Parents’ Briefing2017

Primary 6

Presented by Mdm Shanthi , HOD English

Outline:

• Silent Reading

• Flag Raising Ceremony

• Homework

• Department Programmes

• PSLEChoosing a Secondary School

• Examination Strategies

• Good Study Habits

Before School ProgrammeSilent Reading

Silent Reading

When?Monday to Friday, 7.10 to 7.25 a.m.

Why?• Research has shown student improvement in :reading comprehensionwriting skillvocabularyspelling

• Create a reading habit in students

Flag-Raising Ceremony

Flag-Raising Ceremony

Pupils are to be present for and take part in thedaily Flag-Raising Ceremony

Part of the efforts to build a national identity and asense of belonging to Singapore

Flag-Raising Ceremony takes place at 7.25 a.m.from Monday to Friday

Homework Matters

• crucial link between learning that takes place in theschool setting and learning at home;

• means for learning to continue beyond that whichtakes place in the school;

• allows parents/caregivers the opportunity to seethe progress of the learner.

Responsibility of the Learner

• Record assignments in the ‘Pupil Handbook’

• Clarify with the teacher about the assignments

• Set aside a regular time for studying

• Work on homework independently, wheneverpossible, so that it reflects learner’s ability

• Make sure assignments are done according to theinstructions and completed on time

• Produce quality work

Responsibility of Parents• Ensure that learners do allocate time for uninterrupted study each

day

• Establish a quiet, well-lit study area

• Monitor learner’s organisation and daily list of assignments intheir pupil handbook

• Work with learner to find the answer, not just get it done

• Be supportive when the learner gets frustrated with difficultassignments

• Contact teacher to stay well informed about the student’s learningprocess and progress

• Provide the school with information about any problems throughthe ‘Pupil Handbook’.

School Communication Platforms

Communication Platforms

(1) School Website

• Access information on school vendors, information

• Contact details of teachers

• Access to school letters

• Access to Photos of events

(2) Pupil Handbook

(3) Class dojo

English Department

Stellar Vision

Children who

love reading and

have a strong foundation in the English Language

Part/Component 1 2 3 4 5 6

Activity Sustained Silent Reading

Supported

Reading

Or KWL

Or Retelling

Language:

Oral and

Written

Activities

Class

writing

Group

writing

Individual

writing

Learning

Centres

Examples of

Targeted

Skills/Knowledge

Reading

strategies,

thinking

study skills

Explicit

instruction

in oracy,

word study

Writing, both composing and editing

processes with some opportunities

for speaking, listening and visual

literacy

Differentiate

d practice of

all language

skills

The Stellar Unit Plan (Upper Primary)

Sustained Silent Reading

• Read silently without interruption

• Engage in oral discussion with teacher and peers

Supported Reading

• Read aloud and silently

• Comprehend a variety of texts at literal, inferential and evaluative level

• Grammar and vocabulary studies

Writing Process Cycle• Extract information

• Relate it to what they already know about the topic.

• Teachers guide pupils to organise, access and remember information

Format of P6 paperPaper Component Marks

(Weighting)

1 ( Writing) Situational Writing

Continuous Writing

15 (7.5%)

40 (20%)

2 (Language use and

Comprehension)

Grammar

Vocabulary

Visual Text ComprehensionComprehension Cloze

Synthesis/ Transformation

Comprehension OE

95 (47.5%)

3 (Listening

Comprehension)

20 (10%)

4 (Oral Communication) Reading Aloud

Stimulus-based

Conversation

10 (5%)

20 (10%)

Total 200 (100%)

Aiming for Quality Passes

• Component A* A B

• Writing 50/55 42/55 33/55

• Paper 2 87/95 72/95 57/95

• Listening 18/20 15/20 17-18

• Oral 27/30 23/30 23/30

Writing Component

• Continuous Writing and Situational Writing

• Flexibility for candidates to write in any appropriate text type

• Assessment is on writing skills and not text type

• A given topic with 3 pictures for Continuous Writing

• E-mail, letter, report for Situational Writing

Continuous Writing

• Content (20 marks)

• Relevant ideas

• Development of ideas

• Interest value

• Language and Organisation (20 marks)

• Accuracy of language (grammar, expression, spelling and punctuation)

• Adequate and appropriate use of vocabulary

• Sequencing, paragraphing and linking of ideas and facts

Situational Writing

• Year Text Form assessed

• 2006 Factual Report on an accident

• 2007 Complaint letter about a broken CD (Formal)

• 2008 Formal letter to residents in the neighbourhood about a lost pet

• 2009 Email to Manager of Library to inform him about a librarian’s good deed (Formal)

• 2010 Email to a friend about a gift for a friend (Informal)

• 2011 Email to a friend

• 2012 Formal letter of request to Principal

• 2013 Email to request for help (Formal)

• 2014 Email to inform a friend about a project

• 2015 Email to cousin to share about an exciting weekend plan

• 2016 Letter to the manager of a community club to nominate a pupil for an award

Weaknesses in Composition• 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

4. Boring, mundane stories that do not engage the reader

Weaknesses in Composition

• 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

Benefits of Reading Newspapers

Ideas for content and useful words and phrases for language

How you can help your child in writing?

• Read model essays

• Pay attention to setting, character, development,description of events

• Help your child compile newspaper articles

• Focus on vocabulary and content

• Relevant Themes : Crime, Natural Disasters, Fire,Accidents. Human Rights

Comprehension OE• A text, 10 OE questions (in tables and sentences)

• To test sequencing, true-false justification, comparison)

How to handle Comprehension Open Ended Questions

• Skim through the questions before reading the passage

• Highlight the question word (e.g. why, what, etc.) in each question

• Pay attention to the tense of the main verb in the question

• Remember that the questions follow the chronological order of the passage

• Dirty’ Worksheets

• Ask/Write down questions – active readers, thinking readers

• Write definitions of unfamiliar words

Sample of a Comprehension Passage

Oral Reading

• Pronunciation • clear pronunciation • eg. mother, thing

• Fluency • appropriate pauses • no hesitations

• Expressiveness • vary pitch and tone to express feelings, ideas

Stimulus Based Conversation • Personal Response

• Yes or No

• Why or Why not?

• Elaborate on idea

• Expression

• Ability to express clearly and confidently

• Appropriate vocabulary and structure

• Correct pronunciation

• Interaction

• Ability to interact with examiner

How you can help your child in oral

• Ask for their opinions frequently

• Ensure your child speaks in complete sentences

• Listen to the news frequently : good model for spoken Standard English

• Read the newspapers to acquire content

• If MT is predominantly spoken at home, converse in English as often as possible in school

Things to note for Language

• Revise all worksheets everyday

• Analyse mistakes made in daily work and correct them carefully

English is also

a subject that

has to be

revised for the

exams

Other ways you can assist

• Check through your child’s work

• See that they have done their work correctly

• Encourage your child to read widely across different genres

• Check to see that they have followed the strategies taught – highlighting key words, underlining

• Spend time talking to them about school

Mathematics Department

Our Learning Focus

Explore(P1 and P2)

Experience(P3 and P4)

Hands-on activitiesGames -

outdoor and indoor

Experiential learning and Investigation.

Link to real life situation.

Application of Math knowledge

and skills in problem solving

Excel(P5 and P6)

Content Marks (%)

1. Whole Numbers; Fractions; Decimals(Rate & Proportion subsumed)

30

2. Measurement 25

3. Data Analysis (Average subsumed) 10

4. Geometry 15

5. Speed 4

6. Ratio; Percentage 12

7. Algebra 4

Total 100

PSLE Mathematics Content 2017

Paper BookletItem type

No ofquestions

No of marks per qn

Weighting Duration

1Non-

Calculator

A MCQ10 1 10%

50 min5 2 10%

B SAQ10 1 10%

5 2 10%

2Calculator allowed

SAQ 5 2 10%1h

40 minStruc/LAQ 13 3, 4, 5 50%

Total 48 - 100%2h

30 min

PSLE Mathematics Exam Format

PSLE since 2017

Content Marks (%)

1. Whole Numbers, Fractions, Decimals(Rate & Proportion subsumed)

36

2. Measurement 28

3. Data Analysis (Average subsumed) 14

4. Geometry 12

5. Percentage 10

Total 100

PSLE Foundation Mathematics Content

Paper BookletItem type

No of questions

No of marks per qn

Weighting Duration

1Non-

calculator

A MCQ10 1 10%

1h10 2 20%

B SAQ 10 2 20%

2Calculator allowed

SAQ 10 2 20%1h

15 minStruc 8 3,4,5 30%

Total 48 - 100%2h

15 min

PSLE Foundation Math Exam Format

Assessment Types

• Quizzes

• CAs and SAs

• Journal Writing

Holistic Assessment

Guidelines on the use of Electronic Calculators in National ExaminationsCalculators must have the following minimum features:

(a) Four arithmetic operations (+, −, ×, ÷) including the order of operations and use of brackets;

(b) Fractional function which retains thefraction in the form ‘a/b’ and ‘a b/c’;

(c) square root (√) and cube root (3√) functions; and

(d) value of Pi (π).

Calculators must be silent with a visual display only

List of Approved Scientific Calculators

S/N Calculator Brand Calculator Model Approved Period1

1 CASIO FX 82MS 2003 – 2021 2 FX 85MS 2003 – 2021 3 FX 95MS 2003 – 2021 4 FX 95SG Plus 2009 – 2018 5 FX 96SG Plus 2013 – 2021 6 FX 350MS 2003 – 2021

7 CANON F-960SG 2017 – 2021

8 HEWLETT PACKARD HP10S 2008 – 2018 9 HP10S+ 2014 – 2018

The following scientific calculator models are suitable for: • PSLE Mathematics and Foundation Mathematics Examinations • GCE N(T), N(A), O and A-Level Examinations

List of Approved Scientific Calculators

S/N Calculator Brand Calculator Model Approved Period1

10 SHARP EL 509WM 2005 – 2018 11 EL 509WS 2005 – 2018 12 EL 509X 2015 – 2019 13 EL W531S 2010 – 2019 14 EL W531XM 2014 – 2018 15 EL 533X 2013 – 2020

16 TEXAS INSTRUMENTS TI 30XIIS 2010 – 2018

The following scientific calculator models are suitable for: • PSLE Mathematics and Foundation Mathematics Examinations • GCE N(T), N(A), O and A-Level Examinations

Help your child to develop their reasoning skills through questioning.

Have interesting problems and stimulating math conversations each day.

Cultivate their interest in Mathematics through Authentic learning.

How you can help your child

Help your child to make sense of what they learn in Mathematics by linking Mathematical concepts to everyday life

Example:

Money - allow pupils to handle money

Games - On-line games / Sudoku / Master Mind

Relate to real-life situations

How you can help your child

Science

Curriculum (Knowledge and Skills)• Forces

Frictional Force, Gravitational Force, Elastic Spring Force

• Energy Forms and Uses

• Energy Conversion

• Environment

• Web of Life

• Adaptation

• Man and his Environment

Primary 6 & 6 Foundation

Italicised : Not applicable for Foundation Science

StrategiesPrimary 6 & 6 Foundation

• Hands-on learning experience - in the classroom / Science Room- on the school grounds

• School-based learning package- Study Notes- Concept-mapping- Concept Cartoons- Worksheets

• E-learning (MC Online)• Learning Journeys

- Singapore Zoo- Lee Kong Chian Natural History Museum

• Practice Papers (prior to examinations)

Assessment MattersPrimary 6 & 6 Foundation

• Pen & Paper Assessments- Mid-Term Test- Continual Assessment 1- Semestral Assessment 1- Continual Assessment 2- Semestral Assessment 2

Partnering Your Child in Learning Science

• Be acquainted with the Science knowledge your child learns in school

• Interact with your child by:- Encouraging asking of questions- Allowing his/her to use Science knowledge to attempt explaining the observation

• Go on a learning journey with your child - Singapore Zoo, Bird Park, Sungei Buloh Reserve- Singapore Science Centre- Parks, gardens, Reservoirs and waterways- Art & Science Museum

Primary 6

Mother Tongue Department

MTL Fortnight (Term 3) & MTL Culture Camp (Term 2)platforms for pupils to learn more about their MTLbeyond curriculum in fun and interesting ways. Bothevents also aim to enhance pupils’ development in theusage and appreciation of their MTL as well as tocultivate their love for the language.

P6 MTL Highlights

P6 MTL Holistic AssessmentTerm 1

Task

(P6MTL) Speaking: Conversation

(P6MTL) Topical Test:Language Use

(P6HMTL) Topical Test:Language Use

(P6FMTL) Oral:Reading, Picture Description and Conversation

(P6FMTL) Topical Test:Language Use

How can you motivate your child in MTL?

Creating a Conducive Learning Environment

Encourage your child to speak using his/her Mother Tongue language at home.

Show interest in your child’s MTL learning by encourage him or her to share their learning experiences with you. This also creates a good opportunity for family bonding.

Strategies for learning

Encourage your child to read MTL storybooks

Pre-assembly Silent Reading every Friday

Parent-child reading at home

National Library, school library and book stores.

Multi-media books

Expose your child to educational MTL television programmes(For eg, news & cartoons with moral values)

Parents can access these websites with your child to reinforce learning.

Educational websites provided by MOE

CHINESE MALAY TAMIL

学乐网

http://xuele.moe.edu.sg/xuele/slot/u107/index.html

Mekar Dalam Talian

http://tinta.moe.edu.sg/mekar/slot/u112/ML/index.swf

Sangamamசங்கமம்

http://sangamam.moe.edu.sg/tamilosai/slot/u113/web/primary.html

Character & Citizenship Education Department

Desired CCE Pupil Outcomes

A Confident Person

A Self-Directed Learner

An Active Contributor

A Concerned Citizen

Programmes & PlatformsCCE is delivered via multiple programmes & platforms

Explicit LearningCharacter & Citizenship Education (CCE)Form Teacher Guidance Period (FTGP)Assembly ProgrammesSocial Studies

Programmes & Platforms

Awareness ProgrammesEducation & Career GuidanceSexuality EducationCyberwellness

Social & Emotional Support for StudentsCounselling & Support for Special NeedsDiscipline

Experiential LearningProgramme for Active Learning (PAL)Social Studies Field-based learningStudent Leadership ProgrammeValues in Action (VIA)Learning JourneysNE EventsCCA

Living with Values Programme

• Focus on school’s core valuesHonesty, Loyalty, Teamwork, Courage, Diligence

• Motivate & Encourage pupils to display the desiredcharacter trait through various activities

Living with Values Programme

Character Pupil of the MonthLessons infused with core valuesSharing of core value quotes with pupilsPre-assembly story-telling with focus on the core

value

Partnership with HomeDo talk to your child about the school’s core values

and how he/she could display these values in schooland at home

Reinforce good habits

Work in close collaboration with the teachers

PE & CCA Department

Upper Primary Games Day• House Practices will be held in preparation for the

Games Day in Term 2

• Pupils will be engaged in individual and team events

• Develop teamwork and team spirit among pupils in the same House

• Apply Olympic Values of Friendship,

• Respect and Excellence

PE: Sports Education Programme - Golf

• An introduction to the sport of golf

• Basic skills in handling the golf club, the swing and putting

• To be conducted as a post-PSLE programme at the school field

Aesthetics Department

NICHE AREA – Performing Arts

‘Live Your Passion’ Programme

• This is GYPS’ signature programme to develop its pupils in performing arts.

• Being accorded Niche status in this area is a recognition (by MOE and NAC) of our sound approaches and programme outcomes.

Strengthen linkages between curricular and co-curricular activities through:

• Early identification of talent to join core CCAs such as Angklung, Handbell/Handchime Ensembles, Drama & Dance Groups through the MUSIC MODULES and PAL MODULES (Exposure)

• Developing interests and talents through CCA (Extension)

Performing Arts Modules in MusicE3 - Exposure, Extension & Excellence

Strengthen linkages between curricular and co-curricular activities through (continued):

• Joining the A# (A-Sharp) Programme – Talent Development in Music (mainly Handbells & other ethnic percussion)

• Participation in competitions at national & international platforms (Excellence)

Performing Arts Modules in Music

Level Term 1 Term 2 Term 3 Term 4

P1Singing

Song &

MovementHandchime

Creative

Percussion

P2Singing

Song &

MovementHandchime

Creative

Percussion

P3Song &

Recorder

Vocal

techniques

UkuleleHandchime

P4 Song &

RecorderUkulele Handchime

Appreciation &

Improvisation

P5Singing Handchime Recorder

Post Exam

DANCE

Experience

P6

Singing Handchime Recorder

Post Exam

Music, Dance &

Drama for APP

Classroom Music Modules 2017

Classroom Music ModulesVocal Techniques

Ethnic Dances of

Singapore

Classroom Percussion

Classroom Music Modules

HandchimesCajon

(Mexican Box Drum)

Recorder

Music Assessment (P6) – 3 areas

1. Singing & Playing Instruments • Accurate pitch, rhythm articulation and phrasing• Appropriate tempo and dynamic combining

movement with singing

2. Creating / Improvising Music• Create 4-bar rhythmic and melodic structures based

on C major pentatonic scale• Compose soundscapes and produce graphic

notations of their soundscapes

Music Assessment (P6) …. continued

3. Listening & Responding to Music• Respond to changes in musical elements and

mood through movement

• Describe music using appropriate vocabulary

• Awareness & identification instruments used in ensemble playing

Enrichment Programmes

• P1 & P2 – PAL Programme (Modules in both Visual Art and Performing Arts)

• P3 – Drama in Mother Tongue Languages & Musical for Open House (2017) and Centennial Musical (2018)

• P4 - Ukulele Programme & Showcase and Formation of Centennial Choir for 2018

• P5 – Post Exam Programme – DANCE Experience

• P6 – Post Exam Programme – Music, Dance & Drama items for Annual Prize Presentation

Our 6-year Journey (P6 - 2016)We Are Ready!

Master Artist Learning Centres

Visual Arts Lessons

• Master Artist Programme

Vincent Van GoghHenri Matisse

Gustav KlimntPablo Picasso

Paul KleeWassily Kandinsky

Andy Warhol MC Escher

P3

P4

P5

P6

Using Photoshop/PowerpointSoftware to create artist posters

Conducting Research on Artists

Visual Art Lessons• Digital Art - 8 hr Poster Design Programme

Art Assessment (P6)1. Motor Skills

The ability to perform motor tasks such as cutting, pasting, folding, tearing, colouring etc.

2. Creativity and Self ExpressionThe ability to come up with their own ideas and express them through artmaking

3. Artist AppreciationUnderstanding of art theory and history and using it to appreciate artwork

4. CraftmanshipPatience and attention to detail

5. Time Management

Being able to stay on task and complete their work on time

ICT Department

ICT Framework

The ICT department strives for

• Use of ICT in teaching and learning

• Competent users

• Responsible users

• Anchored in values

ICT ProgrammeICT programme aims to

•develop the pupils’ acquisition of ICT skills progressively from P1 – P4 to develop competency in usage

•promote cyber wellness awareness and the ethical and safe use of ICT in order to ensure that GYPS pupils are responsible when using ICT

ICT Programme• Basic skills

Touch typing, Msword, MS Powerpoint

MSExcel

• Using ICT to find and present information

• Lab etiquette and cyber wellness

• Digital Art

PSLE : A Placement Examination

• Enables posting to secondary schools by meritand as far as possible into a school of their choice

• Places pupils into different courses according to their academic ability

• Need to reflect the relative achievement level of pupils compared to their peers

Grading System : Merged SystemM a r k R a n g e G r a d e

91 and above A*

75 to 90 A

60 to 74 B

50 to 59 C

35 to 49 D

20 to 34 E

Below 20 U

Grading System : Foundation Stream

M a r k R a n g e G r a d e

85 and above 1

70 to 84 2

50 to 69 3

30 to 49 4

Below 30 U

PSLE Aggregate Score

• Incorporates relative performance of pupils in all four subjects

• Allows pupils to be ranked fairly relative to their peers

• Is not the sum of the individual raw scores• Sum of T-Scores for each subject

Raw Scores cannot be used :

• Different subjects have different levels of difficulty

• Pupils’ marks are spread over a wide range from the average mark

• Raw scores do not take into consideration pupils’ marks, in comparison to that of their peers’

A Scenario : Anne’s Results

English Language : 85 %

Mother Tongue Language : 85%

To ponder:

- Has Anne done well for both subjects?

- How well has she performed?

- Has Anne done equally well for both subjects?

How did Anne really perform?

To understand whether she had performed better in English Language or Mother Tongue Language, we need to consider

- How her peers have performed at the same examination

- The spread (or standard deviation) of marks around the average or mean

Anne scored 85% for EL

Anne’s Score

= 85%

EL

Her performance is

much better in EL as

compared to her peers

0EL Average Score = 60

Anne’s Score

= 85%

MTL

MTL

average

= 80

Her performance in

MTL is close to that of

her peers

0

Anne scored 85% for both EL & MTL

Anne’s Score

= 85%

EL

EL

average

= 60

MTL

MTL

average

= 80

Her performance in

MTL is close to that of

her peers

Her performance is

better in EL as

compared to her peers

0

There is a need to

standardise the raw scores

Transformed Score

(T-Score)

Calculation of T-Score for each subject

Z

Y)-(X1050T +=

where

X : pupil’s mark for the subject

Y : average mark (mean) scored by all

pupils

Z : spread of marks around the average

mark (standard deviation)

Raw Score•only shows how good the pupil is in that subject,

not how good he is as compared to others

T-Score•gives the relative position of a pupil’s performance

compared to the performance of all the other pupils

in that subject

An Example

• Pupil’s mark (X) in exam

= 85.0

• Average mark (Y) scored by all pupils

= 60.0

• Spread of marks (Z) around the average mark

(Y) = 14.0

T-score = 50 + 10 (85.0 - 60.0)

14.0= 67.9

An Example :

Subject

EL

MTL

Maths

Science

Total

200

200

100

100

Mark

105

152

67

58

T-Score

34

51

53

47

Aggregate: 185

Pupils’ Ranking

All pupils are ranked

according to their

Aggregate Scores.

Pupils’ Ranking

Is it possible for a pupil with 3A*

and 1A to be ranked lower than

another pupil who has only 1A*

and 3As?

Yes, it is possible.

It is possible for a pupil with 3A* and 1A

to be ranked lower than

another pupil who has only 1A* and 3As.

Subj John’s Anthony’s

Mark (Grade)

T-Score Mark (Grade)

T-Score

EL 182 (A)

60 190 (A*)

68

MT 185 (A*)

70 180 (A)

68

MA 91 (A*)

60 80 (A)

58

SC 92 (A*)

56 86 (A)

55

Aggregate T-Score

246 249

Choosing a Secondary School

Parents play a vital role in helping their children

decide how to map an education pathway that will

best fit him/her.

Considerations in Choice of School

(1) Personal Considerations

• What are the strengths, interest and learning style of my child?

• Based on my child’s results, which schools can my child select?

(2) Academic Considerations

• How does my child’s PSLE results compare to the previous year’s Sec 1 posting aggregates of the school?

(3) School Factors

• Does the school offer programmes, CCAs and niche areas which will bring out the best in my child?

• How far is the school from my home? Will my child be able to take the bus or MRT?

Examination Strategies

When answering questions

• Make sure you answer ALL questions

• Keep to pre-set time limits for each question

• Work thoroughly but rapidly

• Answer the hardest questions first particularly if they are

worth the most marks

• Use other questions for clues

• Notice where words/figures are emphasised

Source: http://monash.edu/library/skills/resources/quick-refs/20-examination-strategies.doc&rct=j&frm=1&q=&esrc=s&sa=U&ei=P6rKVI0YkqLwBdjcgfgH&ved=0CCQQFjAD&usg=AFQjCNGkc0WjYScT9cO03MnWwK6PkVQC2Q Extracted on 30 Jan 2015

Examination StrategiesMultiple-choice questions

• Examine the sequence of questions. Does that give you any

clues?

• Read all the alternatives before choosing the answer

• Make certain you are choosing the ‘best’ answer to the question

• Be aware of the wording: “always”, “never”, “mostly”, “rarely”,

double negatives, (eg “not unknown”), the passive voice

• Make an educated guess for unknown answers

Source: http://monash.edu/library/skills/resources/quick-refs/20-examination-strategies.doc&rct=j&frm=1&q=&esrc=s&sa=U&ei=P6rKVI0YkqLwBdjcgfgH&ved=0CCQQFjAD&usg=AFQjCNGkc0WjYScT9cO03MnWwK6PkVQC2Q Extracted on 30 Jan 2015

Examination StrategiesEssay / short answer questions

• Keep time allocations proportional to marks

• Identify key concepts

•Write clearly and simply

Problem solving questions

• Write down any formulae needed first

• Label all working stages clearly

• Check computational accuracy

• Show your working unless told not to

Source: http://monash.edu/library/skills/resources/quick-refs/20-examination-strategies.doc&rct=j&frm=1&q=&esrc=s&sa=U&ei=P6rKVI0YkqLwBdjcgfgH&ved=0CCQQFjAD&usg=AFQjCNGkc0WjYScT9cO03MnWwK6PkVQC2Q Extracted on 30 Jan 2015

Examination Strategies (General)

Before the exam finishes

• Re-attempt questions you found too difficult at first

• Make sure the examiner can read your answers

• Use spare time to thoroughly check your answers

• If you are running out of time never omit a question

completely. Give the examiner an outline of how you

planned to answer a question/the remainder of the

question.

Source: http://monash.edu/library/skills/resources/quick-refs/20-examination-strategies.doc&rct=j&frm=1&q=&esrc=s&sa=U&ei=P6rKVI0YkqLwBdjcgfgH&ved=0CCQQFjAD&usg=AFQjCNGkc0WjYScT9cO03MnWwK6PkVQC2Q Extracted on 30 Jan 2015

Good Study Habits (10 Habits of Highly Effective Students)

1. Do not try to cram all your studying into one session

2. Plan when you are going to study

3. Study at the same time

4. Each study time should have a specific goal

5. Never procrastinate your planned study session

6. Start with the most difficult subject first

7. Always review your notes before starting an assignment

8. Make sure you are not disturbed while you are studying

9. Use study groups effectively

10.Review your notes, schoolwork and other class materials

over the weekend

“I do the very best I know

how - the very best I can and

I mean to keep on doing so

until the end.” - Abraham

Lincoln

HAVE A REFRESHING

WEEKEND & A HAPPY CHINESE NEW YEAR!