2019 Parents’ BriefingP5 (Standard)

Curriculum and AssessmentScience

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 2019

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)

B. Science Assessment

Written Pen and Paper (Time Task & SAs)

Booklet A: MCQBooklet B: Open-ended

Time Test (non-weighted)

Performance task

Assess understanding of core concepts

B. Semestral Assessment

Format of SA paper (Standard)

Duration of paper: 1 hour 45 minutes Booklet Item Type Number of

QuestionsMarks

allocatedWeighting

(%)A Multiple Choice 28 2m 56

B Open-ended 12 - 13 2 - 5m 44

Total 40 - 41 - 100

Examination Dates

Time Task (1) Term 1 Week 9 (TBC)

SA1 Term 2, Week 8 - 9

Time Task (2)Time Task (3)

Term 3 Weeks 1-2 Term 3 Week 9 (TBC)

SA2 Term 4, Weeks 6 - 8

All exam dates will be notified 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 (KW) and Application (AOK) Type Questions

KW (How it looks like) AOK (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 concluded

from 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.

B. Assessment Features of Exam Paper

• Apply technique taught when answering (ETC strategy)This benefits pupils as they approach the questionsystematically.ETC strategy: E – Extract information from text

T – Identify TopicC – Identify Concept

Step 1: Extract Information

Circle keywords in diagrams / text

Step 2: Topic Identification

Use key words as clues to identify

likely topic tested

Step 3: Concept Identification

Identify concept within topic and use

it to form an explanation

ETC Strategy in Answering Science Questions

ExamplesAn experiment was set up to find out which coloured light(s) could be used for photosynthesis.

(a) Why were the fish found in sections K and M only? Explain your answer.

1

2

Red and blue light enabled plants to photosynthesize. Oxygen isproduced & fish need oxygen to survive.

3 & 4

Extract info

Topic: Photosynthesis

Concept: Products of Photosynthesis

• Answer is too general and not specific enough (giving generalstatements without linking to objects shown in diagram).Always ask: Which is the object affected specific to thediagram?E.g. The ball returned to its original shape because ‘air expandswhen heated’ instead of ‘…air in the ball gains heat from thehot water and expands, pushing the dent outwards’.

• Answer is partial, not complete.

Avoiding common mistakes

• Stating what is given in the question without inferring thescientific concept.E.g. The grass died as ‘the box had covered it’ instead of ‘…thegrass could not receive light to make food’.

• Giving additional incorrect answer / concept leading to ½mdeducted for each incorrect point.

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 supportfrom parents/ guardians is greatly appreciated.

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

problem solving, decision making & investigation skills) thatsupport scientific inquiry