SCIENCE

P3

http://www.moe.gov.sg

/education/syllabuses/

2014 Science Syllabus

Click on ‘2014 Science

(Primary) Syllabus’

2 1 3

Block Textbook Activity Book

P3 - P4

Lower Block

In 5 themes

(1 booklet per

theme)

In 5 themes

(1 booklet per

theme)

P5 - P6

Upper Block

In 4 themes

(1 booklet per

theme)

In 4 themes

(1 booklet per

theme)

Exam Format

2014 Science Syllabus

PSLE in 2020

NEW!

Written Assessment Format TERM DATE ASSESSMENT MARKS

Term 2 12 May, Fri Semestral Assessment 1 50

Term 4 2 Nov, Thur Semestral Assessment 2 80

Booklet A – MCQ Section Multiple-choice Questions

2 marks per question

Booklet B – OE Section Open-ended Questions 2-4 marks per question

SA1 14 qns [28m] 6-8 qns [22m]

SA2 22 qns [44m] 9-12 qns [36m]

Term 1 Diversity

Diversity of

Living &

Non-Living

Things

Term 3

Diversity

Materials

Term 2

Cycles

Life Cycles

of Plants &

Animals

Systems

Plant Parts &

Functions

Term 4

Interactions

Magnets

Science Journal

Science File - a green ring file.

Science Textbook

Science Activity Books

Science Process Skills Booklets

Science Revision Guides (Optional, various

titles for revision)

* Please keep all P3 and P4 books for revision at PSLE!

Science Process Skills

- Incorporates the basic process

skills stipulated in the syllabus -

observing, comparing,

classifying, measuring,

communicating, analysing,

generating and evaluating.

Note:

All textbooks, activity books,

books, process skills booklets and

science journals should not be

disposed and must be kept for

use in P6.

– Formative Assessments are carried out termly and comprise:

A. Reflective Series

B. Concept Cartoon

C. Performance-Based Task

– Reflective Series and Concept Cartoons help check for students’

understanding

– Performance-based Tasks engage students both hands-on and

minds-on, providing opportunities for students to apply concepts

learnt in new contexts

Formative Assessments

Term 1

Reflective Series & Concept Cartoon

(Living and Non-Living Things)

Performance-based Task:

My Imaginary Animal (Animal

Characteristics)

Term 3

Reflective Series & Concept Cartoon

(Properties of Materials)

Performance-based Task:

Master Chef Apron (Diversity of

Materials) *Project-work

Term 2

Reflective Series & Concept Cartoon

(Plant Parts and Life Cycles of Plants)

Performance-based Task:

Comic Life Cycle (Animal Life Cycles)

Term 4

Reflective Series & Concept Cartoon

(Properties of Magnets)

Performance-based Task:

Lost and Found! (Uses of Magnets)

Concept Cartoons and Reflective Series

check the student’s knowledge and understanding of concepts

and surface misconceptions

• A Science Practical Test will be held in Term 3 on the 2nd of August 2017, Wednesday.

• The P3 Science Practical comprise 4 stations where students have to perform a simple task and complete short-answer questions

• Weighting: 20 marks [5m x 4 stations]

• Marks will be included in the final Semestral Assessment

Young Scientist @ Kellock

1. To engage students in writing, doing and

thinking science beyond the confines of the

syllabus.

2. To promote school-parent partnership

through the activities which provide

opportunities for bonding with your child.

Young Scientist @ Kellock

The activities from the young scientist cards have

been integrated into school-based worksheets and

weekend assignments where appropriate.

Stars [15 stars] earned from completing the

activities in the worksheet/weekend assignments

will help them to earn the young scientist badge.

Cards to be completed this year are the Young

Zoologist and Young Botanist

Young Scientist @ Kellock

Star earned!

An introduction to a structured thinking process that students engage in when approaching open-ended questions.

– Identifying CONTEXTUAL CLUES

– Applying science CONCEPTS

– Making the LINKS to formulate an answer that elaborates on a science concept in a given context

– Students will learn how science is

conducted in the real world.

[Doing science]

– How scientists reason, approach &

understand science [Thinking

science]

– Scientific Literacy and Scientific

Discourse [Writing and Talking

Science]

Young Scientist @ Kellock

– Each term we will focus on contributions and

character traits of a famous scientist OR

– Careers in science related to the topic learnt

– Articles will be printed for the students to

read and reflect on the impact of the

scientist’s work on society as well as the

values role modelled

– Activities to follow the articles to enrich the

learning of science

Young Scientist @ Kellock

Jurong Frog Farm in Term 2

– Inter-department collaboration (SS+SC)

– Outdoor Learning Journey to learn about the life cycle of a frog and Singapore’s fast disappearing farms

– 4 Apr: Opal, Sapphire, Ruby, Topaz

– 20 Apr: Jade & Diamond

Singapore Science Centre in Term 4

- Lab-based lesson on Magnets

- Conducted during curriculum hours

- 11 Sep: Diamond, 12 Sep: Jade, Opal,

- 14 Sep: Ruby, Sapphire, Topaz

Science Programmes

SUPPORT Programme (on-going)

– Weekly remediation held on Mondays 3-4pm

– Reinforcement of P3 concepts for mastery

– Focus on Answering Techniques

STRETCH Programme (Term 3)

– Modular sessions held on Mondays 2-4pm

– E2K Curriculum for enrichment

– Learning Journeys to Research Institutes

– Exposure to Science Competitions and Quizzes

A structured thinking process that students can

engage in when approaching Science open-

ended questions

The TCCL Approach

Description of TCCL Guiding Questions

T Identify the TOPIC and THEME in

which the question is related to What is the topic/theme

for this question?

C

Identify the CLUES from the question

(the given situation)

Information

Data

Evidence gathered from the

question

Highlight

phrases/keywords

Analyse given data

(tables, graphs) and

science diagrams

C

Identify the relevant CONCEPT(S)

What is the concept

that will help you answer

this question?

L LINKING the clues to the concept(s)

Present Answer here!

Thank You

Parents’ Symposium

8 April 2017