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!