。 H1的生物学的学生，将能通过此科更明白生物领域新的知识和发展。H2生物学为打算在大学修读生物及相关科目的学生打好必备基础。学生除了在此科目中学习更深奥的知识外，也有机会接触有关生物的新闻，科学报道，和研究发表等。学生同时也能探讨牵涉的社会，伦理和法律问题。通过这些，学生将能在这生物科技发展迅速的时代，有机会成为开拓未来的一份子。此外，毕业生也能在蓬勃发展的生态科学就业市场中享有不同的选择。

H1化学教导学生基本原理以帮助他们应用在问题解答上。H1学生将从物理化学，有机化学和无机化学中学习基础知识，而H2化学则为准备在大学修读化学与化学有关科目的学生而设。

H1物理学让学生学习基本的物理概念和应用知识。通过本课程，学生将能提升对物理理论的认识和解答问题的能力。虽然H1学生不必上实验课，但本院仍会安排他们接受这方面的学习，以充实自己。H2物理学专为准备在大学修读物理或工程的学生而设。学生将对一些重要的物理原理和实践技能做更全面的学习，并利用它们来解答各类相关问题。此课程内容包涵了促进今日科技发展的一些新获知识与其他基础原理。

对科学有浓厚兴趣的优秀生将有机会修读H3科目。这些课程是以研究作业或模块式课程的型式进行。H3研究作业是科学研究计划（SRP）和南洋研究计划中的项目。由教育部所设计的H3“蛋白质组学”课程旨在教导学生利用生物学和化学中的知识，更深入地为分子生物学做研究。另一个教育部所设计的H3“药剂化学”课程也让学生有机会深入学习这方面的知识。在物理方面，教育部设计的H3“现代物理学”让学生能接触一些先进的专门知识。此外，南大也设计了两个H3物理课程 -“物理半导体学”和“近代物理学”。