Primary 5

Science Curriculum and

Assessment Briefing

(Standard & Foundation)

Content

A. Coverage of Topics and Concepts

B. Assessment - Knowledge-type and Application-type Questions

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 (over the span of 2 years)Appreciate the links between different themes / topicsto allow the integration of scientific ideas.

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

Science Skills and ProcessesSkills Processes

ObservingComparingClassifyingUsing apparatus and equipment CommunicatingInferringFormulating hypothesisPredictingAnalysingGenerating possibilitiesEvaluating

Creative problemsolvingDecision-makingInvestigation

Sequence of Science Topics 2020 (Standard)

Primary Term 1 Term 25 • The Unit of Life

• Reproduction in Humans• Reproduction in Plants

• Water and Changes of State

• Water Cycle

Term 3 Term 4• Plant Transport System• Air and the Respiratory

system• The Circulatory System

• Electrical Systems• Using Electricity• Energy in Food (not

tested in SA2)

Sequence of Science Topics 2020 (Foundation)

Primary Term 1 Term 25 • Reproduction in Humans

• Reproduction in Plants• Plant Transport System• Air and the Respiratory

system

• Air and the Respiratory system (cont)

• The Circulatory System• Water and Changes of

State• Water Cycle

Term 3 Term 4• Electrical Systems• Using Electricity

• Energy in Food

2014 Science (Primary) SyllabusFor more details, visit the link :•https://moe.gov.sg/education/syllabuses/sciences

B. Science Assessment

Weighted Assessments

Booklet A: MCQ

Booklet B: Open-ended

End of Year

Assessment

Assess understanding of

core concepts

Assessment Overview (Standard Science)

Term 2 Term 3 Term 4

Weighted Assessment

Weighted Assessment

End of Year Examination

Total Marks 30 30 100

Duration 45 min 45 min 1 h 45 min

Weighting 30% 30% 70%

Assessment Overview (Foundation Science)

Term 2 Term 3 Term 4

Weighted Assessment

Weighted Assessment

End of Year Examination

Total Marks 30 30 70

Duration 45 min 45 min 1 h 15 min

Weighting 30% 30% 70%

B. Weighted Assessment

Format of Weighted Assessment (Standard)

Duration of paper: 45 minutes

Booklet Item Type Number of Questions

Marks allocated

A Multiple Choice 14 14m

B Open-ended 4 -5 16m

Total 18 - 19 30m

B. Weighted Assessment

Format of Weighted Assessment (Foundation)

Duration of paper: 45 minutes

Booklet Item Type Number of Questions

Marks allocated

A Multiple Choice 14 14m

B Structured & Open-ended

6 16m

Total 20 30m

B. Semestral Assessment

Format of End of Year Examination (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

B. Semestral Assessment

Format of End of Year Examination (Foundation)

Duration of paper: 1 hour 15 minutes

Booklet Item Type Number of Questions

Marks allocated

Weighting (%)

A Multiple Choice 18 2m 36

B Structured 6 - 7 2 – 3m 14

Open-ended 5 - 6 2 - 4m 20

Total 29 - 31 - 70

Examination Dates

Weighted

Assessment 1

Term 2

Weighted

Assessment 2

Term 3

End of Year

Examination

Term 4

All exam dates will be announced 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 new situationsand use one or a combination of basic process skills.

Familiarity with the terms used in the question stems willbenefit pupils:Spend less time writing unnecessary information (correctfacts but not answering to the point, marks are not awarded)

B. AssessmentKnowledge (K) and Application (A) Type Questions

K (How it looks like) A (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 Explain why there was a decrease…

o Suggest two benefits…

o What can be concludedfrom the results…

o How did this make it fair…

It is still required of pupils torecall basic facts / terms / names(of key processes*) as thisaccounts for some portion of thepaper.

Pupils need to explain in detail whenexpressing their answers.

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 support

from parents/ guardians is important.

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

problem solving, decision making & investigation skills) that

support scientific inquiry

C. Supporting our Pupils