Editorial team
MyScienceHOD Editorial Team
Science teaching & assessment editorial team
The MyScienceHOD editorial team writes for Singapore primary and secondary Science teachers and Heads of Department. We focus on the work that happens after marking — making sense of common mistakes, planning remedial and revision, and supporting department decisions — and we keep our guidance aligned with the MOE Science syllabus. Every article is written to be useful on its own, whether or not you ever use our tool.
Articles
Common remedial mistakes teachers make (and what to do instead)
Most wasted remedial time comes down to five recurring traps — reteaching everything, grouping by the wrong thing, chasing symptoms, and skipping the re-check. Here is each one, and the fix.
Science misconceptionsCorrecting Science misconceptions through contrastive teaching
Re-explaining a topic rarely removes a wrong idea — it just adds a right one beside it. Contrastive teaching works differently: it surfaces the misconception, puts it head to head with the correct idea, and lets the student see their prediction fail.
Science misconceptionsHow to diagnose Science misconceptions — a practical method for teachers
Before you can correct a misconception you have to know exactly which wrong idea a student is holding. A teacher-focused, evidence-based way to read marking, ask the right follow-up, and separate a real misconception from a slip.
From marking to remedialFrom marking to remedial — the Science assessment workflow that actually changes outcomes
Most of us already do half of this after every weighted assessment. Here is the full loop, written out plainly — marking, common mistakes, item analysis, learning gaps, remedial planning — and how to run it without adding hours to your week.
Item analysisItem analysis for Science teachers — a practical guide for after the exam
How to turn a marked stack of papers into a short, honest list of what to reteach — without a spreadsheet course or an extra weekend. A step-by-step item analysis you can run after any weighted assessment.
Science misconceptionsMisconception tracking for Science departments
When every teacher corrects misconceptions privately, the department learns nothing that lasts. A practical way for a Science HOD to track the same wrong ideas across classes and across the year — without turning it into a data-entry burden.
Remedial teachingHow to plan effective remedial lessons after an assessment
A step-by-step way to turn a marked paper into a sharp, 20-minute remedial session that actually closes the gap — without adding a planning marathon to your week.
Remedial teachingRemedial programme planning for a Science department
How a Science HOD can run remedial across classes without burning out the team — planning once at department level, sharing the load, and moderating so a student gets the same support whoever teaches them.
Remedial teachingRemedial teaching in Science — a practical guide for after the assessment
What good remedial actually looks like in a Singapore Science classroom — when to run it, who to group, what to target, and how to tell it worked. The hub for everything remedial.
Science HOD hubScience HOD responsibilities — what department leadership actually involves
Beyond the job description, leading a Science department is mostly quiet alignment work — pacing, assessment, moderation, remediation, and protecting your teachers' time. A practical guide for new and stretched HODs and Level Heads.
Science misconceptionsScience misconceptions — what they are, why they persist, and how to act on them
A practical hub for Singapore Science teachers and HODs on misconceptions — what makes them different from ordinary mistakes, why they survive good teaching, and how to diagnose, correct, and track them.
Editorial standardsHow we write for Science teachers and HODs
A short, honest note on who writes these articles, how we check them, and the lines we won't cross — so you can decide how much to trust what you read here.
Misconception EnginePrimary Science Misconceptions: What Teachers Can Learn After Marking
A practical guide for Singapore Primary Science teachers and HODs on identifying misconception patterns after marking and using them to guide reteaching and department intervention.
Workload and Department AlignmentPrimary Science HOD Term Checklist: How to Keep the Department Aligned Without Increasing Teacher Workload
A practical term checklist for Primary Science HODs in Singapore. Covers syllabus pacing, assessment readiness, post-marking review, misconception trends, teacher workload visibility, intervention planning, and end-of-term reflection.
Assessment analysisReading your marking: item analysis for Science departments
A practical guide to item analysis for primary school science departments — P-values, discrimination, and the wrong-answer read that turns a marked paper into the next teaching decision.