PRIMARY SCIENCE

CONTENTOF SYLLABUS

(PRIMARY 5)

Organisation of Syllabus - (Themes)Note: Underlined topics are excluded in the Foundation syllabus

ThemesCore Lower Block *(P3-P4)Core Upper Block **(P5-P6)DiversityDiversity of living and non-living things (General characteristics & classification)

Diversity of materialsCyclesCycle in plants and animals (Life cycles)

Cycle in matter and water (Matter)Cycle in plants and animals (Reproduction)

Cycle in matter and water (Water)SystemsPlant System (Plant parts and functions)

Human System (Digestive system)Plant System (Respiratory & circulatory systems)

Human System (Respiratory & circulatory systems)

Cell System

Electrical SystemInteractionInteraction of forces (Magnets)Interaction of forces (Frictional force, gravitational force, force in springs)

Interaction within the environment EnergyEnergy Forms and Uses (Light and heat)Energy Forms and Uses (Photosynthesis)

Energy Conversion

MaterialsLower Block (P3 and P4)Variety & Characteristics of Living ThingsMatterMagnetsLife Cycles of Plants & AnimalsLight HeatPlant Parts & FunctionsRespiratory & Circulatory SystemReproduction in plants & animalsElectrical SystemForms of Energy & conversionsForcesEnvironmentalImpactEcologyCellsUpper Block (P5 and P6)Contents of Syllabus - Deletions and ShiftsLower Block (P3 & P4)Upper Block (P5 & P6)RemovedWaterShift to Upper BlockShift to Upper BlockDiversityCyclesSystemsInteractionEnergyPhotosynthesis &

Skills which Pupils need for Science

SkillsProcesses ObservationComparingClassifyingUsing apparatus and equipment (Refined)Communicating (verbal, pictorial)Communicating (tabular)Communicating (graphical)AnalysingGenerating possibilities (Refined)EvaluatingCreative problem solvingDecision-makingInvestigation

Lower Block (P3 and P4)Upper Block (P5 and P6) Contents of Syllabus - Skill CoverageInferring (Refined)Formulating Hypothesis (Refined)Predicting (Refined)

CuriosityCreativityIntegrityObjectivityOpen-mindednessPerseveranceResponsibility Lower Block (P3 and P4)Upper Block (P5 and P6) Contents of the Syllabus - Attitude Coverage

Assessment component of ScienceSection A (MCQ) - 60% 30 questions 2 marks each

Section B ( Open ended question)-40%14 questions

Duration of paper: 1h 45min

Example 1Four identical plants are put at four different locations where the temperatures are different. The rate of water loss at each location for each plant is given in the table below.

Temperature of place (C)Amount of water loss per min (g)305241356283

What relationship do you see between the amount of water loss and the temperature of the places where the plants are placed?

Temperature of place (C)Amount of water loss per min (g)305241356283

Example 2One day, Connie conducted an experiment to find out the period of the day when the air contained the most dust.

She asked her father to park his car in the car park.The car was left in the car park without being moved or cleaned for twenty-four hours.

Connie recorded the appearance of the windscreen of the car at different periods of the day.

She concluded that the air contained the most dust between 12 midnight and 8 am. Her father told her that her experiment was not a fair one.

What should Connie do to make her experiment a fair one? [1]

(b) Give a reason for your answer in (a). [1]

How can we develop theseskills in our pupils

Organisation of Syllabus - OverviewCurrent (2001) SyllabusRevised (2008) SyllabusDesigned for 80% of the curriculum time 20% freed up time White SpaceThis 80% includes the knowledge, skills and attitudes that all students should acquire.The 20% freed up curriculum time, known as the white space, is to enable teachers to use more engaging teaching and learning approaches, and/or to implement customised school-based programmes as long as the aims of the syllabus are met. Hands On TasksTeaching by InquiryEco-trailLearning Journeys

CCAs

Learning activities and teaching strategies that promote inquiry

Concept MappingCooperative LearningField TripInvestigationProjectsEthics & Attitudes I TDemo

DemoProblem Solving?QuestioningNE

Experiential Learning

In-House Eco-trailExperiential Learning in the schoolTrails will start from Term 2, across all levels (p1-6).

Out-of-school LJsLearning journeys are also planned outside school when the opportunity arises for rich learning to take place.

CCAs that promoteScience and process skills

Hands on LearningProcess Einstein ClubGuide pupils to become good scientistsGreen ClubPupils learn about the environment and their roles in the worldHands on Tasks (T2) + Practical Test (T3)Robotics Club Develop logical thinking skills through programming

How can YOU help your Child in Science?

Some ideasEncourage your child to join school organised science activitiesScience related CCAsEncourage them to question about daily phenomena at home and getting answers from reliable sources.

Some ideasEncourage them to watch science programmes (Discovery, Animal Planet)Bring them to the Science CentreBring them to parks and the zoo

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