In line with her vision of developing self-directed learners and responsible citizens, Guangyang Primary School (GYPS) embarked on a Science school-based curriculum innovation(SCI) which aimed to develop students to be self-directed learning (SDL).

The SCI involved students working on self-directed enrichment tasks. The innovation was carried out on 1 class of Primary 3 and 1 class of Primary 4 high-ability pupils. The launching point of the activities is the innate curiosity of the students and the questions they posed in class. Teachers acted as facilitators and resource persons in encouraging students to look for answers through structured consultation sessions. During these lessons, the teachers guided students through the different stages of the enrichment project: select a research area / topic, agree on content deliverables, agree on the presentation format and present the new knowledge.

The study aims to find out if there is a difference in the attitude towards the subject, before and after the SCI. In this study attitude refers to the confidence in the subject and the usefulness of the subject. The instrument used was adapted from the Fennema-Sherman Attitude Scale. Using the standardized mean difference, a large effect was observed for both the scales- confidence in the subject and usefulness of the Science, in favour of the post -SCI results.
The paper will discuss plausible reasons for the positive effect observed due to the intervention by the SCI, especially due to the design of project tasks and the way feedback was given.