ANDERSON PRIMARY P4 Parents Engagement Session€¦ · 3.30 p.m. –4.30 p.m. Learning of...
Transcript of ANDERSON PRIMARY P4 Parents Engagement Session€¦ · 3.30 p.m. –4.30 p.m. Learning of...
ANDERSON PRIMARYP4 Parents Engagement Session
31 March 2017
Passion for Learning Quest for Excellence Respect for All Service to the Community
PROGRAMME
2.45 p.m. – 3.00 p.m. Registration
3.00 p.m. – 3.30 p.m. Sharing on Subject-Based Banding (SBB) for Primary 4
3.30 p.m. – 4.30 p.m.Learning of Mathematics Overview of Primary Mathematics curriculum and assessment Supporting your child in Mathematics problem-solving
4.30 p.m. – 4.45 p.m. Break
4.45 p.m. – 5.45 p.m.Learning of Science Overview of Primary Science curriculum and assessment Supporting your child in the learning of Science
Subject-based Banding
Catering to your child’s abilities
Passion for Learning Quest for Excellence Respect for All Service to the Community3
Intent of Subject-based Banding
(SBB)
4
Every child is unique, and has different
aptitudes, capabilities and talents. Our
schools believe in providing a balanced
education that caters to the different
abilities of each child so that we can
prepare him for life.
Background of SBB
• Refinement to the streaming process.
• Implemented in all Primary Schools from the 2008 P5cohort.
• To allow pupils to take subjects at different levelsdepending on their aptitudes, motivation andperformance.
• To help each child realise his potential, based on hisstrengths and interests.
For example :
Excels in English Language
and Mother Tongue Language
Needs support in Math and Science
Standard Subjects - English Language and Mother
Tongue Language
Foundation Subjects - Math and Science
What does SBB mean for my child?
(a) SBB is premised on ability-driven education.
- Pupils with specific strengths should pursue their subject(s) of strength to the best of their abilities
- Pupils who have considerable difficulties coping with certain subjects should focus on building their foundations in these subjects.
(b) Ensure pupils have a strong foundation in literacy and numeracy
preparing pupils for secondary and post-secondary education, and enhancing their employability and capacity for lifelong learning
offering of any subject at the higher level should be premised on a strong foundation in literacy and numeracy
(a) School-based Examinations at P4
Schools will set their own P4 examinations on which recommendations for the subjects a student offers would be based.
How does SBB work?
(b) School-based Recommendations at P4
Schools will recommend pupils for the differentsubject combinations which pupils can achieveand benefit from.
Factors considered by schools:
Pupils’ grasp of basic literacy & numeracyconcepts from P1 to P4
Pupils’ overall academic performance from P1 toP4
(b) School-based Recommendations at P4
continued
(b) School-based Recommendations at P4
continued
(b) School-based Recommendations at P4
continued
(b) School-based Recommendations at P4
continued
(c) Parental Choice at the End of P4
Schools will provide option forms to all parents at the
end of P4, on which the school’s recommendations will
be made.
Parents will make the final decision on the subject
combination of their children.
(d) Final Decision by Schools at the End of P5
At the end of P5, schools have the autonomy to decide on the level of the subjects to be taken by pupils in P6.
(d) Final Decision by Schools at the End of P5
In deciding on a pupil’s subject combination for P6, schools take into account:
- Pupil’s aptitude, motivation and performance in each subject;
- Pupil’s ability to cope with a particular subject combination;
- Whether the subject combination focuses sufficiently on
literacy and numeracy, and facilitates the student’s
articulation to secondary school and beyond.
continued
(d) Final Decision by Schools at the End of P5continued
18
Overview
School-based
Examinations
School-based
Recommendations
Parental Choice
At the end of P4
Final Decision by
the School
At the end of P5
Pupil takes the
subject
combination
determined by the
School
P6
What subjects are offered in PSLE?
Subject / Level
Standard Foundation Higher
English
Chinese
Malay
Tamil
Mathematics
Science
20
Subject-based Banding in
Anderson Primary
To recommend 4S1H
•Minimum of 80 marks for MTL
•Minimum of 50 marks for EL, MA & SC
To recommend 4S
•Minimum of 35 marks for EL, MA, SC and/or MTL
21
Notes about Higher MTL
• HMTL is an additional subject recommended at P5 & P6
• Recommended to pupils who have a very strong grounding, aptitude and interest in MTL from P1 to P4
• HMTL has a higher demand in content and assessment requirements
22
• HMTL pupils will have to sit for both Standard MTL and HMTL exams
Important to consider aptitude, motivation and performance in MTL, as well as time management
Also, child’s learning ability and performance in the other 3 subjects (English, Math and Science)
23
• HMTL will not be included in the computation of the PSLE aggregate score
• Bonus Points is only applicable for admission to Special Assistance Plan (SAP) Schools
- For students in the top 30% of the PSLE cohort who take HCL at PSLE
HCL Grade Bonus Point
Distinction 3
Merit 2
Pass 1
24
If my child is not offered Higher MTL in P5 & P6, will he/she be able to do Higher MTL in secondary school?
Yes, if he/she is in the top 30% of the PSLE cohort and meet the language criteria of scoring an A* in MTL.
25
Will taking Higher MTL help my child to do better in Standard MTL?
Going back to the intent of SBB, the subject offered should be ofappropriate level for the child – his/her aptitude, motivation andperformance of the subject.
•If your child has these 3 factors for MTL, taking HMTL may help inhis learning.
•If your child has average performance in MTL and/or is trying tocope with the content mastery of the other subjects (EMS), itwould be challenging for him to manage both MTL and HMTL.Higher demand in HMTL curriculum and assessment
He may wish to channel more time and effort instrengthening his knowledge acquisition in MTL and othersubjects.
26
My child is exempted from MTL, how would that affect the allocation of subjects?
My child takes a Non-Tamil Indian Language (NTIL), how would that affect the allocation of subjects?
The child will be allocated into various subjectcombinations based on the subjects he/she takes inschool, i.e. EMS, taking into consideration his/heraptitude, ability and motivation of the subjects.
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SBB PSLE
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SBB & Secondary School Admission
• The PSLE aggregate score determines pupils’ eligibility for secondary school courses and subsequent posting to secondary schools.
• The PSLE aggregate Score is the sum of the T-Score of each subject.
• 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.
29
Support from Parents
• Supervising/ monitoring of progress at home
• Providing motivation and encouragement
• Managing pupils’ anxiety and stress
• Providing physical and emotional well-being (not under or over-stretching)
30
Home-School Partnership
• Working together to help our children enjoy the process of learning and
actualise their full potential
31
Subject-based Banding
Passion for Learning Quest for Excellence Respect for All Service to the Community32
Any Question?
Email us at:
[email protected] (HOD Maths)
Thank Youfor your Support as Partners-in-Education
Passion for Learning Quest for Excellence Respect for All Service to the Community33
31 March 2017
• Syllabus 2013
• Overview of Mathematics curriculum and
assessments across P4 to P6.
• Spiral Approach in Mathematics.
• Approach to problem-solving
Sharing Focus
• Implemented in 2013 P1 cohort.
]\\
• Seeking a better balance between content and skills ( 21st
century competencies)
• Engaging 21st century learners ( digital natives) who work and think differently.
Syllabus 2013
• Acquire concepts and skills for everyday use.
Aims of Primary Mathematics
• Develop thinking skills, reasoning, communication , application and metacognitive skills.
• Build confidence and foster interest in mathematics.
Learning Experiences – Connections – Problem Solving
Primary 4 Primary 5 Primary 6
Whole Numbers Whole Numbers Fractions
Fractions Fractions Decimals
Decimals Decimals Percentage
Measurement Percentage (New) Ratio
Geometry Ratio (New) Speed (New)
Data Analysis Measurement Measurement Circles ( New)
Geometry Data Analysis
Data Analysis
Curriculum
Curriculum Primary 1
Whole Numbers Concept of multiplication and division - Equal groups of objects and finding the total
number of objects.
Primary 2
Whole Numbers Multiplication tables of 2,3,4,5,10
Primary 3
Whole Numbers ( factual fluency) Multiplication tables of 6,7,8,9
Primary 3
Fractions Equivalent fractions Expressing fraction in its simplest form. Mixed numbers, Improper fractions Addition and Subtraction of fractions .
Primary 4
Whole Numbers Multiplication algorithm
Primary 4
Decimals 4 operations of decimals
Assessments
P4 P5 & 6
Item Types No of questions Marks allocated No of questions Marks allocated
MCQ 202 marks per
question 15
1 or 2 marks per question
SAQ 20 2 marks per questions
20 1 or 2 marks per question
LAQ 5 4 marks per questions
12 3, 4 or 5 marks per question
Complexity and demand of the questions
Time management
How are concepts connected and interdependent?
The figure shows a table mat. The outside edge of the mat is formed by 8 semicircles and4 quarter circles, each of radius 7 cm.
(a) Find the perimeter of the mat.(b) Find the area of the mat.
Primary 1-3
Geometry ( 2D figures) Identifying squares , semi-circles and circles.
Measurement ( Area and perimeter) Finding area and Perimeter of squares and rectangles
Problem Solving ( Circles)
How are concepts connected and interdependent?
The figure shows a table mat. The outside edge of the mat is formed by 8 semicircles and4 quarter circles, each of radius 7 cm.
(a) Find the perimeter of the mat.(b) Find the area of the mat.
Primary 4
Area and Perimeter of Squares and Rectangles.
Find the area of a composite figure made up of rectangles and squares.
Problem Solving ( Circles)
How are concepts connected and interdependent?
The figure shows a table mat. The outside edge of the mat is formed by 8 semicircles and4 quarter circles, each of radius 7 cm.
(a) Find the perimeter of the mat.(b) Find the area of the mat.
Primary 6
Area and circumference of circle • Find the area and circumference of a circle. • Find the area and perimeter of semi-circle
and quarter circle.
Area and perimeter of composite figure.
• Find the area and perimeter of a figure made up of some of the following shapes. - square, rectangle ( P4) , triangle (P5) ,
semicircle, quarter circle ( P6)
Problem Solving ( Circles)
How are concepts connected and interdependent?
Primary 4 Primary 6
Area and Perimeter of Squares and Rectangles.
Find the area of a composite figure made up of rectangles and squares.
Area and circumference of circle • Find the area and circumference of a circle. • Find the area and perimeter of semi-circle
and quarter circle.
Area and perimeter of composite figure.
• Find the area and perimeter of a figure made up of some of the following shapes. - square, rectangle ( P4) , triangle (P5) ,
semicircle, quarter circle ( P6)
Problem Solving ( Circles)
Problem Solving
ConceptualUnderstanding
Factual understanding
Thinking skills and Heuristics
Attitudes
Points to note
Number operation
(14 – 2) ÷ 3 = 4 14 – 2 = 12 ÷ 3 = 4
14 – 2 = 12 2 – 14 = 12
12 ÷ 3 = 4 3 ÷ 12 = 4
Percentage
¼ ×100% = 25%¼ ×100 = 25%
¼ ×100% = 25
60% - 25%= 35%
60 - 25 = 35%
60 - 25% = 35%
60% - 25% = 35
25% = 0.25
¼ ×100 = 25
Measures
2.50 p.m. + 4.40 = 7.30 p.m.
2.50 p.m. + 4h 40 min = 7.30p.m.
2h 50 min + 4 h 40 min = 7h 30 min
= 7.30 p.m.
Unitary method
6 units $42
6 units = $42
6 = $42
1/6 = 42
Referencing
Referencing
Metacognition
Checking
Application of ideas
It is a process by which a pupil uses
previously acquired knowledge, skills
and understanding to obtain an
answer in an unfamiliar situation.
What is Problem Solving?
The Polya’s 4-step model
provides a framework for
problem solving that can
h e l p p u p i l s p r a c t i s e
s y s t e m a t i c t h i n k i n g .
Polya’s 4-step model
Polya’s 4-step model
1. Understanding the Problem
2. Devising a Plan
3. Carrying out the Plan
4. Reflecting
1. Understanding the Problem
• Look for information given
• Visualise the information
• Organise the information
• Connect the information
2. Devising a Plan (Heuristics)
• Act it out
• Use a model/diagram
• Make a systematic list
• Look for patterns
• Work backwards
• Use before-after concept
• Guess and Check
• Make supposition
• Restate the problem in another way
• Simplify the problem
• Solve part of the problem
3. Carrying out the Plan
• Use computational skills
• Use geometrical skills
• Use logical reasoning
Incorporating these thinking skills
• Classifying
• Comparing
• Sequencing
• Analysing parts and whole
• Identifying patterns &
relationship
• Induction
• Deduction
• Spatial visualisation
4. Reflecting
• Check solution
• Improve on the method used
• Seek alternative solutions
• Extend the method to other
problems
Why use model drawing?
• Represent the mathematical
relationships in a problem pictorially
• Help pupils visualise what could
otherwise be abstract concepts
• Help clarify a problem and plan the
steps for the solution
PART-WHOLE MODEL
…from pictures to model
part part
whole
COMPARISON MODEL
Using two or more bars to compare
two or more items or variables.
$20 ÷ 2 = $10
Mark paid $40 for both items.
Mark bought a pen and a book. The book cost 3 times as much as the pen. If the book cost $20 more than the pen, how much did Mark pay for both items?
Pen
Book
$20
?
4 x $10 = $40
1 unit
1 unit
2 units
1 unit
1 unit 1 unit
$20
4 units
Comparison model
John had 850 more chickens than ducks. After selling ¾ of the chickens, he had 140 more ducks than chickens. How many chickens did he have at first?
8501403 units 140 + 850
= 990
1 unit
ducks
chickens
990 ÷ 3
= 330
4 units 330 x 4= 1320
He had 1320 chickens at first.
Before - After
Alan
Betty Cindy
6
4 3
1 part
2 parts
2 units
Alan, Betty and Cindy shared a packet of sweets.
Alan took of the sweets and was given 6 more. Betty
took of the remaining sweets and was given 4 more.
Cindy took the remaining 3 sweets. How many sweets were
there in the packet?
1
3
2
1
Alan
Betty
2 parts 7 x 2 = 14
1 part 4 + 3 = 7
There were 30 sweets.
Cindy
6
4 3
1 part
2 parts
2 units 14 + 6 = 20
2 units
1 unit 20 ÷ 2 = 10
3 units 10 x 3 = 30
After - Before
Guess & Check
Involves making a reasonable
guess, checking the guess and
revising the guess if necessary.
A correct solution may not be
arrived at immediately but it
provides information that can be
used to better understand the
problem.
There were 160 motorcycles and cars ata carpark. The total number of wheelswas 510. How many cars were there atthe carpark?
Total no. of vehicles = 160Total no. of wheels = 510Each car has 4 wheels.Each motorcycle has 2 wheels.
Guess & Check
No. of
wheels(cars)
No. of wheels
(motorcycles)
Total no. of
wheels
Check
80 x 4 = 320 80 x 2 = 160 320 + 160 = 480 X
90 x 4 = 360 70 x 2 = 140 360 + 140 = 500 X
95 x 4 = 380 65 x 2 = 130 380 +130 = 510
Condition 1 :Total no. of wheels = 510
Condition 2 :Total no. of vehicles = 160First guess : 80 cars & 80 motorcycles
Guess & Check
There were 95 cars.
• Involve making use of
simulated numbers to
make the situation real
Make supposition
There were 160 motorcycles and cars at acarpark. The total number of wheels was510. How many cars were there at thecarpark?
Make supposition
Suppose all vehicles are motorcycles…
Total no. of wheels 160 x 2 = 320
No. of excess wheels 510 – 320 = 190
Each car has ( 4 –2 = 2) more wheels than each motorcycle.
No. of cars 190 ÷ 2 = 95
There were 95 cars.
• Get your child to communicate, reason and
reflect.
• Use questions to probe their understanding.
• Relate to real-life situation.
How to help your child to strengthen his/her
problem solving skills
Mathematics Sharing
Any Question?
Email us at:
[email protected] (HOD Maths)
or
yeo_sharon @moe.edu.sg (LH Maths)
Welcome to
Anderson Primary School
- SCIENCE SHARING
WITH PARENTS
Objectives of Session for Parents:
• To gain an overall understanding of the primary science curriculum
• To gain an insight into the science learning experiences at Anderson Primary
• To gain a better understanding of the strategies involved in answering open-ended science questions
• To work in partnership to help our children enjoy learning science
What does my child learn in science?
How does my child learn science?
How is my child assessed in science?
How can I support my child in learning
science?
Why does my child
learn science?
Have learning experienceswhich build on interest and stimulate curiosity
Learn basic conceptsto understand themselves and things around them
Develop skills Cultivate attitudes
Why does my child learn science?
What does my child learn in science?
Why does my child
learn science?
Themes * Lower Block (P3-P4) ** Upper Block (P5-P6)
Diversity Diversity of living and non-living things
(General characteristics and classification)
Diversity of materials
Cycles Cycles in plants and animals (Life cycles)
Cycles in matter and water (Matter)
Cycles in plants and animals (Reproduction)
Cycles in matter and water (Water)
Systems Plant System
(Plant parts and functions)
Human System
(Digestive system)
Plant System
(Respiratory and circulatory systems)
Human System
(Respiratory and circulatory systems)
Cell System
Electrical System
Interaction Interaction of forces
(Magnets)
Interaction of forces
(Frictional force, gravitational force, force in
springs)
Interaction within the environment
Energy Energy Forms and Uses
(Light and Heat)
Energy Forms and Uses (Photosynthesis)
Energy Conversion
Note:
•*Lower Block (Primary 3 and 4); ** Upper Block (Primary 5 and 6).
•Topics which are underlined are not required for the Foundation Science .
What does my child learn in science?Syllabus Content
Science Themes/ Topics @ Lower Block
PRIMARY 3
• DIVERSITY (Semester 1)
- Living things
- Plants
- Animals
- Fungi & bacteria
- Exploring materials
• SYSTEMS (Semester 2)
- Digestive System
- Plant parts & functions
PRIMARY 4
• INTERACTIONs (Term 1)
- Magnets
• CYCLES (Term 2)
- Life cycles of Animals
- Life cycles of Plants
- Matter
• ENERGY (Term 3 & 4)
- Light
- Heat
PRIMARY 5
• SYSTEMS (Semester 1)
- Plant & Human systems
- Cell system
- Electrical system
• CYCLES (Semester 2)
- Reproduction in animals
- Reproduction in plants
- Water cycle
PRIMARY 6
• ENERGY (Term 1)
- Energy forms & uses, Energy Conversion
- Energy in Food, Sources of Energy
• INTERACTIONS (Terms 2&3)
- Forces
- Living together, Food chains / Food Webs, Adaptations & Man’s Impact
Science Themes/ Topics @ Upper Block
Engaging with an
event, phenomenon
or problem through:
Collecting and
presenting
evidence through:
Reasoning; Making
meaning of
information and
evidence through:
Skills
Formulating hypothesis
Generating possibilities
Predicting
Observing Using apparatus
and equipment
Comparing Classifying Inferring Analysing Evaluating
Communicating
Processes Creative problem-solving, Investigation and Decision-making
What does my child learn in science?Skills & Processes
• Curiosity
• Creativity
• Integrity
• Objectivity
• Open-mindedness
• Perseverance
• Responsibility
What does my child learn in science?Ethics & Attitudes
What does my child learn in science?
How does my child learn science?
Why does my child
learn science?
Learning Experiences in Anderson Primary
1. Master Science concepts, surface preconceptions and address misconceptions
2. Create authentic learning experiences through hands-on activities
3. Be involved in active learning with technology
4. Use the C.E.R. thinking model
to inculcate the joy of learning…
1. Mastering Science concepts, surfacing preconceptions and addressing misconceptions
• Inquiry Approach
– Clearly defined specific learning objectives
– Essential inquiry questions in the lesson packages
– Use of concept cartoon
Example: Use of concept cartoon
1. Mastering Science concepts, surfacing preconceptions and addressing misconceptions
• Whole School Approach - Effective communication in English
– Use of Frayer’s Model
– Use of comparative languages
– Use of definitions
– Use of Gap fill activities
Example: Use of Frayer’s Model
Topic
2. Creating authentic learning experiences through hands-on activities
• Science experiments in the classrooms or in the Science Lab
• Performance tasks for Formative assessment
• Learning journeys to the Science Centre
• Localized learning journey to the Anderson Biodiversity Garden
Localized learning journey to the Anderson Biodiversity Garden
3. Active Learning with Technology
• To develop 21st century skills of communication and collaboration.
• To leverage on the strengths of our technology natives to use ICT tools to create content knowledge and to do research.
• To make thinking visible.
• To provide immediate feedback.
An ICT lesson in class
Example: Using Google Slides
Example: Using Padlet
Example: Using Bubbl and Padlet
4. Use of the C.E.R. thinking model
• Helps pupils to frame their answers for open-ended questions
– C: Claim
– E: Evidence
– R: Reasoning
• Helps pupils to think of the most logical way in solving an open-ended question
Example:• C.E.R. in
upper primary worksheets
Inculcating the Joy of Learning
• The joy of learning for Science is developed via
– Stimulating their minds through inquiry and the C.E.R. thinking model
– Interesting hands-on experiments and learning journeys
– Collaborative and self-directed learning using technology
What does my child learn in science?
How does my child learn science?
How is my child assessed in science?
Why does my child
learn science?
How is my child assessed in science?
• Holistic Assessment : Both pen-and-paper tests and performance assessments are used
• Focus is on conceptual understanding and application of concepts and skills
• Students to explain their understanding of concepts in their own words
• Concepts which are correct in the context of the questions will be carefully evaluated and awarded marks
The graph below shows the number of steel pins attracted to different parts (R, S, T and U) of a bar magnet.
Label the diagram of the bar magnet below with the correct parts for R and U.
0
2
4
6
8
10
12
14
R S T U
Parts of a magnet
Number of staples
Nu
mb
er o
f p
ins
Parts of a magnet
R UU
Bar magnet
Sample Science Question 1
What does my child learn in science?
How does my child learn science?
How is my child assessed in science?
How can I support my child in learning
science?
Why does my child
learn science?
How can I support my child in learning science?
Challenges of early science learners:
• Language - Lack of vocabulary range and language precision
• Concepts - Unable to visualise abstract concepts
• Complexity - Unable to link and apply complex concepts
Science is not about :
• Memorizing ‘correct’ keywords
• Knowing lots of information
• Drilling theoretical questions that are not workable in real life
How can I support my child in learning science?
• Carry out science activities at home
• Relate the science learnt in school to things in everyday life
• Ask questions that require description or explanation. Encourage them to discuss and talk about science ideas
• Encourage your child to read beyond the textbooks (e.g. science graphic novels)
How can I support my child in learning science?
COMMON CONCERNS
IN ANSWERING
OPEN-ENDED QUESTIONS
Study the diagrams of Animal A and Animal B below.
Animal A Animal B
Based on what you can observe, list 2 similarities between Animals A and B.
(a) Both animals can fly.(b) Both animals lay eggs.
The answer must be observed in the diagram.
It cannot be stated from prior knowledge.
(a) Both animals have wings.(b) Both animals have legs.
Sample Science Question 2
In the diagram below, equal amounts of ice cubes were placed in 4 containers each of the same size but made of different materials.
MaterialTime taken for ice to melt
(minutes)
A 12
B 40
C 25
D 55
The table below shows the time taken for the ice in each
container to melt completely.
Sample Science Question 3
(a) Which material, A, B, C, or D would be the most suitable
for making a container to keep food warm for the longest time? Explain your choice.
Material D. The ice takes the longest time to melt and this shows that it gains heat most slowly and is the poorest conductor of heat.
Material D. The ice takes the longest time to melt and it can be used to keep food warm for the longest time.
Material D. The ice takes the longest time to melt.
The answer is just stating the data found in the table.
No explanation is provided.
No explanation is provided to answer the question.
(b) Besides the amount of ice cubes, name another variable that should be kept constant.
The time taken for the ice cubes to melt.
The material of the boxes.
The size of the boxes.
The location where the boxes are kept.
The surrounding temperature where the boxes are kept.
Given in the question.
This is the variable being tested.
This is the variable being measured.
The graph below shows the relationship between the mass of substance X and its volume. More of substance X is gradually introduced into a sealed container with a capacity of 15 m3.
QUESTION 7
Volume of
substance X
(m3)
5
10
15
20
0
20 40 60 80
Mass of substance X (g)
(a) From the graph, what is the relationship between the mass of substance X and its volume?
The volume remain constant.
The answer is just stating information about the
volume.
As the mass of substance X increases, its
volume remains constant.
• Question not read carefully
• Vague answers
• Lack of scientific understanding
• Incomplete answers which require further
elaboration
• Irrelevant answers
Common concerns observed:
• Read the questions carefully
• Identify and highlight key points in the question
(E.g. experiment conducted in a dark room?
Water at room temperature?)
• Study the graph / chart / diagram / table carefully, and pick out the relevant information
• Link the question back to Science topic or concept
• Give specific answers
Your child needs to:
Science Sharing
Any Question?
Email us at:
[email protected] (HOD Science)
or
[email protected] (LH Science)
THANK YOU
&
HAVE A
GOOD WEEKEND
WITH YOUR FAMILY!