2019 Parents’ BriefingP6 (Standard)

Curriculum and AssessmentScience

Content

A. Topics & Concepts

B. Assessment - Knowledge-type and Application-type Questions- Supporting Process Skills- Features of the Exam Paper

C. Strategies to Support our Pupils

A. Topics and Concepts

Reference:https://www.moe.gov.sg/docs/default-source/document/education/syllabuses/sciences/files/science-primary-2014.pdf

A. Topics and Concepts

• Thematic Approach5 themes: Diversity, Cycles, Systems, Energy andInteractions

• Appreciate the links between different themes/ topicsto allow the integration of scientific ideas.

• Spiral approachSame theme is revisited at upper blockMore advanced concepts and skills are built on basic ones learnt at the lower block.

Science Skills and ProcessesSkills Processes

ObservingComparingClassifyingUsing apparatus and equipment CommunicatingInferringFormulating hypothesisPredictingAnalysingGenerating possibilitiesEvaluating

Creative problemsolvingDecision-makingInvestigation

Sequence of Science Topics 2019

Primary Term 1 Term 26 • Forms and Uses of Energy

• Sources of Energy• Forces

• Living Together• Food Chains and Food

Webs• Adaptations• Man’s Impact on his

Environment

Term 3 Term 4• Man’s Impact on his

Environment (continuation)

PSLERevision

PSLERevision

B. Assessment Format of CA paper (Standard)

Duration of paper: 1 hour

Booklet Item Type Number of Questions

Marks allocated

Weighting (%)

A Multiple Choice 14 2m 28

B Open-ended 6 - 7 2 - 4m 22

Total 20 - 21 - 50

Not included in the combined semestral results’ computation.

B. Assessment Format of exam paper (Standard)

Duration of paper: 1 hour 45 minutes

Booklet Item Type Number of Questions

Marks allocated

Weighting (%)

A Multiple Choice 28 2m 56

B Open-ended 12 - 13 2 - 5m 44

Total 40 - 41 - 100

Examination Dates

CA Term 1 Week 9 (TBC)

SA1 Term 2, Week 8 - 9

Prelims Term 3 Weeks 6 - 9 (TBC)

PSLE Term 4, Weeks 2 - 3

All exam dates will be notified in the school bulletin

B. Assessment Features of the paper

• There are different question types: Knowledge and Application Type QuestionsPupils will be able to apply facts/ concepts to newsituations and use one or a combination of basicprocess skills.Familiarity with the terms used in the question stems will benefit pupils: Spend less time writing unnecessary information(correct facts but not answering to the point, marks are not awarded)

B. AssessmentKnowledge (KW) and Application (AOK) Type Questions

KW (How it looks like) AOK (How it looks like)o Name the gas inside the

test tube…o Write down the stages

of the life cycle…o State the process…o Give another

environmental factor…

o Explain why there was a decrease…

o Suggest two benefits…o What can be concluded

from the results…o How did this make it fair…

It is still required of pupils to recall basic facts/terms/names (of key processes*) as this accounts for some portion of the paper.

Pupils need to explain in detail when expressing their answers.

Question types (Note key words in questions)

Expected Answer

What is…Which part/ parts…State a property…

Direct recall of facts, no reasoning required

Can be a one word or short phrase answer

Give a reason…Explain this observation…What could have caused…

Tracing from cause to effect in detail

Describe how…List the steps…

Requires identifying the components of a fair test and expressing them in a logical

order

Examples

Question types (Note key words in questions)

Expected Answer

What is the aim… Requires being able to identify the variables of a fair test

A sentence stating what you hope to find out from the

experimentWhat conclusion can you

draw…What is the relationship…

States a related scientific concept or pattern based on

the data collected

Suggest two changes/ waysto make…

Requires being able to identify the variables of a fair test &

changing one of these to achieve a different outcome

B. Assessment Features of the paper

• Sub parts of a Question (Answers might be related but not repeated)

Recognising this will benefit pupils:They spend less time searching for the concept tested to write their answer.

ExampleAfter a few hours, it was observed that the temperature in A was higher than that in B.

(a) What could be concluded from this experiment?

(b) Bird P stands with the back facing the sun. Why?

Black absorbs more heat than white. Apply to part (b) and explain rate of heat absorption.

Avoid error: Explain other Science concepts (thick feathers as adaptations). Concept tested is on absorption of heat, not on how animals adapt to harsh living conditions.

B. Assessment Features of the paper

• Apply technique taught when answering (ETC strategy)

This benefits pupils as they approach the question systematically.

Step 1: Extract Information

Circle key words in diagrams / text

Step 2: Topic Identification

Use key words as clues to identify the topic tested

Step 3: Concept

Identification

Identify concept within the topic and use it to form an explanation

ETC Strategy in answering science questions

ExamplesAn experiment was set up to find out which coloured light(s) could be used for photosynthesis.

(a) Why were the fish found in sections K and M only? Explain your answer.

1

2

Red and blue light enabled plants to photosynthesize. Oxygen is produced & fish need oxygen to survive.

3 & 4

Extract info

Topic: Photosynthesis

Concept: Products of Photosynthesis

• Answer is too general and not specific enough (giving general statements without linking to objects shown in diagram). Always ask: Which is the object affected specific to thediagram?

eg. The ball returned to its original shape because ‘air expandswhen heated’ instead of ‘…air in the ball gains heat from thehot water and expands, pushing the dent outwards’.

• Answer is partial, not complete.

Avoiding common mistakes

• Stating what is given in the question without inferring the scientific concept. eg. The grass died as ‘the box had covered it’ instead of ‘…the grass could not receive light to make food’.

• Giving additional incorrect answer/ concept leading to ½m deducted for each incorrect point.

C. Supporting our Pupils

• Accurate Understanding of Concepts is important– MAKE CONNECTIONS between concepts learnt– APPLY concept(s) in new situations– EXPLAIN clearly, completely and accurately referencing to science

concepts/ facts.

• Revision of concepts learnt from P3 to P6. Home supportfrom parents/ guardians is greatly appreciated.

• Practice– Important to practise the array of thinking skills (e.g. creative problem

solving, decision making & investigation skills) that support scientificinquiry.