PARENTS’ BRIEFING (P3 & P4) - gongshangpri.moe.edu.sg Parents/Briefing... ·...

PARENTS’ BRIEFING(P3 & P4)

14 January 2017

WELCOME TO

Purpose . Pupils . ExPerience . Professional Development . Partnership.

MR ISAAC FOO

HOD/MTL

华文科考试蓝图CL Paper Exam Format

试卷

考查项目

Test Items

时间

Duration

题数

No. of Qns

分数Weightage

1 作文

Composition40

分钟／min

2 语文应用与阅读理解

Understanding of

Language and

Grammar usage

60分钟／min

22 45%

3 听力测验

Listening

Comprehension

20分钟／min

10 10%

4 口试

Oral10

分钟／min

三年级试卷一考试蓝图Primary 3 Paper 1 Exam Format

试卷一Paper 1

项目Test Items

题数No. of Qns

分数Marks

作文Composition

看图写段Picture Composition

2-4幅图

2-4 pictures

40 min

四年级试卷一考试蓝图Primary 4 Paper 1 Exam Format

试卷一Paper 1

项目Test Items

题数No. of Qns

分数Marks

作文Composition

字数不少于80

Not less than 80

看图作文Picture Composition

4幅图＋10个参考词汇

4 pictures + 10 helping words

40 min

• 作文时允许使用教育部批准的印刷版词典／电子词典Only MOE approved E-dictionary / hard-copy

dictionary allowed during Composition

• 印刷版词典须盖上学校印章Hard-copy dictionary must be verified by

teachers and bear the school seal

• 印刷版词典内不能有任何涂写或记号No markings / scribbling in hard-copy dictionary

重要信息Important Information

试卷二考试蓝图Paper 2 Exam Format

试卷二Paper 2

A部分Part A

语文应用与阅读理解Understanding

of Language

and Grammar

项目Test Items

题数No. of Qns

分数Marks

辨字测验

Choose the Correct

Character

词语选择Choose the Correct Word

短文填空Cloze Passage

阅读理解一Comprehension (MCQ &

Written Interaction)

60 min

试卷二考试蓝图Paper 2 Exam Format

试卷二

Paper 2B部分 Part B

语文理解与

应用Understanding

of Language

and Grammar

项目

Test Items

题数

No. of Qns

分数

词语搭配Word Matching

组词成句Rearranging Words

阅读问答二Comprehension (Open

ended)

总共 Total 22 45

LUES 辨字测验 Choose the correct character

眼___是我们的好帮手，大家要好好保护。［形似字］

(1) 睛

(2) 情

(3) 清

(4) 请

妈妈告诉弟弟过马路时要小___。［音近字］

(1) 新

(2) 星

(3) 心

(4) 辛

同学有困难，我们应该______他。(1) 打败(2) 请求(3) 帮助(4) 改变

小明最喜欢的玩具不见了，他觉得很______。(1) 难过(2) 浪费(3) 容易(4) 有趣

词语选择 Choose the correct word

LUES 短文填空 Cloze passage

老师要他们Q11（1跟着 2顺着3照着 4靠着）一排果树，从果园的这一头走到另一头，摘一个自己认为最大、最好的果子。

他们听了老师的话，就开始Q12（1认真 2努力 3刻苦4勤奋）地挑选果子。

LUES 阅读理解一 Comprehension

(MCQ & Written Interaction)

丽文：

我今天来找你，可是你出门了。那天是我不好，我不应该没问清楚，就怪你拿了我的故事书。我后来知道，故事书是明华拿去的。他没问过我，就从我的桌上拿走了故事书。明华已经向我说对不起了。我想我也应该向你说声对不起。对不起，希望你不再生我的气了。

美美3月8日下午4时

(MCQ & Written Interaction)Q9 美美向丽文说对不起的原因是________。（）(1) 美美要向丽文认错(2) 丽文要向美美认错(3) 丽文拿了美美的书(4) 美美拿了丽文的书

Q10 美美写这张便条是因为_____________。（）(1) 她不敢见到丽文(2) 她怕丽文还在生气(3) 她觉得丽文不想见她(4) 她刚发现丽文不在家

Q11 如果你是丽文，看了美美的便条，也给她写了一张便条，告诉她你已经不再生她的气了。

美美：

我看到你的便条，____________________________________________________________________________________________________________________________________________________

可云：丽美，我们下个星期六一起到新开张的体育中心游泳，好吗？

丽美：你指的是图书馆对面的体育中心吗？

可云：是啊！那天，我和姐姐一起进去参观，里面除了有各种运动场，还有一个大大的水上游乐场，看起来好玩极了！

丽美：真的？那我们改天一起去玩！

Q11 如果你是可文，你想约另一个朋友小玉和你

们一起去体育中心。请完成以下短信，告诉她体育中心有什么好玩的，约她一起去那里。

小玉：

我和丽美想到________________________________________________________________________________________________________________________________________________________

LUES 词语搭配 Word Matching

(1)天气 (2)认真 (3)病人

(4)浪费 (5)办法 (6)逃跑

Q11 ( ) 学习

Q12 照顾（）

Q13 （）时间

Q14 急忙（）

LUES 组词成句 Rearranging words

到了／便找了／阴凉的／坐下来／我们／海边／一个／地方

到了______________________________

__________________________________

口试Oral Exam Format

试卷四Paper 4

项目Test Items

题数No. of Qns

分数Marks

口试

朗读短文

Reading Aloud

看图说话

Picture Description

会话

Conversation (related

to the theme of the

picture)

总共

看图说话Picture Description

要求学生描述图意

Describe the picture

针对图意谈自己的感受和看法

Talk about personal feelings and opinions

会话Conversation

根据图片相似的主题，和主考员

进行对话

Conversing with the oral examiner based on

Similar Theme of the picture

每个星期的一天必须留下来继续上课Compulsory for pupils to stay back once per week

for lesson

必须考两份试卷（普通华文及高级华文）Pupils will need to sit for 2 separate Papers

(HCL & CL papers)

普通华文得考75分以上，高级华文得及格CL overall must score ≥75 marks, HCL overall

must pass

其它科目必须考得不错Good pass in all other subjects

重要信息－想选修小五高级华文的学生：Important information for pupils who wish to opt for P5 HCL:

MDM JACKIE KOK

Outline of Presentation

School Leadership

Key Milestones

The Gongshang Pupil

2016 PSLE Results

Subject-Based Banding

Class Allocation in P5

Promotion Criteria from P5 to P6

SCHOOL LEADERSHIP

Mdm Kok Chow Hiong, Jackie

Principal

Mdm Toh Leng Leng

Vice-Principal 1Mrs Kelly Koh

Vice-Principal 2

KEY MILESTONES IN

YOUR CHILD’S EDUCATION

Primary Secondary

Pre-P1 P4 P6 Sec 2 Sec 4/5

Choosing a Primary School

Choosing Subject Bands

PSLE and Choosing a Secondary

School

Choosing a Subject

Combination

GCE ‘O’ LevelGCE ‘N’ Level

Choosing a Post-Sec

Institution

The Gongshang Pupil in 2020

• Perseverance . Thrift . Integrity . Respect (School Values)

• Responsibility . Harmony . Resilience . Care

Anchored on

VALUES

• 21st Century Competencies

• SEL Competencies

VALUEDin the 21st Century

Workplace

• Rooted to Singapore

• Appreciates sports and arts

• Values society, environment, global issues

VALUESSingapore, society

& the world

A Confident Person . A Self-Directed Learner .

An Active Contributor . A Concerned Citizen .

PSLE Results

Overall Performance 2016

Level Gongshang

Promote to S1 99.6%

% Express 69.3%

% Normal

(Academic)22.9%

No. of candidates 250

and above28

P4 SUBJECT-BASED BANDING

Rationale of Subject Based Banding (SBB)

Implementation Guidelines

Subject combinations at the END of P4

Pupil movement at the END of P5

Why Subject-based Banding?

“We recognise different abilities... and

help each student to proceed at a

pace that he can manage.”

Mr Tharman Shanmugaratnam

Minister for Education

What Subject-based Banding means

for your child

Every child will be encouraged to do the

subjects at the levels that best meet

his/her abilities

Removal of streams in Primary 5 and 6

Why Subject-based Banding?

To provide greater flexibility to pupils with

strengths and abilities that vary across

subjects

To encourage better interaction among

pupils with different strengths

SUBJECTS OFFERED AT P5

STANDARD

FOUNDATION

HIGHER

• Standard

English

• Standard

Mathematics

• Standard

Science

• Standard

Mother Tongue

Language

• Foundation

English

• Foundation

Mathematics

• Foundation

Science

• Foundation

Mother Tongue

Language

• Higher CL

• Higher ML

How does Subject-based Banding

How does Subject-based Banding work?

4 standard subjects

4 foundation subjects

3 standard subjects + 1 other

foundation subject

Continue with the same subject combination

Switch some or all subjects to Foundation level

Switch some/all

subjects to

Foundation

• Pupils are allocated to the P5 classes according

to their abilities and achievement in English

Language and Mathematics.

• Pupils will be re-banded according to their abilities

and achievement in Mother Tongue Language for

the Mother Tongue Language classes

Allocation to P5 Classes

Primary 4 Subject

Offered at

Primary 5

Achieved

above 50% in any

subject

Standard levelStandard Level

EL, Math, Sci, MTL

Failed badly in the subject

Foundation level

Foundation Level FEL, FMA, FSC, FMTL

Achieved:

- Band 1 (85%) in MTL & at least 75 marks

in EL, MA & SC

- Band 1 (85%) in all subjects

Higher MTL level Higher MTLHCL, HML

Selection Criteria at end of Primary 4 School Recommendation & Parental Option

Band Mark Range Brief Description

185 and

aboveIs very good in the subject

2 70 - 84 Is good in the subject

3 50 – 69 Has adequate grasp of the

subject

4 Below 50Has not met minimum

requirements for the subject

MARKS & ACHIEVEMENT BANDS (P1-P4)

P5 SBB COMBINATION OFFERED IN

GONGSHANG PRIMARY

4S English Language, Mathematics,

Science, Mother Tongue Language

4S + 1H (HMTL) English Language, Mathematics,

Science, Mother Tongue Language,

Higher MTL

3S + 1F (FMA) English Language, Mother Tongue

Language, Science, Foundation

Mathematics

4F Foundation English Language,

Foundation Mathematics, Foundation

Science, Foundation Mother Tongue

Language

Subject

Combination

Primary 5 Primary 6

4 Standard

Subjects

At least a pass in 1

subjectStandard LevelEL, Math, Science, MTL

Failed all 4 subjects 4F combination

3/4 Foundation

Subjects

Direct Progression to

P6Foundation Level FEL, FMa, FSc,

Foundation MTL

To continue to

offer Higher

• At least 75 marks

in MTL

• Pass in HMTL• A good pass in all

other subjects

Higher MTLHCL, HML

EL, Math, Science, MTL

PROMOTION CRITERIA - P5 to P6

How are PSLE scores calculated?

The PSLE scoring system remains unchanged

The raw mark for each subject is converted

to a Transformed Score (T-score)

The T-score reflects the pupils’ standing

relative to other pupils on a common scale

The Aggregate Score is the sum of the T-

score in all subjects

Each subject carries equal weighting

How are PSLE scores calculated?

The PSLE score takes into account

content and demand of each

subject

number of subjects taken

Grade Mark Range Descriptor

A* >= 91Has very good understanding of the

subject

A 75 – 90 Has good understanding of the

subjectB 60 - 74

C 50 – 59Has adequate understanding of the

subject

D 35 – 49 Has fair understanding of the subject

E 20 - 34Has elementary understanding of the

subject

U < 20Has not met the requirement for the

minimum grade

PSLE GRADING SYSTEM (Standard)

PSLE GRADING SYSTEM (Foundation)

Grade Mark Range Descriptor

1 85 and aboveIs very good in the subject at thefoundation level

2 70 - 84Is good in the subject at thefoundation level

3 50 - 69Has adequate grasp of the subject

at the foundation level

4 30 – 49Has an elementary grasp of the

subject at the foundation level

U Below 30Has not met the requirements at the

foundation level for the minimumgrade

Overview of the SBB Process

Primary 6

After Primary 4 Exams

School’s Recommendations

Parental Option

After Primary 5 Exams

School’s Decision

PERI UPGRADING PROGRAMMEan Update

Construction On-site

New Generation Primary School & is not PRIME

•Redesigned classrooms

•Outdoor experiential learning

•PAL rooms

•Support for differentiated learning

•Conversion of existing facilities

•Additional new facilities

Students

Parents

Teachers

Partners (SAC,

Alumni)

Admin Staff

THE GONGSHANG COMMUNITY

Mrs Jannie Lee

HOD / EL

LUES P3 EL Examination Format

Paper Component

Paper 1 (50 min)

Composition

*Picture Series (SA1)

*Picture Prompts with helping words

A choice of 2 questions for SA2

Paper 2(1 hr 15 min)

Booklet A (MCQ)Assessment include language / vocabulary items

in Companion Booklets and Level Worksheets

Booklet B (OE)

Paper 3Listening Comprehension

•Picture Matching

•Note-taking

•Listening Comprehension

Paper 4Oral

•Reading Aloud

•Stimulus-based Conversation

LUES P4 EL Examination Format

Paper Component

Paper 1 (50 min)

Composition

Choice of - *Picture Series

*Picture Prompts with helping words

Paper 2(1 hr 15 min)

Booklet A (MCQ)Assessment include language / vocabulary items

in Companion Booklets and Level Worksheets

Booklet B (OE)

Paper 3Listening Comprehension

•Picture Matching

•Note-taking

•Listening Comprehension

Paper 4Oral

•Reading Aloud

•Stimulus-based Conversation

Assessment ObjectivesPaper 1 (Writing)

Pupils are able to:

- Generate ideas, organise and express them in a coherent

and cohesive manner.

- Use correct grammar, punctuation and a variety of

vocabulary appropriately.

Top Band:

• Fully relevant ideas, interesting, thoroughly developed

• Language is accurate with minimal errors in grammar,

sentence structure, spelling and punctuation

• Ideas are very well-linked and well-sequenced. Good use of

vocabulary

Paper 1: Composition - Picture Series (Question 1)

Write a story of at least 120 words based on the pictures below. Give the

story your own ending. You may use the words and phrases in the box. You

are encouraged to include other relevant points to make your composition

interesting.

Helping words:

a bowl of noodles accidentally crashed to the floor

rushed to his aid reprimanded shattered to pieces

Example: Paper 1 –

Picture Prompts (Question 2)

Write a composition of at least 120 words about a party game

you disliked.

The pictures, not arranged in sequence, are provided to help you

think about this topic. Your composition should be based on one,

two or all of these pictures.

Consider the following points when you plan your composition:

What was the party game about?

Why did you not like that party game?

What were the reactions of other people at the party?

What did you do after the party game?

You may use the points in any order and include other relevant

points as well.Helping words:party gamesplash watermade fun ofothers laughed

embarrassed

Describe the character

A typical story opening written by lower

primary pupils will be:

One day after school, John

decided to visit the school library.

Here’s the first picture of a Picture Composition showing a boy in a school

library.

This is how you can begin by describing the character first:

John loves books more than anything else. He enjoys reading

so much that all his friends call him ‘Mr Bookworm’. John’s

favourite place is the library and he can spend the entire day

there. One day after school, John decided to visit the school

library again.

Begin with an Action

• Last evening, Mr Lee took his dog for a

walk after dinner.

• It was a cool evening. Mr Lee decided to

bring his dog out for a walk at the park.

We can start with an action instead.

• Tinkle jumped and barked for joy. His

owner, Mr Lee, was getting ready to bring

him out for his daily walk at the park.

• Tinkle wagged its tail and dashed out the

door, with Mr Lee pulling at the leash.

“Slow down, Tinkle!” commanded Mr Lee.

Once again, a typical opening for this picture

would be the use of time or weather such as:

Begin with speech or dialogue

One fine evening, Jane was at home

alone with her baby sister.

This is how you can begin the story with speech or dialogue instead:

“Don’t worry, Mum! I will look after Amy,” Jane told her mother as

her parents waved goodbye. Jane’s parents had gone for a

wedding dinner and she was left alone at home with her baby sister.

“Remember to call us if there’s any problem,” Jane’s mother reminded

her as they waved goodbye. “Don’t worry, Mum! Have fun!” Jane

assured her mother.

This composition is about a girl who is left

at home to babysit her little sibling when

her parents are away. A suitable title could

be Home Alone With The Baby.

• Provide moral support

- Spend time with your child as he/she sits down to

write the composition

- Give encouraging comments

- Allow your child space and time to grow as a writer

• Proofread your child’s work

• Teach / Encourage your child to proofread the work

• Motivate your child (through praises, small tokens for

the hard work and effort)

How can you support your child?

Assessment Objectives

Paper 2 (Language Use and Comprehension)

- Assess pupils’ ability to use and apply knowledge of

grammatical rules and vocabulary in multiple-choice questions.

- Demonstrate the correct use of grammar, spelling and

punctuation and the appropriate use of vocabulary in given contexts.

- Assess pupils’ reading strategies to construct meaning and their

understanding of the texts.

Section G: Comprehension

Read the passage below and answer the following questions.

During recess, Zak was playing with his iron ball at Prince

Primary School. He was trying to throw his iron ball when suddenly,

the iron ball slipped off his hands and rolled into the drain near a

pond. Zak stared at the ball sadly, not knowing what to do. He tried

to reach for his iron ball but to no avail. He found a long twig on the

grass and tried to get the ball out using the twig.

31. Where did Zak’s iron ball roll into?

____________________________________________________ [ 1m]

32. Zak was playing at the _______________.

garden

library

canteen

Paper 2: Booklet B

For questions 33 to 35, read each statement and tick ( ) “True” or

“False”. Refer to paragraph 2 to help you. The first example has been

done for you [3m].

Statement True False

Example Zak was playing with a rubber ball.

33. Zak used a pole to retrieve his ball .

34. Zak’s attempt to get his ball was

unsuccessful.

35. Michael is the writer’s neighbour.

Paper 2 – Booklet B

Section H: Comprehension

If you love ice cream but you are tired of chocolate,

strawberry and vanilla flavours, it is probably time to go local. Local

flavours such as durian, red bean and sweet corn have been around

for a long time. They are usually served by a friendly ice-cream man

on his motorcycle which is not a common sight these days.

Paper 2 – Booklet B

Answer the following questions in complete sentences.

Who started Island Creamery?

_____________________________________________________

Why does Island Creamery allow customers to put up their

photographs on the big wall?

_____________________________________________________

Assessment Objectives

Paper 4 (Oral)

Reading

To assess pupils’ ability to produce a well-paced, fluent reading

of a passage with good pronunciation, clear articulation and

appropriate intonation.

Top Band:

• Consistently good pronunciation, expressive reading,

varying tone, pace and volume

• Appropriate stress and intonation to convey meaning to

suit purpose, audience and context

Assessment ObjectivesPaper 4 (Oral)

Stimulus-based Conversation

To assess pupils’ ability to speak fluently and with grammatical

accuracy, using a range of appropriate vocabulary and

structures.

To assess their ability to express their personal opinions, ideas

and experiences clearly and effectively in conversing with the

examiner.

Top Band:

• Initiate new ideas

• Express ideas clearly and with confidence using good vocabulary,

sentence structures

• Good eye contact

Oral: Stimulus-based Conversation

Prizes

The winner for each category will win :

a stationery hamper

a trophy

a $100 book voucher

Plants to Grow

Category A: Soya bean

Category B: Sunflower

Category C: Lady’s fingers

Tallest

Competition

Oral: Stimulus-based ConversationPrompts:

(a) Look at the picture. Which one of the categories would you choose

to take part in? Why?

What do you think of the prizes?

(b) Have you taken part in a competition?

Tell me about it.

What was your experience like?

(If the pupil has not taken part in any

individual competition)

Tell me about a competition the school has organised for the pupils.

(c) Do you like to take part in competitions? Why / Why not?

What kind of competitions would you like to take part in?

What kind of competitions would you not take part in?

LUES Moo-o.com

MISS FADZILLAH KHAN

HOD/MA

1. Numbers to 10 000(notation, addition/subtraction, multiplication

division)

2. Fractions ( equivalent, addition & subtraction)

3. Length, Mass, Volume, Time and Money, Area & Perimeter

4. Perpendicular /Parallel Lines

5. Bar Graphs

4. Time, Area and Perimeter

5. Angles, Rectangles/Squares, Symmetry*Symmetry- term ‘reflection’ is used

- completing a symmetric figure with any given line of symmetry, instead of being restricted to horizontal and vertical line only

6. Tables/Line Graphs

2 main item types of items used in Semestral Assessments are:

(1) selected response items in the form of multiple choice questions (MCQ)(2) constructed response items in the form of short-answer question (SAQ)

or structured/long-answer questions (LAQ)

MCQ • 1 to 2 marks per question• Four options are provided of which only one is

correct

SAQ • 1 to 2 marks per question• Workings are optional but preferred• Marks are awarded for correct method even if

answer is wrong

LAQ • 3 to 5 marks per question• Workings to be shown

Recall mathematical facts, concepts, rules and formulae; perform straightforward computations

Interpret information; understand and apply concepts and skills

Reason mathematically; analyse information and make

inferences; select appropriate strategies

LUES Format of Exam Paper- P3 SA1

Booklet Item Type No of questions Marks

A MCQ 1510 10 x 1 mark

5 5 x 2 marks

SAQ 1510 10 x 1 mark

5 5 x 2 marks

LAQ 64 4 x 3 marks

2 2 x 4 marks

SA1 – 30% 36 60

Total time for SA1 1 h 30 min

A MCQ 15 15 x 2 marks

SAQ 188 8 x 1 mark

10 10 x 2 marks

LAQ 62 2 x 3 marks

4 4 x 4 marks

SA2 – 50% 39 80

MPA 1 10 m (10%)

Speed Test 50 m (10%)

Example:

7 954 = ______ + 900 + 50 + 4What is the missing number in the blank?

(1) 7(2) 70(3) 700(4) 7000 Requires pupils to recall number

representation and place values

Example:What is the remainder when 418 is divided by 7?

Requires pupils to recall multiplication facts to perform straightforward division

Mr Lim has 52 pens and 7 bags.He packs 6 pens in each bag.How many pens are left unpacked?

Requires pupils to make sense of the context, before using multiplication and division concepts to solve the problems

Example:The figure below is made up of 4 identical rectangles and a square.

Find the perimeter of the figure.

Requires pupils to make sense of the diagram, to understand the properties of rectangles,

squares and perimeter before coming up with the correct strategy to solve the problem

SAQ 20 20 x 2 marks

LAQ 64 4 x 3 marks

2 2 x 4 marks

SA1 41 90

MPA 10%

SAQ 20 20 x 2 marks

LAQ 96 6 x 3 marks

3 3 x 4 marks

SA2 44 100

Example:Round 79.45 to 1 decimal place

(1) 79.0(2) 79.4(3) 79.5(4) 80.0 Requires pupils to recall rounding

decimals to a specified degree of

accuracy

Example:A chair costs $105. A table cost three times as much as the chair. Mr Lee bought 1 chair and 4 tables. How much did Mr Lee spend in all?

Requires pupils to make sense of the straightforward context and use the

multiplication and addition concept to solve the problem

Example:The figure below is made up of a square and 2

identical rectangles. The total area of the 2 rectangles is 70 cm2.

Requires pupils to make sense of the diagram which is unfamiliar, analysing the information provided, inferring the

missing data before applying the concept of square and rectangle to

solve the problem

Use a different

representation

Use of model-drawing

Make a list/table

Make a calculated guess

Guess & Check

Look for pattern

Go through the

process

Work backwards

Before & After

Modify the problem

Simplify the problem

Solve part of the problem

• Application of Mathematics in real-life situations

• Inculcate positive attitude and passion in the learning of mathematics

• Motivated practices (repetition/variation)

• Using correct mathematical language and correct presentation of stepsE.g : 3 units = 27

1 unit = 27 ÷3= 9

5 units = 9 x 5 = 45 John has 45 pens.

Science Department

Mr Poon Yain Ping

HOD/SC

http://tinyurl.com/scisyllabus2017

or search “Primary science syllabus”

Vision of Science Education

To prepare our students to be

sufficiently adept as effective citizens;

able to function in and contribute to an

increasingly technologically-driven

world.

LUES Science

Curriculum

Framework

LUES An overview of the Primary Science

Syllabus [Primary 3 and 4]

Themes Lower Block

(Primary 3 & 4)

Diversity • Diversity of living and non-living things

(general characteristics & classification)

• Diversity of materials

Interactions • Interaction of forces (magnets) P3

Systems • Plant system (plant parts & functions)

• Human system (digestive system)P3

Cycles • Cycles in plants and animals (life cycles)

• Cycles in matter and water (matter)P4

Energy • Energy forms and uses (light and heat) P4

Organisation of Themes

Level Themes

P3 Diversity, Systems, Interactions

P4 Cycles, Energy

P5 Systems, Cycles, Energy I

P6 Energy II, Interactions

PSLE – topics assessed will be from P3 to P6

Keep all science books and files!

Knowledge . Understanding . Application

Learning of science is

1. based on themes that students can relate to in

their everyday experiences

2. spiral by revisiting of concepts and skills at

different levels and with increasing depth

LUES An example - Systems

Key focus

1. Understanding a system is a whole consisting of parts that work

together to perform a function(s).

2. Examples of systems that allow Man to understand how they operate

and how parts influence and interact with one another to perform a

function.

Lower block

(Primary 3)

1. Brief overview to some organ systems and their

functions(digestive, respiratory, circulatory, skeletal

and muscular).

2. Identity the organs in the human digestive system

and their functions.

Upper block

(Primary 5)

1. Identity the organs in the human respiratory and

circulatory systems and their functions.

2. Recognise the integration of the different systems in

carrying out life processes.

Assessment

LUES P3 Semestral Assessment

Exam format Duration Topics Covered

SA1 5015 MCQs (30 marks)

9 OEQs (20 marks)1h • P3 Diversity

12 OEQs (30 marks)1h 30 min • All P3 topics

SPA(Early

10Science Practical

Assessment

4 min/station,

4 stations

Skills assessed

• Observing

• Comparing

• Classifying

Legend:

MCQ – Multiple Choice Questions

OEQ – Open-Ended Questions As of 16 Jan 2017

P4 Semestral AssessmentTotal

Exam format Duration Topics Covered

12-13 OEQs (44 marks)1h 45min

• All P3 topics

• P4 – Cycles

12-13 OEQs (44 marks)1h 45min • All P3 - 4 topics

SPA[Early

14 Practical Assessment4 min/station,

4 stations

Skills assessed:

• Observing

• Comparing

• Classifying

• Using apparatus

• Drawing conclusion

based on experiment

Legend:

MCQ – Multiple Choice Questions

OEQ – Open-Ended Questions As of 16 Jan 2017

Science Practical Assessment

Science@Home

Parents are the child’s first science

teachers

Science is NOT fearful

Science is a way of understanding the

world, a perspective and a pattern of

thinking

Science@HomeStudies have shown that family experiences that

students bring to school are some of the biggest

predictors of success (Hazen and Trefil, 1991)

Parental involvement is important in a child’s

science learning journey

LUES Math & Science workshop for

Parents

4 March 2017 (Saturday)

8.30 a.m. – 1.30 p.m.

Details will be made known to all P3-6 parents at a

later date

LUES Science Workshop for

Parents – An overview

Workshop Session 1: Exploring Science Around Us

Time: 8.30 – 9.45 a.m.

Description:

The workshop aims to share how parents can

leverage the unlimited opportunities and

phenomenon around us, facilitate and be engaged

in their children’s science learning, develop them as

inquiry learners with curious minds.

Science Workshop for

Parents – An overview

Workshop Session 2: Playing With Science

Time: 10.00 – 11.15 a.m.

Description:

There are resources that we have access to that

support the experimentation and conversation with

children. This workshop aims to share how parents

can play a more active role, through the exploration

of such resources around us, making science

learning more fun and applicable to real life.

PARENTS’ BRIEFING (P3 & P4) - gongshangpri.moe.edu.sg Parents/Briefing... ·...

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