KHENG CHENG SCHOOL - swt3.vatitude.comswt3.vatitude.com/qql/slot/u328/Our Stakeholders/Parents/P6 Meet...2009 Email to Manager of Library to inform him about a ... Situational Writing:

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:


• 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.


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


Mark

Range


12 - 14

Relevant

Ideas are adequate

Slightly

developed

Some errors in

Fairly adequate use of

vocabulary

Fairly good

organisation


Mark

Range


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


• 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 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


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


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


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


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


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


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?


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


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


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


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

Documents

KHENG CHENG SCHOOL - swt3.vatitude.comswt3.vatitude.com/qql/slot/u328/Our Stakeholders/Parents/P6 Meet...2009 Email to Manager of Library to inform him about a ... Situational Writing: