Science Workshops's design of its science curriculum is based on the Benchmarks for Science Literacy developed and published by the American Association for the Advancement of Science (AAAS), and on the Science Education Standards developed by the National Research Council (NRC) and endorsed and adopted by the National Science Teachers' Association (NSTA).

We develop our curriculum on the premise that science is an active process. Through “hands-on” activities, students learn such skills as observing, inferring, and experimenting. Our curriculum is also based on “inquiry”. Students gain “minds-on” experiences as they are encouraged to describe objects and events, ask questions, construct explanations, and communicate their ideas to others. In this way, our students can develop their understanding of science by combining scientific knowledge with reasoning and thinking skills. Our science curriculum content is organized into six strands of studies:

1. Physics

2. Chemistry

3. Earth Science

4. Space Science

5. Life Science

6. Human Biology

Goals of Our Curriculum

The central goal of Science Workshop's curriculum is to have students learn scientific knowledge with understanding. Therefore, we emphasize active science learning and shift away from teachers presenting information. We do not perceive the need to include all the topics, vocabulary, and information in textbooks, but instead, we provide plenty of opportunities for students to become familiar with modes of scientific inquiry, rules of evidence, ways of formulating questions, and ways of proposing explanations.

In our curriculum design, we pay special attention to provide learning platforms for students to gain understanding of the unifying concepts and processes in science, and classroom activities are therefore often interdisciplinary. We also include a separate strand in Human Biology. While the human organism is without doubt a part of the living world, we are paying special attention to human biology because young children are naturally curious about themselves and because we would like all students to pay special attention to health and wellness.

How Science Levels are Designed

How Science Topics are Chosen

We choose out topics according to students’ stages of cognitive development. Concepts that are beyond a child's ability to grasp, when introduced too early, will deter the child from going deeper into the subject when he comes across it again in the future. We want children to be curious about the phenomena that they observe when they are engaged in their activities, but we do not want children to feel overwhelmed.