• Save
2011  p5_and_p6_principal's_dialogue_collated_for_uploading
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

2011 p5_and_p6_principal's_dialogue_collated_for_uploading

on

  • 740 views

 

Statistics

Views

Total Views
740
Views on SlideShare
740
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • T
  • The previous slide showed that different subjects appeared to have different standard and thus there is a need to standardise the marks before aggregating them. This is done through the use of T-Score.
  • Schools will include the type of calculator for use in the book list. You can also refer to the SEAB’s website for the approved list for use in the examination. To maintain continuity from primary to secondary education, these calculators can also be used at the secondary level
  • For Mathematics, the format of the paper will be also different from P4. As you can see there is an increase in the number of questions. Their foundation in Primary 5 must be fully grasp in order to prepare them for PSLE . P5 will be a vigorous year and most of the topics are build on one another. Thus a thorough understanding of each unit and their concepts is very important. As you can see there is a lot of word problems, do expose your child to more word problems at home for further revision.
  • For Mathematics, the format of the paper will be also different from P4. As you can see there is an increase in the number of questions. Their foundation in Primary 5 must be fully grasp in order to prepare them for PSLE . P5 will be a vigorous year and most of the topics are build on one another. Thus a thorough understanding of each unit and their concepts is very important. As you can see there is a lot of word problems, do expose your child to more word problems at home for further revision.
  • For Mathematics, the format of the paper will be also different from P4. As you can see there is an increase in the number of questions. Their foundation in Primary 5 must be fully grasp in order to prepare them for PSLE . P5 will be a vigorous year and most of the topics are build on one another. Thus a thorough understanding of each unit and their concepts is very important. As you can see there is a lot of word problems, do expose your child to more word problems at home for further revision.
  • Under Academic Programme, we have several programmes. We have the school supplementary lesson which is conducted twice a week for an hour from 10.15 am – 12.00pm. One hour is for EMS and 45 minutes is for MT. Your child have 3 subject teachers to teach EMS, but do be assured that all the 3 subject teachers take turns to conduct supplementary lessons as well as remedial lesson. We provide remedials for pupils who are weak in their studies or cannot follow certain concept. Also there is the tuition programme from self-help group like mendaki, CDAC and Sinda. If you need any of these assistance, you can come to me and we can help you with it. Lastly, these are the list of 8 activities that we are having in Primary 5. During this activities, we integrate different subjects together so as to enable the child to learn more.
  • The 5 core themes provide a broad based understanding of the environment and will help build a foundation upon which students can rely on for further study. The topics under each theme should not be viewed as compartmentalised blocks of knowledge. Conscious effort to show the relationship between themes. Spiral Approach – This is characterised by revisiting of concepts and skills at different levels with increasing depth. It allows the learning of scientific concepts and skills to match students’ cognitive development. It therefore helps students build upon their existing understanding of concepts and facilitates the gradual mastery of skills.
  • Topics which are underlined are not required for students taking Foundation Science
  • Teachers are encouraged to provide opportunities for students to use concepts and integrate skills and processes to inquire things and phenomena around them.
  • Processes are complex operations which call upon the use of several skills. At the primary level, the processes expected of students are as follows. Scientific Inquiry Students need to understand the what(content) and the how(process) of understanding the world that we live in. Using the 5Es approach – Engage, Explore, Explain, Elaborate, Evaluate.
  • In all scientific inquiry, the adoption of certain mental attitudes is advocated. Opportunities are provided in the classroom for students to ask questions.
  • *The panel of examiners would adhere to the weighting specified but may make modifications based on their professional judgement.
  • *The panel of examiners would adhere to the weighting specified but may make modifications based on their professional judgement.
  • *The panel of examiners would adhere to the weighting specified but may make modifications based on their professional judgement.
  • *The panel of examiners would adhere to the weighting specified but may make modifications based on their professional judgement.
  • We hope to develop a partnership with you in helping your child. We need your support and also to work closely with the staff for the benefit of your child. To help your child succeed, kindly encourage then to do all homework in a quiet environment. Also ensure that they attend supplementary and remedial lessons regularly and punctually. Think ‘Science’ when answer questions – which theme – what are the facts, concepts and principles – apply the process skills – use the proper science terms.

2011 p5_and_p6_principal's_dialogue_collated_for_uploading Presentation Transcript

  • 1. Principal’s Dialogue cum Briefing Session Saturday, 15 Jan 2011 @ 8 am Welcome
  • 2. Our P5 Form Teachers Mr Saravanan 5 PATIENCE Mdm Zawiah 5 MERCY Miss Teo Shi Hui 5 LOVE Mdm Alison Yong 5 JOY Mrs Joyce Wong 5 HOPE Mrs Tan Chia Suan 5 GRACE Mr Yap Heng Yeow 5 FAITH Mrs Hazel Low 5 CHARITY Mrs Low Kwee Huang 5 CARE NAME CLASS AED Assisting: Mr Taufiq
  • 3. Our P6 Form Teachers Mdm Woo Sye Lai 6 PEACE Mrs Tan Kok Tong 6 PATIENCE Mrs Audrey Tong 6 MERCY Mr Huzaifah 6 LOVE Mdm Alwiyah 6 JOY Mrs Janette Lee 6 HOPE Miss Noraisha 6 GRACE Mr James Seah 6 FAITH Ms Jaycee Tee 6 CHARITY Mrs Linden Ng 6 CARE NAME CLASS AED Assisting: Mrs Viva Goh
  • 4. Briefing Outline
    • 2010 PSLE Results
    • 2011 Assessment Modes
    • PSLE and Posting Criteria to Sec Schs
    • Calculation of PSLE T-Score
    • DSA
    • Important Dates of PSLE Calendar
    • Exam Format of Subjects
  • 5. PSLE Subjects
    • English
    • Mathematics
    • Science
    • Mother Tongue
    • Foundation English
    • Foundation Mathematics
    • Foundation Science
    • Foundation Mother Tongue
  • 6. Do All Pupils Enter Secondary Schools?
  • 7. Secondary Education
    • Express
    • Normal Academic
    • Normal Technical
    3 Courses
  • 8. EXPRESS Course 4 Years GCE ‘O’ Level Examination
  • 9. GCE ‘N’ Level Examination GCE ‘O’ Level Examination NORMAL Course 5 YEARS
  • 10. 6 – YEAR INTEGRATED PROGRAMME Combines Secondary & JC Education Without intervening national exam (4 – 6 yrs) GCE ‘A’ Examination
  • 11.
    • November (After PSLE Results)
    • Choice of 6 Schools
    OPTION EXERCISE
  • 12. Academic A) Extended Curriculum Time Mondays, Tuesdays and Thursdays, ( 2 periods for Math, 1 period for Science) - Supplementary on Mondays and Thursdays B) Morning Focused Lesson School’s Role Grammar and oral skills English Tues Process Skills Science Thurs Speed and accuracy Mathematics Mon and Wed Focus Subjects Day
  • 13.
    • Academic
    • C) Remedial Lessons
    • D) P6 Holiday Extra Classes
    • Mar - 1st two days of holiday
    • June - 1st 3 days on the Last week of holiday
    • Sep - 1st two days of holiday
    • E) Tuition Programme organised by the
    • Self Help Groups – SINDA and MENDAKI
    School’s Role
  • 14. IMPORTANT DATES PSLE 2011 (tentative) Higher Mother Tongue 5 Oct Science/ Foundation Science 4 Oct Mother Tongue/ Foundation Mother Tongue 3 Oct Mathematics / Foundation Mathematics 30 Sep English Language / Foundation English Language 29 Sep English/Mother Tongue Listening Comprehension 16 Sep English/Mother Tongue Oral 18 Aug – 19 Aug
  • 15. *Tentative dates. Exam branch will inform schools should there be any changes. Important Dates – PSLE Matters Special Consideration Cases 19 Jan PSLE Fees Deduction through GIRO Apr 2011 Collection OF PSLE Certificates * Dec 2011 Release of PSLE results *1 st week of Nov/Dec holidays EVENT DATE
  • 16. PSLE T-SCORE PSLE T-SCORE
  • 17. PSLE - A Placement Exam
    • Need to reflect the relative achievement level of pupils within their peers.
    • Places pupils into different courses according to their academic ability
    • Enables posting to secondary schools by merit and as far as possible into a school of their choice.
  • 18. A need for standardisation of the raw scores in PSLE Transformed Score or T-Score
  • 19. Calculation of PSLE T-Score
    • T-score = 50 +10(x – m)/SD
    • Where x is the pupil’s mark;
    • m is the average mark scored by all the pupils who sat for the subject;
    • SD is the standard deviation
  • 20. Calculation of PSLE T-Score
    • EL , MT, Maths & Science
    • Each carries the same weighting in the computation of the Aggregate Score
    • The mark of each subject is converted to a
    • T-score
    • The T-scores of the 4 subjects are then summed to give the Aggregrate Score
    Direct School Admission (DSA-Sec) Exercise For Admission To Sec One In 2012
  • 21. Introduction To DSA
    • DSA-Sec Exercise was introduced in 2004.
    • The DSA-Sec Exercise was conceptualised to promote holistic education.
    • Participating secondary schools have the autonomy to decide who to admit via DSA Exercise.
    • DSA Exercise is not a centralized posting exercise.
  • 22. Discretionary Places For DSA-Sec Exercise
    • For schools offering an integrated programme (IP Schools ) or specialised independent school (SOTA) – up to 100%;
    • For independent schools (IS) – 20%;
    • For autonomous schools (AS) – 10%;
    • For schools with niche programmes approved by MOE (Niche Schools) – 5%;
  • 23. Unsuccessful DSA Students
    • Unsuccessful DSA students will be issued with a S1 Option Form, informing them that their DSA application were unsuccessful.
    • They have to submit their school choices during the S1 Option period to participate in the S1 Posting Exercise.
  • 24. ASSESSMENTS 2011
  • 25. PSLE - 100% Prelim - 100% 100% 100% P6 50% 10% 30% 10% P5 Term 4 SA2 Term 3 CA2 Term 2 SA1 Term 1 CA1 Assessment / Term ASSESSMENT & WEIGHTAGE (Applicable to all subjects)
  • 26. Mark Range & Grades Below 20 U 20 to 34 E 35 to 49 D 50 to 59 C 60 to 74 B 75 to 90 A 91 to 100 A* Mark Range Grade Grading System for P5 and 6 (Standard)
  • 27. Mark Range & Grades Below 30 U 30 to 49 4 50 to 69 3 70 to 84 2 85 to 100 1 Mark Range Grade Grading System for P5 and 6 (Foundation)
  • 28. English Language
  • 29. Weightage of Papers (Standard) Components Weightage Paper 1: Writing 55 marks (27.5%) Paper 2: Language Use and Comprehension 95 marks (47.5%) Paper 3: Listening Comprehension 20 marks (10%) Paper 4: Oral Communication 30 marks (15%)
  • 30. Weightage of Papers (Foundation) Components Weightage Paper 1: Writing 40 marks (26.7%) Paper 2: Language Use and Comprehension 60 marks (40%) Paper 3: Listening Comprehension 20 marks (13.3%) Paper 4: Oral Communication 30 marks (20%)
  • 31. English Language
    • Paper 1 : Writing
    • Duration: 1 hr 10 min
      • Write effectively in international acceptable English
      • Write legibly, coherently & cohesively
      • Plan & organise relevant information
      • Demonstrate correct use of grammar, spelling, punctuation & vocabulary
  • 32. Paper 1 Paper 1 Marks
    • Part 1:
    • Situational Writing :
    • Content
    • Language ( presentation / context )
    15 marks 6 marks 9 marks
    • Part 2:
    • Continuous Writing
    • (One of 2 given topics)
    • Content
    • Language / Presentation
    40 marks 20 marks 20 marks
  • 33. Part 1: Situational Writing (15 marks)
    • A situational context given
    • Examples:
    • Pictures
    • e.g. scenes of an accident
    • List of information
    • e.g. Planner, Notes
    • Graphic Stimulus with information
    • e.g. Advertisements, brochures
  • 34. Part 2: Continuous Writing
      • A piece of narrative writing of at least 150 words.
      • Based one of 2 topics:
        • A picture
        • A situation
      • Points given (Reorder, add other relevant points)
        • e.g. What you and your friend did
  • 35. Areas of concern
    • Content
      • Inadequate development of ideas
    • Vocabulary
      • Limited
      • Mundane, repeated
    • Language
      • Use of tenses
      • Structure / Expression
  • 36. English Language
    • Paper 2
    • Language Use &
    • Comprehension
    Duration: 1 hr 50 min
  • 37. Paper 2
      • Demonstrate ability to read & understand a range of texts
      • Demonstrate correct use of grammar, spelling, punctuation & vocabulary
      • Construct meaning, make predictions, infer & draw conclusions
  • 38. Language Use Qn – questions * - P5 & 6 only Component Marks Grammar & Vocabulary 50 Grammar MCQ 7 Qn x 1 mark Grammar Cloze 10 Qn x 1 mark Punctuation MCQ* 3 Qn x 1 mark Synthesis/Transformation* 5 Qn x 2 marks Editing for Spelling & Grammar* 10 Qn x 1 marks Vocabulary MCQ 5 Qn x 1 mark Vocabulary Cloze* 5 Qn x 1mark
  • 39. Comprehension Component Marks Comprehension 45 Graphic Stimulus 5 Qn x 1 mark Comprehension MCQ 5 Qn x 1 mark Comprehension Open-ended 10 Qn x 2 mark Comprehension Cloze 15 Qn x 1 mark
  • 40. Types of questions
    • Reference Questions
    • Reference questions – What does ‘it’ in line 5 refer to?
    • Quotation Questions
    • Which sentence in the passage tells you that the boy was angry?
  • 41.
    • Vocabulary Questions
    • (Meaning of words/ phrases)
    • Which word in the first paragraph suggests that the silver coins found were great in number?
    • Paraphrase
    • (requires understanding of whole meaning of text, personal response)
    • Explain clearly what made the man run away
    • when the couple “closed in on him” (line 18).
  • 42. English Language
    • Paper 3
    • Listening Comprehension
    Duration: 40 – 50 min
  • 43. Paper 3: Listening Comprehension
      • 20 MCQ – test pupils’ ability to understand spoken English
      • Texts may be in the form of news items, announcements, advertisements, instructions, conversations, telephone conversations, speeches and stories.
      • Graphic options will be used for the first 4 questions.
  • 44. Listening Comprehension
    • 20 questions – 20 marks
      • 4 graphic options
      • 16 texts
      • 3 options
  • 45. English Language
    • Paper 4
    • Oral Communication
    Preparation Time: 5 min
  • 46. Paper 4 Components Marks Reading 10 Picture Discussion 10 Conversation 10
  • 47. Mathematics
  • 48. Table of Specifications (Standard) 100% Total 4% 7. Algebra 12% 6. Ratio; Percentage 4% 5. Speed 15% 4. Geometry 10% 3. Data Analysis 25% 2. Measurement 30% 1. Whole Numbers; Fractions; Decimals Weighting Content
  • 49. Table of Specifications (Foundation) 100% Total 10% 5. Percentage 12% 4. Geometry 14% 3. Data Analysis 28% 2. Measurement 36% 1. Whole Numbers; Fractions; Decimals Weighting Content
  • 50. Cognitive Levels 100% Total 40% Application & Analysis 35% Comprehension 25% Knowledge Weighting Cognitive Level
  • 51. TYPES OF CALCULATORS
    • Only calculators that are approved by the Singapore Examinations & Assessment Board (SEAB) will be allowed in the examination.
    • The list of calculators is available on SEAB’s website: http://www.seab.gov.sg
    • To maintain continuity from primary to secondary education, these calculators can also be used at the secondary level.
    • School using – Casio FX 82 AU & Casio FX 95 SG Plus
    • Sharp ELW 531S
    Use of Calculators in Primary Mathematics
  • 52. Mathematics Examination Format - Standard The examination consists of TWO written papers comprising Paper 1 (Booklet A & B) and Paper 2: 2 h 30 min 100 - 48 Total 50 3,4,5 13 Structured/ Long-answer 1 h 40 min 10 2 5 Short-answer 2 10 2 5 10 1 10 Short-answer B 10 2 5 50 min 10 1 10 Multiple Choice A 1 Duration Weighting % Number of marks per question Number of questions Item Type Booklet Paper
  • 53. Mathematics Examination Format - Foundation The examination consists of TWO written papers comprising Paper 1 (Booklet A & B) and Paper 2: 2 h 15 min 100 48 Total 30 3,4,5 8 Structured 1 h 15 min 20 2 10 Short-answer 2 20 2 10 Short-answer B 20 2 10 1 h 10 1 10 Multiple Choice A 1 Duration Weighting % Number of marks per question Number of questions Item Type Booklet Paper
  • 54. Mathematics Examination Format -
    • Notes:
    • Both papers will be scheduled on the same day with
    • a break of 1 hour between the two papers.
    • Paper 1 comprises two booklets. The use of
    • calculators is not allowed.
    • Paper 2 comprises one booklet. The use of
    • calculators is allowed.
  • 55. Academic Programmes
    • Activities For 2011:
        • MATH FAIR – P5 & P6
        • MATH TRAIL – P5
        • MATH OLYMPAID TRAINING
  • 56. Science
  • 57. An Overview of the Primary Science Syllabus Focus on 5 broad themes: Syllabus Requirement Themes Lower Block (Primary 3 and 4) Upper Block (Primary 5 and 6) 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)
  • 58. An Overview of the Primary Science Syllabus Syllabus Requirement Themes Lower Block (Primary 3 and 4) Upper Block (Primary 5 and 6) Systems
    • Plant system
    • (Plant parts and functions)
    • Human system
    • (Digestive system)
    • Plant system
    • (Respiratory and circulatory system)
    • Human system
    • (Respiratory and circulatory systems)
    • Cell system
    • Electrical system
    Interactions
    • 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
  • 59. Skills and Processes Skills The skill of ……. Observing using senses to gather information about objects or events. Also includes the use of instruments to extend the range of our senses. Comparing identifying the similarities and differences between two or more objects, concepts or processes. Classifying grouping objects or events based on common characteristics. Using apparatus and equipment knowing the functions and limitations of various apparatus, and developing the ability to select and handle them appropriately for various tasks. Communicating transmitting and receiving information presented in various forms – verbal, pictorial, tabular or graphical. Inferring interpreting or explaning observations or pieces of data or information
  • 60. Skills and Processes Skills The skill of ……. Predicting assessing the likelihood of an outcome based on prior knowledge of how things usually turn out. Analysing identifying the parts of objects, information or processes, and the patterns and relationships between these parts. Generating possibilities Exploring all the alternatives, possibilities and choices beyond the obvious or preferred one Evaluating Assessing the reasonableness, accuracy and quality of information, processes or ideas. Also assessing the quality and feasibility of objects Formulating hypothesis Making a general explanation for a related set of observations or events. It is an extension of inferring.
  • 61.
    • All the skills and processes listed above are seen as part of the total process of scientific inquiry .
    Skills and Processes Processes Creative Problem Solving This is a process of analysing a problem and choosing an innovative and relevant solution in order to remedy or alter a problem situation Decision-Making Decision-making is the process of establishing and applying criteria to select from among seemingly equal alternatives. The process of establishing criteria involves consideration of the consequences and values. Investigation This involves formulating questions or hypothesis, devising fair methods and carrying out those methods to find out answers to the questions or to verify the hypothesis
  • 62. Attitudes and Ethics Attitudes and Ethics Curiosity Desire to explore the environment and question what they find. Creativity Suggest innovative and relevant ways to solve problems. Integrity Handle and communicate data and information with integrity. Objectivity Seek data and information to validate observations and explanations objectively. Open-mindedness Accept all knowledge as tentative and willing to change their view if the evidence is convincing. Perseverance Pursue a problem until a satisfactory solution if found. Responsibility Show care and concern for living things and awareness of the responsibility they have for the quality of the environment.
  • 63. PSLE Examination Format - Standard The examination consists of ONE written paper comprising two booklets, Booklet A and Booklet B. I Booklet A consists of 30 multiple-choice questions. Each multiple –choice question carries 2 marks. II Booklet B consists of 14 open-ended questions. Each open-ended question carries 2,3 or 4 marks Duration of Paper The duration of the paper is 1 hour 45 min Booklet Item Type Number of questions Number of marks per question Weighting (%) A Multiple-choice 30 2 60 B Open-ended 14 2,3,4 40
  • 64. Tables of Specification - Standard The weighting for each of the five themes of the syllabus and the weighting for Life Science and Physical Science are shown below: Theme Life Science Physical Science Weighting (%) Diversity
    • Diversity of living things
    • Diversity of non-living things
    • Diversity of materials
    5 - 10% Cycles
    • Cycles in plants and animals
    • (Life cycles and reproduction)
    • Cycles in matter and water
    20 - 25% Systems
    • Plant systems
    • (Plant parts and functions,
    • respiratory and circulatory
    • systems)
    • Human systems
    • (Digestive, respiratory and
    • circulatory systems)
    • Electrical systems
    15 - 25% Interactions
    • Interaction within the
    • environment
    • Interaction of forces
    • (magnets, frictional force,
    • gravitational force, force in
    • springs)
    25 -30 % Energy
    • Energy forms and uses
    • (Photosynthesis)
    • Energy forms and uses
    • (Light and Heat)
    • Energy conversion
    15 – 20% Weighting (%) 45 – 55% 45 – 55% 100%
  • 65. Tables of Specification - Standard The weighting for each of the assessment objectives is shown below Assessment Objectives *Weighting (%) Knowledge with Understanding 40 Application of Knowledge and Process Skills 60
    • Observing
    • Comparing
    • Classifying
    • Using apparatus and equipment
    • Communicating
    • Inferring
    • Predicting
    • Analyzing
    • Generating possibilities
    • Evaluating
    • Formulating hypothesis
    Total 100
  • 66. PSLE Examination Format - Foundation The examination consists of ONE written paper comprising two booklets, Booklet A and Booklet B. I Booklet A consists of 16 multiple-choice questions with three options. Each multiple –choice question carries 2 marks. II Booklet B consists of two parts. The first part consists of 6-8 structured questions, e.g. ‘Fill in the blanks’, ‘Matching’ Each question carries 2-3 marks The second part consists of 6-8 open-ended questions with varying mark allocation (2-4 marks) Duration of Paper The duration of the paper is 1 hour 15 min Booklet Item Type Number of questions Number of marks per question Weighting (%) A Multiple-choice 16 2 32 B Structured Open-ended 6-8 6-8 2-3 2-4 14 24
  • 67. Tables of Specification - Foundation The content and skills to be assessed are based on the Primary Foundation Science Syllabus. The weightings are stated below Provision of Word List The Foundation Science paper focuses on assessing students’ grasp of basic scientific knowledge. A word list is provided during the exam to allow students to display knowledge and understanding without being unduly disadvantaged by their weakness in the English language. However the list is not exhaustive. Theme Life Science Physical Science Diversity
    • Diversity of living things
    • Diversity of non-living things
    • Diversity of materials
    Cycles
    • Cycles in plants and animals
    • Cycles in matter and water
    • Electrical system
    Systems
    • Plant Systems
    • Human systems
    • Electrical system
    Interactions
    • Interaction within the
    • environment
    • Interaction of forces
    Energy
    • Energy forms and uses
    • Energy forms and uses
    Weighting (%) 40 -60 % 40 -60 %
  • 68. Tables of Specification - Foundation The weighting for each of the assessment objectives is shown below: Assessment Objectives *Weighting (%) Knowledge with Understanding 50 Application of Knowledge and Process Skills 50
    • Observing
    • Comparing
    • Classifying
    • Using apparatus and equipment
    • Communicating
    • Inferring
    • Predicting
    • Analyzing
    • Generating possibilities
    • Evaluating
    • Formulating hypothesis
    Total 100
  • 69. Preparation for Examination
    • Consistent revision – use of graphic organisers e.g concept map to consolidate concepts of a particular topic.
    • Time management when doing paper and always think ‘Science’ when approaching a science question.
  • 70. Thank you