Parents' Briefing 2017

Transcription

1 Parents' Briefing 2017

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3 SUBJECT BRIEFING: P6 SCIENCE

4 Agenda 1. Examination Format 2. Themes 3. Science Skills and Processes 4. Teaching approach 5. Formative assessments 6. Strategies 7. Parents Support

5 Themes Themes and topics covered in P6: Energy and Interaction (T1 & T2) Energy topics: Energy in food Forms and uses of energy Sources of energy Interactions topics: Forces Types of forces Living together Characteristics of the environment Food chains & food webs Adaptations for survival Man s impact on the environment

6 Expected Mastery of Process Skills Skills Lower Block (Pri 3 and 4) Upper Block (Pri 5 and 6) Observing Comparing Classifying Using apparatus and equipment Communicating (verbal, pictorial, graphical, tabular ) Inferring Predicting Analysing Generating possibilities Evaluating Formulating hypothesis Processes Lower Block (Pri 3 and 4) Upper Block (Pri 5 and 6) Creative Problem Solving Decision-Making Investigation

7 Teaching Approach Inquiry Based Learning (IBL) Using 5Es inquiry model Students actively engage in acquiring knowledge Apply skills and processes through series of activities (e.g. investigations)

8 Formative Assessments Topical Test Non-weighted Multiple Choice Questions / Solve & Discover / Just In Time Worksheets Non-weighted Mindmap / concept map Non-weighted

9 Strategies Hands-on experience Mind-mapping Cause & Effect AMAZING 6 experimental method ICT in lessons

10 Cause and effect Explain how microorganism A gets its food. chloroplast Answer: It has chloroplasts, which contain chlorophyll that traps light for the plant to make its own food / photosynthesise. Chloroplast contains chlorophyll. Cause (structurefunction) Effect

11 State Question The diagram below shows how blood circulates in our body system. The amount of carbon dioxide in blood C is more than in blood F and the amount of oxygen in blood C is lesser than in blood F. State one difference in the amount of gases found between blood C and F. Answer: The amount of carbon dioxide in blood C is more than in blood F and the amount of oxygen in blood C is less than in blood F.

12 Application Question

13 Amazing 6 Experimental Method 1. Understand the aim of the experiment 2. Formulate a hypothesis 3. Identify the variable (changed, measured & controlled) 4. Understand the procedure 5. Carry out the experiment and record the results 6. Form a conclusion based on the results (relate it to the aim)

14 Parents Support Use the W s and one H questions. Use the correct scientific terms and understand the objective of the question. Study and understand the correction which your child did in his/her written work. Encourage your child to do concept or mind map as part of revision. Study and understand all science concepts taught over the years (P3 to P6). Set target at least to achieve 50% for BOOKLET A.

15 Scientific terms: Magnets: When the term repulsion or repel is used, LIKE poles must be used. The terms end or pole of the object or magnet are acceptable. The term side is NOT acceptable. Electricity: Open circuit, electricity cannot flow in the circuit Closed circuit, electricity can flow in the circuit Water and Changes of States: Water evaporates into water vapour. Water vapour condenses into water droplets.

16 Scientific terms: Circulatory system Heart pumps blood to all parts of the body. Heat The object GAINS heat FROM. The object LOSES heat TO. Black ABSORBS heat (NOT CONDUCTS heat) Respiratory system Stomata TAKE IN carbon dioxide (NOT breathe in)

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18 Aiming for quality passes Component A* A B Writing 50/55 42/55 33/55 Paper /95 72/95 57/95 Listening Compre 18/20 15/ Oral 27/30 23/30 23/30 B: 13 (SW) + 25 (Compo) = 38 C 13 LO 12 A: 15 (SW) + 27 (Compo) = 42 C 14 LO 13

19 Common mistakes in Situational Writing: 1.Write the date as: 23 Feb 2015 instead of 23 February 2015 (for formal /letter) 2. Omitting the PURPOSE (for s and letters) 3. Do not use the question stem to phrase their answers. e.g What is one value that everyone can learn from her? Students response: Everyone has to show courage. (x) 4. Wrong tone of language used 5. Close wrongly

20 Some things to note for Compo Writing: plan to develop the story not just what happened but WHY and HOW it happened. Pay attention to SETTING / CHARACTER DEVELOPMENT / DESCRIPTION OF CRITICAL SCENES use the appropriate vocabulary Learn some PHRASES TO DESCRIBE EMOTIONS e.g. fear / joy / anger / worry / relief etc. Keep and learn a collection of (i) emotions (ii) setting (iii) character descriptions before the exam.

21 General weaknesses in Composition Writing Content : 1. Story written is not based on the Topic given 2. Not using even one of the 3 pictures given 3. Merely listing the events that took place with little development. not able to develop the content with interesting details (e.g. Heroic Act) (I held onto the railing and saved the kitten. / The lifeguard swam into the sea and saved me.) 4. Boring, mundane stories that do not engage the reader/marker Language 1. Lacking the vocabulary relevant to the topic e.g. phrases to describe fear and other emotions, accidents, blackouts, etc. 2. Dialogue - inability to punctuate correctly 3. Poor paragraphing 4. Using the wrong tenses

22 Some things to note for EL Paper 2: MUST revise all worksheets discussed/marked FOR THE DAY: STELLAR Learning Sheets & Reading texts Supplementary Booklets e.g. Comprehension worksheets Transformation booklets Grammar & Vocab booklets Compre Cloze passages booklet Exam Practice Papers All other miscellaneous worksheets & Exam Papers

23 Some things to note for EL Paper 2: Analyse mistakes made in daily work and correct them carefully. Don t repeat mistakes. Revise work e.g. grammar & vocabulary Study well!!

24 Some things to note for the Oral Exam Preparation: Listen to the news daily good model for spoken Standard English Read the newspapers acquire the content for the Conversation component of the EL Oral Exam If MT is predominantly spoken at home, converse in English as often as possible in school

25 Helping Your Child Monitor your child s work to check that he/she has used the strategies taught in all his/her assignments: highlighting key words, underlining doing intensive reading by annotating reading comprehension texts doing backward/forward referencing for cloze passages Encourage them to read aloud to you. Spend time talking to them about school.

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27 Mathematics Framework Engaging Lessons Mathemagic Small Successes Homework Learning Sheets Workbook Factual Fluency Speed Practices Topical Worksheets and Conquer C-P-A Approach Visible Thinking Routines SPARE Problem Solving Problem Sums Package

28 PSLE Standard Mathematics Format Paper & Duration Booklet Item Type No. of questions No. of marks per question Total Marks 1 (50 min) A B MCQ SAQ 10 Q1 to Q10 (1m) 10 5 Q11 to Q15 (2m) Q16 to Q 25 (1m) 10 5 Q26 to Q 30 (2m) 10 2 (1 h 40 min) SAQ 5 Q31 to Q 35 (2m) 10 LAQ 13 Q36 to Q48 3m, 4m, 5m 50 2 h 30 min Total Both papers will be scheduled on the same day with a break between the two papers. The use of calculators is not allowed in Paper 1. The use of calculators is allowed in Paper 2.

29 Both papers will be scheduled on the same day with a break between the two papers. The use of calculators is not allowed in Paper 1. PSLE Foundation Mathematics Format Paper & Duration 1 (1 h) 2 (1 h 15 min) Booklet Item Type No. of questio ns A B Multiple Choice Question s Short Answer Question s Short Answer Question s Structured Question s No. of marks per question Weighting 10 Q1 to Q10 (1 m) 10% 10 Q11 to Q20 (2 m) 20% 10 Q21 to Q 30 (2 m) 20% 10 Q31 to Q 40 (2 m) 20% 8 Q41 to Q48 (3 m, 4 m, 5 m) 30% 2 h 15 min Total %

30 Item Types In Mathematics Item Types Multiple Choice Questions Short Answer Questions Long Answer / Structured Questions Descriptors 1 2 marks per questions Four options are provided of which only one is correct 1 2 marks per questions Working are to be shown Marks are awarded for correct method even if answer is wrong 3 5 marks per question Working are to be shown Only answer mark awarded if answer is correct but no working are provided

31 Types of Marks Mark Types Method Mark (M Mark) Accuracy or Answer Mark (A Mark) How They are Given Awarded for correct method Not lost for numerical errors, algebraic slips or errors in units Not given for an incorrect method even if it arrives at a correct answer Awarded for comparable steps in alternative solutions Awarded for follow-through computational errors in previous steps when necessary Awarded for a numerically correct answer Not given for correct answers obtained from incorrect method

32 Presentation of Work Siti had $840. She bought a bag and had $588 left. How much did the bag cost? Bag = = 252 Write label to help organise train of thoughts 840 $588? No need to write units in number equation e.g. $840 $588 = $252 Write units only when it is standard units e.g. cm, kg, l, cm 2. NO need to write for nonstandard units e.g. boys, apples Model Final answer with units Workings on the right side Ans: $252

33 How to Help Your Child Get your child to: Show you the whole process of solving the problem, not just the solutions, i.e. explain the steps and sequence Understand the problem initially and how to make sense of the problem Look at alternative methods and then choose the most appropriate method Reason out his / her solutions Show all workings clearly and label the number equations Check his / her answers

34 How to Help Your Child Review what they have learnt in class spend at least minutes every day to revise their daily work or concepts If your child has made a mistake in a specific question, allow him/her to redo it without referring to the answer provided by the teacher Do not over teach. Refer to for the syllabus Teach conceptual knowledge instead of procedural knowledge

35 Frequently Asked Question How are marks allocated? Would it be unfair to my child if he used a method that is not in the marking scheme? Marks are awarded for essential steps that will help the child arrive at the answer. If the child used another method, marks will still be allocated if the method is mathematically logical. During marking, the teachers will standardise the marking scheme and discuss mark allocation for different methods.

36 Frequently Asked Question Can I teach my child the algebraic method for problem solving? Will it be acceptable during exam? Yes. Any method that is mathematically logical is acceptable. However, you are discouraged from teaching your child the algebraic method as it is too a abstract for pupils to understand. If you must teach him this method, ensure that he can solve any problem using this method without your help.

37 Frequently Asked Questions How to build confidence in Mathematics? Success builds success. Confidence in Mathematics has to be built overtime when children achieve small successes along the way. One of the ways to do so is to make the learning of mathematics interesting and meaningful by using real-life examples and hands-on activities. Parents also play an important role in encouraging your child to be resilient when solving challenging questions.

38 Frequently Asked Questions How to improve in Paper 2? Ensure your child has a strong foundation in Mathematics concepts Expose your child to different question types and different ways of testing the same question type so as to be able to apply the heuristics aptly in order to solve the questions Teach your child a problem solving process to understand and solve the problems Provide your child with sufficient practice. Redo the questions that he / she was unable to do after the teacher has explained in class.

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