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15 Mar 2014 MEET-THE-PARENTS SESSION PRIMARY FIVE and SIX
KHENG CHENG SCHOOL
KINDNESS | COURAGE | SINCERITY | DILIGENCE AESTHETICS
English Language Department 2014
* Familiarisation with the Revised English
Language Examination Syllabus and
Mark Schemes
* Implications for PSLE preparation
Revised PSLE
English Language
Examination Syllabus
Extracted from briefing notes disseminated by MOE.
Paper Question Type Marks %
1 Writing Situational Writing
15 7.5
Continuous Writing
40 20
2 Language Booklet A (MCQ)
30 15
Booklet B (OE) 65 32.5
3 Listening
Comprehension
Paper 3 20 10
4 Oral/
Conversation
Reading aloud 10
15 Picture discussion
10
Conversation 10
TOTAL 200 100
English Examination Format
27.5
47.5
Component A A*
Oral 23/30 27/30
LC 15/20 18/20
Writing 42/55 50/55
Paper 2 72/95 86.5/95
A: 15 (SW) + 27 (Compo) = 42 C 14 LO 13
A*: 15 (SW) + 35 (Compo) = 50 C 18 LO 17
CA – 100%
SA1 – 100%
Prelim – 100%
Pupils have the best chances of scoring in the following
components:
- Listening Comprehension
- Oral
- Situational Writing
- Graphic Stimulus / Grammar / Grammar Cloze /
Punctuation / Compre MCQ
ENGLISH LANGUAGE
PAPER 1
WRITING
Duration of Paper 1: 1 h 10 min
TEXT FORMS tested in the PSLE so
far:
Year Text Form assessed
2005 Postcard
2006 Factual Report on an accident
2007 Complaint letter about a broken CD (Formal)
2008 Formal letter to residents in the neighbourhood about a lost pet
2009 Email to Manager of Library to inform him about a librarian’s good deed (Formal)
2010 Email to a friend about a gift for a friend (Informal)
2011 Email to a friend
2012 Formal letter of request to Principal
2013 Email to request for help (Formal)
Situational Writing: Mark Bands and Descriptors (EL)
Mark Descriptors
7 - 9 Hardly any errors in grammar, expression, spelling and punctuation.
Ideas and facts are well-linked and sequenced such that the information presented is very clear.
Response shows a very good understanding and clear awareness of the purpose, audience and context.
4 - 6 Several errors in grammar, expression, spelling and punctuation.
Ideas and facts are linked and sequenced such that the information presented is fairly clear.
Response shows some understanding and awareness of the purpose, audience and context.
1 - 3 Full of errors in grammar, expression, spelling and punctuation.
Ideas and facts are not well-linked and sequenced resulting in the information being poorly presented.
Response shows poor understanding and awareness of the purpose, audience and context.
Note: A mark of 0 is possible.
Implications for preparing for
Situational Writing
What to take note of in
Situational Writing
Mark Point (CA Situational Writing) – Please refer to Pg 2 of the exam scripts
1m . . . Cheap and Good Supermarket
1m . . . stole a purse from a lady/a shopper/a customer/an aunty/an auntie
/a woman
1m . . . on 26 February 2014 at (around) 6.30 p.m.
1m . . . alerted/informed the security guards/(the) security
1m . . . the thief was caught
1m His act was worthy of praise.
OR
Tim did the right thing/reacted in the right manner.
OR
Tim was civic-minded/was civic-conscious.
OR
Tim was brave/courageous.
OR
Tim was helpful. / …act should be commended /
Tim’s act was commendable.
Content (6m) (Words in brackets are optional.)
Purpose Has to be clearly conveyed. E.g.
. . . to commend Tim Li of Primary 6A
for his good deed.
Audience Principal / Mr Yang
Context &
Register
An email using formal register
(no contractions are allowed)
Important note:
Dear Mr Yang,
I am writing to commend Tim Li of Primary 6A for his
good deed. I was at the Cheap and Good Supermarket (1m)
on 26 February 2014. At around 6.30pm, (1m) I saw a thief
steal a purse from a lady (1m). Tim saw it too and immediately
informed the security guards (1m) who then caught the thief
(1m). I felt that Tim was courageous (1m) and he should be
commended. Thank you.
Yours sincerely,
XXX (Surname has to be stated. If no surname is stated, the
candidate has to indicate that he is the neighbour.)
Sample response: (Words in brackets are optional.)
Situational writing has to be studied. Revise well all the situational writing done before the exams (Filed in EL file)
Some things to note for Situational Writing:
Some things to note for Situational Writing:
• analyse PURPOSE for writing / WHO they are
writing to / WHO they are writing as / determine
FORMAT to use
• PLAN – approx. 5 min.
• Actual writing time – approx. 10-12 min.
• CHECK – approx. 3 to 5 min.
• must aim to score FULL MARKS (6 marks) for
Content by fulfilling all the points
• use SIMPLE STRAIGHTFORWARD
LANGUAGE
• responses must be based on the graphic or clues in
the graphic provided
• CHECK – last 3 to 5 min.
Some things to note for Situational Writing:
Continuous Writing for P6 (EL)
Picture Composition
OR
Composition based on a
situation given
Continuous Writing: Mark Bands and Descriptors (EL)
Mark
Range
Content (20 m) Language & Organisation (20m)
18 - 20
Fully relevant
Ample ideas
Thoroughly
developed
Almost no errors
Wide & apt use of
vocabulary
Very good
organisation
15 - 17
Largely relevant
Good no. of ideas
Ideas developed
but not thoroughly
A few errors
Adequate use of
vocabulary
Good organisation
Continuous Writing: Mark Bands and Descriptors (EL)
Mark
Range
Content (20 m) Language & Organisation (20m)
12 - 14
Relevant
Ideas are adequate
Slightly
developed
Some errors in
Fairly adequate use of
vocabulary
Fairly good
organisation
Continuous Writing: Mark Bands and Descriptors (EL)
Mark
Range
Content (20 m) Language & Organisation (20m)
5 - 8
A few relevant
ideas
Ideas inadequate
Ideas
undeveloped
Numerous errors
Limited vocabulary
Poor organisation
1 - 4
Largely irrelevant
ideas
Grossly inadequate
Confusing
Full of errors
Very limited
vocabulary
Very poor
organisation
Note: A mark of 0 is possible.
Implications for preparing for
Composition Writing
What to take note of in
Composition Writing
Some things to note for Compo Writing:
• careful analysis of KEY WORDS in the
composition question
• PLAN the story – approx. 5 min.
• Actual writing time – approx. 40 min.
• CHECK – approx. 5 min.
• minimum length – not less than 1 ½ page long
• READ!
(To model author’s writing and build up a
collection of ideas/vocabulary phrases
way before the exam. Start TODAY!)
• use the appropriate vocabulary – Learn some
PHRASES TO DESCRIBE EMOTIONS e.g.
fear / joy / anger / worry / relief etc.
Keep and learn a collection of (i) emotions
(ii) setting (iii) character descriptions before the
exam.
• plan to develop the story – not just what
happened but WHY and HOW it happened. Pay
attention to SETTING / CHARACTER
DEVELOPMENT / DESCRIPTION OF
EVENTS/ACTIONS
Some things to note for Compo Writing:
• handwriting has to be NEAT
• LETTERS have to be properly formed e.g. do
my capital letters look like small letters and vice
versa?
• compo must be written in PARAGRAPHS (at
least 3 for shorter essays and more for longer
essays)
Some things to note for Compo Writing:
Some weaknesses in Composition
Writing noted in the CA:
Content
Teachers to identify your own students’ AFIs
e.g. unrealistic story ideas, underdeveloped
ideas, gaps in the story, disproportionate
stories with a massive amount of irrelevant
ideas, misinterpreting the task, weak
conclusions, etc.
Some weaknesses in Composition
Writing noted in the CA:
Language
-Wrong use of tenses (underlined words)
-Ungrammatical sentences / broken English
(underlined words)
-Wrong spelling (S)
-Wrong punctuation, especially for dialogue
(P)
-Wrong use of phrases learnt (underlined
words with question marks)
-Poor paragraphing for dialogue
ENGLISH LANGUAGE
PAPER 2
LANGUAGE USE AND
COMPREHENSION
• MUST revise all worksheets
discussed/marked FOR
THE DAY:
STELLAR Learning Sheets &
Reading texts
Some things to note for EL Paper 2:
Supplementary Booklets
e.g. Comprehension worksheets
Transformation booklets
Grammar & Vocab booklets
Vocabulary MCQ booklets
Compre Cloze passages booklets
Punctuation booklet
All other miscellaneous worksheets & Exam Papers
• Analyse mistakes made in daily work and
correct them carefully. Don’t repeat mistakes.
•Revise the work e.g. grammar & vocabulary
learnt well!!
Some things to note for EL Paper 2:
Common errors identified in
EL Paper 2
The divers from the Philippines Navy
(46)
Department scouted around nearby islands in an atemt to look for the survivors.
atempt
The mission came to a
(49)
sudden halt when news of a typhoon approaching was reseeved that afternoon.
reserved
Mishandling the Editing Section: Cannot spell a simple word
Lacks understanding of the text
The Chief took a quick look with his binoculars and ordered the
(53)
speed boats to turn. Some people were waving frantic at them.
(54)
Without furthest delay, the divers sailed towards the isle.
franticly
furthur
Cannot spell a simple word
Cannot spell a simple word
Mishandling the Grammar Cloze Section:
The sun was exceptionally bright when Julian
opened his bleary eyes. His arm reached
(36)_____________ to the bedside table and
fumbled for the alarm clock.
for
He pulled back the blanket and
bolted (37)_____________ the bed, running to
his wardrobe (38)_____________ a split
second.
away
for
Mark Scheme for Transformation:
1. Award 0 mark if an answer contains a mistake
in grammar or structure OR if an answer is
different in meaning from the original
sentence(s).
2. Award 1 mark if an answer has one, two or
three transference/punctuation errors.
3. Award 0 mark if an answer has more than three
transference/punctuation errors.
71. If he does not apologise, Mary will not speak to him again.
Unless he apologise, Mary will not speak to him again.
Common errors in Transformation noted
in the CA:
Subject-verb agreement
72. Leslie will be joining the police force next month. I have great respect for him.
I have great respect for Leslie whom will be joining the police force next month.
Need to learn the rule well
73. My dog did not run to me and lick my knee as usual. It lay listlessly on the floor.
Instead of running to me and licking my knee as usual, my dog laid listlessly on the floor.
Need to check and copy correctly
74. Last week, the teacher told the monitor, “These pupils are cleaning the classroom tomorrow.”
Last week, the teacher told the monitor that those pupils would be cleaning the classroom tomorrow.
Need to learn the rules well
75. My neighbours were washing the corridor yesterday.
The corridor were being washed by my neighbours the previous day.
Subject-verb agreement and need to learn the rule well
Mark Scheme for Comprehension OE Fact Language Marks
(i) 2 (ii) Minor grammatical/spelling
mistakes which do not interfere with meaning (Up to 3 mistakes)
1½
(iii) Major language errors (that interferes with meaning)
1 Incomplete sentence (even with grammatical/spelling mistakes)
Partial
(iv) Partial
Minor grammatical/spelling mistakes (up to 3 mistakes)
½
Incomplete sentence (even with grammatical/spelling mistakes)
(v) - 0
Common errors made by pupils
Language
Wrong use of tenses.
Omission of the hyphen in The two-word phrase
is “accurate diagnoses” .
Problems with punctuation e.g. inverting the
positions of the full stop and inverted commas or
omission of the close inverted commas.
Writing incomplete sentences e.g. Q84. No.
Q85. As it would alert the victim and he would not be able to get away.
ENGLISH LANGUAGE
PAPER 3
LISTENING
COMPREHENSION
Implications for managing
Listening Comprehension
• must be able to SKIM questions prior to/
during listening
• apply 100% CONCENTRATION!
Some things to note for
Listening Comprehension:
ENGLISH LANGUAGE
PAPER 4
ORAL COMMUNICATION
Reading Aloud
Reading
Aloud:
Assessment
Objectives
1 Pronunciation and
Articulation: to read a
passage with good
pronunciation and clear
articulation of the words
2 Rhythm and Fluency: to use
appropriate rhythm and stress to achieve a well-paced, fluent reading of a passage
3 Expressiveness: to read with
appropriate variation of pitch
and tone in order to convey
the information, ideas and
feelings in a passage
Reading Aloud: Mark Bands and Descriptors
Mark Descriptors
9 - 10 Clear and consistently good pronunciation
Fluent reading delivered with appropriate pauses and without hesitations
Appropriate variation of pitch and tone
7 - 8 Clear pronunciation with occasional errors that do not affect intelligibility
Smooth delivery with almost no hesitations
Some variation of appropriate pitch and tone
5 - 6 Generally clear pronunciation with several errors that are noticeable
Generally smooth delivery with some hesitations
A slight attempt to vary pitch and tone
3 - 4 Pronunciation somewhat difficult to understand, with numerous serious errors
Generally uneven delivery with a number of noticeable hesitations
Reads mostly in a monotone
1 - 2 Very unclear pronunciation, with most words being mispronounced
Very slow and jerky delivery, almost word-by-word pronunciation
Reads entirely in a monotone
Note: A mark of 0 should be given only when the candidate is not able to
read even a single word from the passage.
Picture
Discussion
Picture
Discussion:
Assessment
Objectives
1 Interpretation and
Explanation: to explain
interpretations of the
situation in the picture
2 Language: to use a range
of appropriate vocabulary
and structures
Picture Discussion: Mark Bands and Descriptors
Mark Descriptors
9 - 10 Gives very good explanations to support interpretations
Uses a wide range of appropriate vocabulary and accurate structures
7 - 8 Gives good explanations to support interpretations
Uses an adequate range of appropriate vocabulary and accurate structures
5 - 6 Attempts to link interpretations with acceptable explanations
Uses basic vocabulary and generally accurate structures
3 - 4 Gives simple descriptions without much explanation and interpretation
Uses limited and mostly inappropriate vocabulary, and inaccurate structures
1 - 2 Gives almost no relevant response
Uses very limited vocabulary and gives mostly one-word or short- phrase responses
Note: A mark of 0 should be given only when the candidate does not give any
relevant response.
Conversation
Conversation
• Examiners engage the candidate in a
conversation on a theme broadly related to
the passage and picture
• The candidate is assessed on his/her ability
to engage in a sustained conversation
Conversation:
Assessment
Objectives
1 Personal Response: to give
a personal response to the
given topic
2 Clarity of Expression: to
express oneself clearly in a
conversation, using
appropriate vocabulary and
accurate grammatical
structures
3 Engagement in
Conversation: to interact
with the examiner
Conversation: Mark Bands and Descriptors Mark Descriptors
9 - 10 Gives and develops intelligent personal responses
Speaks very clearly and with confidence, using appropriate vocabulary and accurate structures
Interacts very well and SHOWS INITIATIVE IN INTRODUCING IDEAS
7 - 8 Gives adequate personal responses with some development
Speaks clearly, using generally appropriate vocabulary and accurate structures
Interacts well
5 - 6 Gives some personal responses with little development
Makes responses that may be unclear at times but with some attempts to use appropriate vocabulary and accurate structures
Interacts reasonably well
3 - 4 Gives few personal responses with no development
Speaks with a number of hesitations and false starts and often with inappropriate vocabulary and inaccurate structures
Able to interact but depends heavily on examiner for encouragement
1 - 2 Gives almost no personal response
Makes a number of long and awkward pauses and is restricted by very weak vocabulary and inaccurate structures
Unable to interact and requires constant assistance to engage in a conversation
Note: A mark of 0 should be given only when the candidate does not give any relevant response.
Initial Prompt
• Have you travelled overseas before?
Why (or Why not?)
Additional Prompts
• Do you like to go travelling ?
• Tell me about an overseas trip you have been on.
• Do you think travelling overseas is a must for
families to spend quality time together?
• How do you spend quality time with your
family?
Implications for
Oral Exam Preparation
• Listen to the news daily – good model for
spoken Standard English
• If MT is predominantly spoken at home,
converse in English as often as possible in
school
• Read the newspapers – acquire the content
for the Conversation component of the EL
Oral Exam
Some things to note for the
Oral Exam Preparation:
Helping Your Child
Check through your child’s work.
See that they have done their work correctly.
Ensure that your child
completes his/her corrections
studies for spelling/dictation
revises all the work done, especially in the Learning Sheets & Supplementary Booklets
Encourage your child to read widely across different genres and for exam purposes, model essays.
Helping Your Child
Monitor your child’s work to check that they have used the strategies taught in all their assignments:
highlighting key words, underlining
doing intensive reading by annotating reading comprehension texts
doing backward/forward referencing for cloze passages
Encourage them to read aloud to you.
Spend time talking to them about school.
MATHEMATICS
Teaching & Learning
Resources Course book
Activity book
Revision papers
Speed Practices
Problem Sums Packages
Topical Worksheets
Item Types In Mathematics
Item Types Descriptors
Multiple Choice
Questions
(MCQ)
• 1 to 2 marks per questions
• Four options are provided of which
only one is correct
Short-Answer
Questions
(SAQ)
• 1 to 2 marks per questions
• Workings are optional but preferred
• Marks are awarded for correct
method even if answer is wrong
Long-Answer
Question (LAQ)
• 3 to 5 marks per question
• Working are to be shown
• Only answer mark awarded if
answer is correct but no
workings
Exam Format (Standard Maths) Paper &
Duration
Booklet Item Type No. of
questions
No. of marks
per question
Weighting
1
(50 min)
A MCQ 10 Q1 to Q10 (1m) 10%
5 Q11 to Q15 (2m) 10%
B SAQ 10 Q16 to Q 25 (1m) 10%
5 Q26 to Q 30 (2m) 10%
2
(1 h 40 min)
SAQ 5 Q31 to Q 35 (2m) 10%
LAQ 13 Q36 to Q48
3m, 4m, 5m
50%
2 h 30 min Total 48 ------ 100%
Both papers will be scheduled on the same day with a break between the two
papers.
The use of calculators is not allowed in Paper 1.
The use of calculators is allowed in Paper 2.
Exam Format (Foundation Maths) Paper &
Duration
Booklet Item Type No. of
questions
No. of marks
per question
Weighting
1
(1 h)
A MCQ 10 Q1 to Q10 (1 m) 10%
10 Q11 to Q20 (2 m) 20%
B SAQ 10 Q21 to Q 30 (2 m) 20%
2
(1 h 15 min)
SAQ 10 Q31 to Q 40 (2 m) 20%
LAQ 8 Q41 to Q48
(3 m, 4 m, 5 m) 30%
2 h 15 min Total 48 ------ 100%
Both papers will be scheduled on the same day with a break between the two
papers.
The use of calculators is not allowed in Paper 1.
The use of calculators is allowed in Paper 2.
Primary 6 Standard Mathematics
(PSLE)
Topics Weighting (%)
Whole Numbers; Fractions; Decimals 30
Measurement 25
Data Analysis 10
Geometry 15
Speed 4
Ratio; Percentage 12
Algebra 4
Total 100
Primary 6 Foundation Mathematics
(PSLE)
Topics Weighting (%)
Whole Numbers; Fractions; Decimals 36
Measurement 28
Data Analysis 14
Geometry 12
Percentage 10
Total 100
Problem Solving Process
Study the problem
Plan
Act
Reasonableness
Explain
Study the Problem
Do you understand all the words used in the
problem?
What are you asked to find or show?
Can you restate the problem in your own words?
Can you think of a picture or diagram that might
help understand the problem?
Is there enough information to enable you to find
the solution?
What information do you obtain from the
problem?
Plan
Guess and check
Make a orderly list
Eliminate possibilities
Draw a picture or
diagram
Look for pattern
Make a table
Use a variable
Simplify the problem
Act it out
Work backwards
Use deduction
Make a supposition
Simultaneous concept
Act
Carry out your plan
Check each step
Ensure that the entire solution is written
clearly checking the following:
Show all the steps
Transfer all numbers correctly
Use correct units
Neat
Reasonableness
Does your answer make sense? Is it
reasonable?
Is there another method to find the solution?
What worked? What didn’t?
Explain
Can you explain what you did earlier?
Can you improve on the method used?
Is there an alternative method?
Study the Problem
Checking No
Yes
No
Yes
Explain (Reflection)
• Improving on the
method used.
• Seeking
alternative
solutions.
- Extending the
method to other
problems.
- Can you explain
what you did?
Problem
Solving Process Plan (choose a heuristic)
Act – Carry out the plan
Needs modification / a new
plan?
Is the answer
Reasonable?
Explain (Reflection)
Tips for Parents
• Get your child to show you the whole process,
not just the solutions e.g. explain the steps and
sequence
• Get your child to understand the problem initially
and how to make sense of the problem
• Get your child to think how to select a method
• Show all workings clearly and label the number
statements
• Teach your child how to check his / her answers
Tips for Parents (Writing Labels)
Mrs Low has 800 ml of milk. She used 50% of the
milk to bake a cake and 25% of the remainder to
make ice-cream. How many millilitres of milk had
she left?
Remainder 800 ÷ 2 = 400
Left × 400 = 300
Ans: 300 ml 4
3
Writing labels for the
number statements
helps students to
organise their
thought process
• Persevere in solving the questions. Encourage your child.
• Try all questions, esp. MCQ and Short-structured questions.
• Seek alternative ways to solve a “difficult” task.
• Break up the task into smaller “digestible” bits.
• Set your child a time limit when doing practice papers
• e.g. 1 h 40 min for Paper 2
Tips for Parents
• Review what they have learnt in class – spending at
least 15 – 30 minutes every day to revise their daily
work or concepts
• If your child has made a mistake in a specific question,
allow him / her to redo it without referring to the answer
provided by the teacher
• Calculator is merely a tool. Most ‘calculator’
questions do not require the use of calculator.
Questions would be based on concepts
Tips for Parents
• How are marks allocated? Would it be unfair to my child
if he used a method that is not in the marking scheme?
Marks are awarded for essential steps that will help
the child arrive at the answer. If the child used
another method, marks will still be allocated if the
method is mathematically logical. During marking the
teachers will standardise the marking scheme and
discuss mark allocation for different methods.
Frequently Asked Questions
• Can I teach my child the algebraic method for problem
solving? Will it be acceptable during exam?
Yes. Any method that is mathematically logical is
acceptable. However, you are discouraged from
teaching your child the algebraic method as it is too a
abstract for pupils to understand. If you must teach
him this method, ensure that he can solve any
problem using this method without your help.
Frequently Asked Questions
Singapore Mathematics Framework
Activity Books
Mental Sums
Speed Practices
Topical Worksheets
Revision Papers
Reasoning Maths
Maths Journal
Problem Sums
Package
Engaging Lessons
Quiz & Trails
Small Successes
Homework
C-P-A Approach
Experience-Based Learning
SPARE Problem Solving
Science Department
Agenda
1. Science approach and strategies
2. Examination Format
3. Area of Concern
4. Scientific Terms
5. Cultivating the right habit in Science
6. Parents’ Support
7. Science Resources
Approach
Inquiry Based Learning (IBL)
pedagogy used to provide opportunities for pupils to actively engage in acquiring knowledge and understanding of their natural and physical world based on investigations apply skills and scientific processes of inquiry
IBL is carried out through various activities or
strategies
• Hands-on experience
• Infusing ICT in Science lesson
• Focused teaching and ZERO period
• Mindmapping
EXAMINATION FORMAT The examination consists of one written paper comprising two booklets, Booklet A and Booklet B.
Booklet Part Item Type Number of
questions
Number of
marks per
question
Weighting
A I Multiple-
choice 30 2 60%
B II Open-ended 14 2, 3, 4 40%
Booklet A consists of 30 multiple-choice questions and Booklet B 14 consists of open-ended questions. The weighting for Booklet A is 60% and Booklet B is 40%.
Each multiple-choice question carries 2 marks and each open-ended question carries 2, 3 or 4 marks.
Area of Concern
* Science Concepts * Science Processes: Observing Comparing Classifying Using apparatus and equipment Communicating Inferring Predicting Analysing Generating possibilities Evaluating Formulating hypothesis
CYCLE
Concepts Area of Concern
Process that takes place in various stages in the life cycle of plant. Skills:
Analysing
Interpreting
Misconception:
At Z, fertilisation takes place when the male cell in the pollen fuses with the female cell.
At V, germination takes place when there is water and warmth ONLY.
At X, the adult plant depends only on insects to pollinate its flower.
seed
seedling
adult plant flower
fruit
V
W
X
Z
Based on the diagram above, which statement is true?
SYSTEMS
Concepts Area of Concern
Composition of gases when they leave the heart, lungs and other body parts. Skills:
Analysing
Interpreting
Not able to generate information from the graph. Unable to generate causes that affect the composition of gases leaving the body.
Which one of the following graphs correctly represents the percentage of carbon dioxide in W, X, Y and Z?
CYCLE
Concepts Area of Concern
Inherit of characteristics Skills:
Analysing
Generating
Length of nails and hair are not characteristics that they inherit from parents.
How many characteristics did Evan inherit from his parents?
Physical Characteristics
Length
of nails Eyelids Hair Eyes
Evan Long Single Short Blue
Father Short Double Short Blue
Mother Long Single Long Brown
SYSTEMS
Concepts Area of Concern
Chloroplast is not in the mushroom.
Skills:
Analysing
Relate ‘help to make food’ to chlorophyll.
(Chloroplasts contain chlorophyll to trap light to make food.)
Misconception:
Chloroplast traps light to make food.
Explain why the organism above is able to make food?
SYSTEMS
Concepts Area of Concern
Heart beats faster when one is doing vigorous activity to release MORE energy.
Skills:
Analysing
Inferring
Unable to relate that heart beats faster with the process of releasing MORE energy.
Heart beats fast as it is PUMPING the blood RICH in oxygen FASTER to various parts of the body to break down DIGESTED food FASTER to release MORE energy.
Misconception:
Heart beats faster to pump MORE blood.
He observed that his heart rate increased when he started jogging. Explain why this is so.
CYCLE
Concepts Area of Concern
States of matters at different temperature.
Skills:
Analysing
Communicating
Generating
Unable to determine the states of the substance based on the given information.
(‘Line and state’ method is used in class.)
Andi placed the substances at a location with a temperature of 700C. What could the state of Substance X and Substance Y be?
Substance Melting point (0C) Boiling point (0C)
X 10 60
Y 36 180
INTERACTION
Concepts Area of Concern
Graph on the length of shadow - object moves away or near the light source
Skills:
Analysing
Communicating
Generating
Unable to draw the reflections of light.
(Rules on light must be applied. For e.g, line that represents light must be drawn in a straight line, no dotted lines and arrowheads must be drawn towards eyes.)
Unable to analyse the change in length of shadow and communicating with graph.
(a) Draw arrows to show the reflections of light that enable Alicia to see the plant.
(b) What happen to the length of her shadow when she walked from Position X to Position Y?
Concepts Area of Concern
Property of air
based on the
experiment.
Skills:
Analysing
Generating
Unable to apply concept that air can be
compressed.
Unable to determine the amount of air in the flask
when plunger of the syringe is completely pushed
for several times.
What is the volume of air after he has pumped in 20 cm3 of air into the flask containing water? Based on the above experiment, state the property of air.
CYCLES
200 cm³
conical flask
pump
150 cm³ of water
rubber
bung
Concepts Area of Concern
Stroking method -
identify the poles of
the temporary
magnet.
Skills:
Analysing
Generating
Unable to recall concepts on Stroking
Method.
Need to state the strength can be increased
by stroking the object Y many times in the
same direction.
State one method to increase the magnetic strength of Object Y using the same apparatus.
INTERACTION
Object Y
Concepts Area of Concern
Repulsion takes place
when like poles of two
magnets are facing
each other.
Skills:
Analysing
Generating
Unable to use terms such as repulsion and like
poles to prove that metal bar Z is a magnet.
Answers contributed by pupils are too general
and do not answer to the question.
E.g. When repulsion is seen, bar Z is a
magnet. OR When two like poles of both
magnets are facing each other, metal bar Z is
a magnet.
What should Graham do using the horseshoe magnet to proof that metal bar Z is a magnet?
INTERACTION
Metal bar Z
Concepts Area of Concern
Effect of elastic potential
energy and the distance
travelled by the object.
Skills:
Analysing
Evaluating
Sources of energy is not mentioned together with the
forms of energy.
E.g:
Yes.
There is MORE (elastic) potential energy in the spring when it is further compressed [½]. The more elastic potential energy is converted to MORE kinetic energy of the moving ball causing [1] it to move further [½]. –[2]
Carmen stated that as X decreases ,the distance travelled by the ping pong ball is further. Do you agree with her? Explain your answer.
ENERGY
IMPORTANT TERMS TO USE: • Magnets:
• When the term ‘ repulsion’ or ‘repel’ is used, LIKE poles must be used.
• The terms ‘end’ or ‘pole’ of the object or magnet are acceptable. The term ‘side’ is NOT acceptable.
• Water and Changes of States:
• Water evaporates into water vapour.
• Water vapour condenses into water droplets.
• Heart pumps blood to all parts of the body.
• The object GAINS heat FROM _______.
• The object LOSES heat TO _______.
• Black ABSORBS heat (NOT CONDUCTS heat)
• Stomata TAKE IN carbon dioxide (NOT breathe in)
FAIR TEST
VARIABLES
CHANGED CONSTANT MEASURED
ONE
USE THE TERM, ‘SAME SIZE’,
‘SAME LOCATION’ etc
RESULTS
Why must the experiments be repeated?
The experiments must be repeated for
reliability/validity and accuracy of the
results.
NOT For a fair test.
How does one ensure that it is a fair
test/experiment?
One variable is changed and the rest must
be constant/the same. – (must state the
variable changed)
TO DO:
Read the question at least twice.
Identify the topic (Recall the KEY concepts).
Highlight the important phrases from the stem questions.
Answer specifically to the questions.
Use SCIENTIFIC TERMS.
Spelling must be correct.
Multiple Choice Questions (60% of the overall marks)
Read ALL 4 options
Eliminate the options
Spend about 45 minutes in Section A
Open ended questions (40% of the overall marks)
Identify the AIM of the experiment (State the changed variable)
‘Explain’ and ‘Why’ questions…(Use the CAUSE AND EFFECT method)
1) Use the ‘W’s and one ‘H’ questions when
revising with your child.
2) Encourage your child to do concept or mind
map as part of revision.
3) Study and understand the correction which
your child did in his/her written work.
4) Use the correct scientific terms and
understand the objective of the question.
5) Set target at least to achieve 50% for
BOOKLET A.
Parents’ Support
6) Study and understand all Science Concepts
taught over the years (P3 to P6)
Parents’ Support
Science Resources
Science Textbook P3/P4 (Diversity, Cycles, Systems, Energy, Interaction)
Science Activity Book P3/P4 (Diversity, Cycles, Systems, Energy, Interaction)
Science PSLE Revision Guide Book
Mind Map Book
PSLE Science Booklet
Lead Portal
Science File (Refer to the content page)
Thank you