JABATAN PELAJARAN NEGERI SARAWAK
UPSR
SCIENCE PRACTICAL WORK ASSESSMENT( PEKA )
YEAR 6
1.0 INTRODUCTION
The UPSR Practical Work Assessment (PEKA) is a school based assessment that is implemented at school level as part of teaching and learning process. Each assessment consists of three components and to be used by teachers as assessors to carry out the assessment in a coordinated manner.
2.0 Teacher’s guide
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
Teacher’s guide is a brief lesson plan to help teachers during the teaching and learning process. Teachers can modify the lesson plan in accordance to the pupils’ abilities and readiness. Not all the assessments are to be used once the pupils have mastered the required skills.
3.0 Activity Sheets
Activity sheets are to be given to the pupils during the assessment. It outlines the procedures and steps to help pupils to carry out the activities during the assessment period.
4.0 Worksheets
Worksheets are to be given to the pupils during the assessment. Pupils are asked to complete the exercises and to be submitted as evidence.
SCIENCE PRACTICAL ASSESSMENT (PEKA)科学实验评估
YEAR 6六年级
TEACHER’S GUIDE 教师辅助 DATE : ____________
ASSESSMENT 1 评估 1
INVESTIGATING LIVING THINGSActivity Code 6 / 1 / 1 / 1.1 / 1.1.1 & 1.1.2活动编码 Learning Areas 1 Interaction among living things.学习范围 生物之间的相互关系Learning Objectives 1. Understanding that some animals live in group and some live in
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
学习目标 solitary.了解有些动物独居,有些动物群居Learning Outcomes 1.1.1 State that some animals live in group.说明有些动物群居学习成果 1.1.2 State that some animals live in solitary.说明有些动物独居
Materials : Pictures of animals.(Activity sheet), worksheet.设备、器材 动物图片(活动卷)、练习卷Method : Individual activities. Classifying.方法 个人活动,分类
STEPS
1. Briefing:讲解 Discussion讨论:
Identify their habitats.说出动物的栖息地 Identify their eating habits (carnivores/ herbivores/ omnivores).说出动物的进食习惯 Identify their external features or special characteristics.说出动物的特征
2. Action:行动 Teacher gives instructions on how to do the activities.教师指示如何进行活动 Study the pictures given.观察图片 Follow the instructions in the activity sheet.依照活动卷的指示 Classify the animals according to different categories.把图片中的动物分类
3. Debriefing:总结 Teacher concludes by asking questions:教师发问以作总结
State different groups of animals that you have identify.说出各组动物的区别 Why are these animals grouped together?说出把动物列入各组的原因
SCIENCE PRACTICAL ASSESSMENT (PEKA)科学实验评估
YEAR 6六年级
NAME : _____________________CLASS :_______DATE : ____________
ASSESSMENT 1 评估 1
ACTIVITY SHEET活动卷
CRITERIA准则
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
Procedures:步骤
Study the animals in the picture below.观察以下的动物图片1. Group these animals according to their eating habits. 根据动物的进食习惯进行分类 a. Carnivores肉食动物 b. Herbivores草食动物 c. Omnivores杂食动物
2. Group these animals according to the way they live. 根据动物的生活方式,进行分类 a. In solitar独居动物 b In group群居动物蚂蚁 ant
大象 elephant
老虎 tiger老鹰 eagle
鹿 deer 犀鸟 hornbill熊 bear
鸡 chicken
鸭 duck 猴子monkey海龟 turtle猫头鹰 owl
SPS/SMS科学技能
SPS 2分类
Criteria准则
C1 C2 C3 C4
Tick
SCIENCE PRACTICAL ASSESSMENT (PEKA)科学实验评估
YEAR 6六年级
NAME : _____________________CLASS :_______DATE : ____________
ASSESSMENT 1 评估 2
WORKSHEET 活动卷
CRITERIA准则
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
A. Group the animals according to their eating habits. 根据动物的进食习惯,进行分类。
B. Give your reasons for grouping the animals in……根据以上动物的分类,写出原因,
Group X: ___________________________________________________ X组
Group Y:___________________________________________________Y组
Group Z:___________________________________________________ Z组
C. Group the animals according to the ways they live.
SPS 2分类
C1
SPS 2分类
C2C3
SPS 2分类
C4
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
Group X CarnivoresX组 肉食 donfwu
Group Y HerbivoresY组 草食动物
Group Z OmnivoresZ组杂食动物
Group SLive in solitary
Group TLive in group
D. Why do animals in group S live in solitary? 什么原因使 s组的动物独居?
________________________________________________________
E. Why do animals in group T live in group? 什么原因使 T组的动物群居?
________________________________________________________
SPS 2分类
C3
SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6
TEACHER’S GUIDE: DATE : ______________INVESTIGATING LIVING THINGS
Activity Code 6 / 1 / 1 / 1.2 / 1.2.5 & 1.2.6Learning Areas 1 Interaction among living things.Learning Objectives 1.2 Understanding that competition is a form of interaction.Learning Outcomes 1.2.5 Plants compete for limited space. 1.2.6 Plants compete for limited water.
Materials : green beans, 2 pots of the same size, cotton wool,
Method : Group activities STEPS
1. Briefing: Teacher asks pupils to name basic needs of plants.
Observe the plants in pot A and pot B Explain your observation (inference). Predict what will happen to the plants in Pot A and Pot B after a few weeks. Based on your observation above, what is the basic need that the plants compete for?
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
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Pot A Pot B
2. Action Predict what will happen if the plants do not have enough space to grow. Suggest an experiment to prove your prediction. Fill the two pots with cotton wools of the same size.
Pour the same amount of water into each pot. Place 50 green beans in Pot X and 5 green beans in Pot Y. Water the plants with the same amount of water everyday. Observe the green bean plants in both pots after 1 week. Record your observation in the table in worksheet 1.
3. Debriefing: Teacher concludes by asking questions.
Predict what will happen to the plants in Pot X and Y? Explain your predictions.
SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6
NAME : _____________________CLASS :_______DATE : ____________ACTIVITY SHEET
Procedures: Carry out the fair test. Complete the worksheet given.
Green beans
Cotton wool
Pot X Pot Y
1. Fill the two pots with cotton wools of the same size.2. Pour the same amount of water into each pot.3. Place 50 green beans in pot X and 5 green beans in pot Y.4. Observe the green beans plants in both pots after 1 week.5. Record your observation in the table in worksheet 1.
SPS/SMS SPS 4 SPS 6 SPS 7 SMS 1 SMS 2 SMS 3PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
2
Criteria C2 C3 C4 C1 C2 C6 C4 C5 C1 C2 C3Tick
SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6
NAME : _____________________CLASS :_______DATE : ___________WORKSHEET 1 CRITERIA
A. Draw your observation after a week.
Pot X
Pot Y
SPS 4C2
SPS 7C6
SMS 3C1C2C3
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
2
SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6
NAME : ____________________CLASS :_______ DATE : _____________WORKSHEET 2 CRITERIA
A. Answer the questions below based on your experiment.
i. State
a. what is changed (manipulated variable).
_____________________________________________________
b. what is observed (responding variable).
______________________________________________________
c. what are kept the same (constant variables).
______________________________________________________
B. Fill in the blanks below
1. Fill the two pots with ____________ of the same size.2. Pour the same amount of _____________into each pot.3. Place _____ green beans in pot X and _____ green beans in pot Y.4. Observe the green beans plants in both pots after 1 ________.
C. What did you find out from the experiment?
I found out that the green beans in ….
i. Pot X:______________________________________________
ii. Pot Y:______________________________________________
D. What is your conclusion from the experiment?
Plants compete for _____________________________________
SPS7C2
SPS 4
C4
SPS 4C3
SPS 6C1
SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6
TEACHER’S GUIDE DATE : ______________INVESTIGATING FORCE AND ENERGY
Activity Code 6 / 2 / 1 / 1.2 / 1.2.3Learning Areas 1 ForceLearning Objectives 1.2 Understanding the effect of force. Learning Outcomes 1.2.3. Stating that force can change the shape of an object.
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
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3
Materials : Spring, marbles, plastic bag, plasticine, empty can and rubber band
Apparatus : Retort stand and metre ruler
Method : Group activities Experiment
STEPS1. Briefing:
Teacher demonstrates to the class the effect of force on objects. - press the plasticine. - step on an empty can. - stretch a rubber band. Ask pupils to state their observation when force is applied on each object?
2. Action Ask pupils to predict the shape of the spring when it is stretched. Is there any other ways that force can be applied to enable the spring to be stretch
longer?
Prepare the apparatus as shown in the diagram above. Hang a few marbles on the spring accordingly. (2, 4, 6, 8 marbles). Measure the length of the spring each time more marbles are added. Record your observation in the table.
3. Debriefing: Teacher asks pupils to explain their findings. Teacher concludes by asking questions:
What happened to the length of the spring each time more marbles are added?
SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6
NAME : _____________________CLASS :_______DATE : ___________ACTIVITY SHEET
Procedures: Carry out the fair test. Complete the worksheets given.
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
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Spring
Marbles
Retortstand Plastic bag
Spring
Marbles
Retort stand
Plastic bag
1. Prepare the apparatus as shown in the diagram above.2. Hang a few marbles on the spring accordingly. ( 2, 4, 6, 8 marbles)3. Measure the length of the spring each time more marbles are added.4. Record your observation in the table.
SPS/SMS SPS 4 SPS 5 SPS 6 SPS 7 SMS 1 SMS 2Criteria C1 C2 C4 C3 C1 C1 C2 C4 C1 C2 C3 C1Tick
SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6
NAME : _____________________CLASS :_______DATE : ___________WORKSHEET CRITERIA
A. Write your observation in the table below.
Number of marbles Length of the spring (cm)2468
B. Complete the table below.
What is changed?
____________________
What is observed?
____________________
C. What is the relationship between what is changed and what is observed? As______________________ ___________________, the ________________________ ______________________________
D. State the steps in your experiment.
i. Set up the __________________________________________
ii. Hang _______________________________________________
iii. Put some ____________________________________________
iv. Measure ____________________________________________
E. What happened to the length of the spring after each time more marbles are added?
SPS 4C1C2
SPS 7C2
SPS 7C1
SPS 7C4
SPS 5C3
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
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_________________________________________________________
F. What conclusion can be made from this experiment? Force can ________________________________________________
SPS 6C1
SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6
TEACHER’S GUIDE DATE : ______________INVESTIGATING FORCE AND ENERGY
Activity Code 6 / 2 / 1 / 1.3 / 1.3.7Learning Areas 1 Friction.Learning Objectives 1.3 Analyzing friction. Learning Outcomes 1.3.7 Different types of surfaces affect the distance a toy car moved. Materials : Toy car, plastic mat, wood(plank), cement surfaces and ramp.
Apparatus : Measuring tape, sand paper
Method : Group activities Experiment
STEPS1. Briefing:
Teacher asks pupils to observe different types of surfaces (cement/sand paper/ plastic mat/wood) Teacher asks pupils to predict:
On which surface does a toy car move the furthest? On which surface does a toy car move the shortest distance?
Ask pupils to give reasons (inferences) for their answers.
2. Action Ask pupils to prepare the apparatus as shown in the diagram.
sand paper / cement / plastic mat / wood
Release the toy car from the same point on the ramp. Measure the distance the toy car travelled on each surface. Record your observations in a table.
3. Debriefing: Ask pupils to explain their findings. On which surface did the toy car move the furthest? On which surface did the toy car move the shortest distance?
SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
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ramp
NAME : ___________________CLASS :______ DATE : ______________
ACTIVITY SHEET
Procedures: Carry out the fair test. Complete the worksheets given.
(Sand paper / cement / plastic mat / glass)
1. Release the toy car from the same point on the ramp.2. Measure the distance the toy car travelled on each surface. 3. Record your observations in the table in the worksheet.
SPS/SMS SPS 4 SPS 5 SPS 6 SPS 7 SMS 1Criteria C1 C3 C3 C1 C1 C2 C7 C1Tick
SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6
NAME : _________________CLASS: _________ DATE : ______________WORKSHEET CRITERIA
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
4
4
ramp
A. Complete the table below.
What is changed?
__________________
What is observed?
___________________
B. What is the relationship between what is changed and what is observed?
As_____________________________ ___________________, the _______________________________ _______________________
C. State the steps that you have done in the experiment.
i. Set up a ________________________________________________
ii. Release a toy car _________________________________________
iii. Change the _____________________________________________
iv. Measure the ____________________________________________
D. What is the conclusion that can be made from the experiment above?
The_______________ surface has ____________ _________________
and the _______________ surface has __________ _______________
SPS 4C1C3
SPS 7C2
SPS 7C1
SPS 7C4
SPS 5C3
SPS 6C1
SCIENCE PRACTICAL ASSESSMENT (PEKA)科学实验评估
YEAR 6六年级
TEACHER’S GUIDE 教师辅助 DATE 日期: _________
ASSESSMENT2 评估 2
INVESTIGATING FORCE AND ENERGY探索物理世界
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
Activity Code 6 / 2 / 2 / 2.1 / 2.1.1活动编码Learning Areas 2 Speed学习范围 速度Learning Objectives 2.1 Analyzing speed. 学习目标 分析速度 Learning Outcomes 2.1.1 State that an object which moves faster takes a shorter time to travel in a学习成果 a given distance. 说出在固定的距离内,移动较快的物体所需的时间较短。Apparatus: Stop watch, a metre ruler or measuring tape. 设备、器材: 秒表、尺/卷尺Method : Group activities, Experiment方法 分组活动 ,实验
STEPS程序
1. Briefing讲解:
Discussion讨论: Ask two pupils to walk from the back to the front of the classroom.只是学生从课室的后方走到课室的前方。
Teacher asks questions.教师发问 Who walked faster?谁走得最快? How do you know he/she walked faster?你如何知道她走得最快? Who took the shorter time?谁用了最短的时间? Did they walk the same distance?他们都走了相同的距离吗?
2. Action行动:
Ask pupils to work in groups of 5.指示学生组成六人组。 Each group is given a stop watch, a metre ruler or measuring tape.提供每组秒表、尺/卷尺。
Ask a pupil from each group to run)the length of a basketball court) .指示各组代表跑步。(篮球场的长度)
Measure the time taken by each pupil.测量及记录各组代表所需的时间。
Calculate the speed of each pupil.记录各组代表的跑步速度。
3. Debriefing总结: Teacher concludes by asking questions:教师发问以作总结。
Who is the fastest?谁最快?Who is the slowest?谁最轻?
SCIENCE PRACTICAL ASSESSMENT (PEKA) ASSESSMENT2
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
科学实验评估YEAR 6六年级
NAME 姓名: _________________CLASS班级 :_______DATE日期: _________
评估二
ACTIVITY SHEET活动卷
Procedures步骤: Carry out the investigation in the basketball court. 在篮球场进行研究 Complete the worksheet given. 完成练习卷
1. Work in a group of 6.学生组成六人组。2. Measure the length of the basketball court.测量篮球场的长度。3 In each group, ask 1 pupil to run (length of a basketball court). 各组派出代表跑步。4. Measure the time taken by each pupil.测量各组代表所需的时间。5. Record the time taken and calculate the speed of each pupil in the table. 记录及计算各组代表的速度。6 State the variables in the investigation.说出实验需记录的事项。
SPS/SMS科学技能
SPS 1观察
SPS 4传达
SPS 5利用空间-时间关系
Criteria C1 C2 C1 C2 C3 C1 C2Tick
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6
NAME : _______________________CLASS :______ DATE : _________________WORKSHEET CRITERIA
A. Write your observation in the table
What is changed?
___________________
What is measured?
___________________________
B. Calculate the speed of each pupil. Speed = Distance
Time i) Name: ( )
ii) Name: ( )
iii) Name: ( )
SPS 4C1C3
SPS 7C2
SPS 5C3
SCIENCE PRACTICAL ASSESSMENT (PEKA)科学实验评估
YEAR 6六年级
ASSESSMENT 3 评估 3
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
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TEACHER’S GUIDE 教师辅助 DATE : ____________INVESTIGATING MATERIAL
Activity Code 6 / 3 / 1 / 1.1 / 1.1.4Learning Areas 1 Food preservation. Learning Objectives 1.1 Understanding food spoilage. Learning Outcomes 1.1.4 State the condition for microorganism to grow.
Materials : 2 plates of rice, 2 pieces of bread, transparent plastic bag
Apparatus: Magnifying glass or microscope.
Method : Individual activity. Experiment.
STEPS1. Briefing:
Observe two slices of bread. Rice in plate A is mouldy and rice in plate B is fresh. Ask pupils to differentiate between the 2 plates of rice. State their inference. What are the basic needs for fungi to grow?
2. Action: Prepare 2 slices of bread. Bread X is put in a transparent plastic bag with few holes on it. Put it in the cupboard. Bread Y is put in the transparent plastic bag and keeps in a refrigerator. Observe the bread after 5 days. Record their observations in the worksheet.
3. Debriefing: Teacher concludes by asking questions: What is the suitable condition for fungi to grow? Explain why mouldy bread cannot be eaten.
SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6
NAME : ____________________CLASS: ________DATE : _____________
ACTIVITY SHEET
Procedures: Carry out the fair test. Complete the worksheets given.
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
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Bread X Bread Y
1. Prepare 2 slices of bread.2. Bread X is put in a transparent plastic bag with few holes on it. Put it in the cupboard.3. Bread Y is put in a transparent plastic bag and kept in a refrigerator.4. Observe the bread after 5 days.5. Record your observation in the worksheet.
SPS/SMS SPS 4 SMS 2 SMS 3Criteria C1 C2 C3 C4 C2 C4 C1 C3 C4Tick
SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6
NAME : _____________________CLASS : _______ DATE : ____________
WORKSHEET CRITERIAA. Draw your observations in the space provided.
SPS 4C1C2C3
SMS 3C1C3C4
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B. Write a brief report. i What did you do in the experiment?ii What did you find out from the experiment?
______________________________________________________ _______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
SPS 4C4
SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6
TEACHER’S GUIDE DATE : ______________INVESTIGATING MATERIAL
Activity Code 6 / 3 / 1 / 1.2 / 1.2.1Learning Areas 1 Food preservation. Learning Objectives 1.2 Understanding food spoilage. Learning Outcomes 1.2.1 Describe ways to preserve food.
Materials : A fish, stale fish, salted fish some salt and knife.
Method : Individual activity. Project work.
STEPS1. Briefing:
Observe 2 fish in two different conditions.i. stale fishii. salted fish
Which of these fish is safe to eat? State your reasons (inferences).
2. Action: Preserving fish. Suggesting ways to preserve fish. Carrying out an activity to preserve the fish. Write the steps of preserving fish.
3. Debriefing: Ask pupils to report their observation.
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
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Teacher concludes by asking questions: Why do you use salt to preserve the fish?
State other ways to preserve fish?
SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6
NAME : ___________________CLASS: _______ DATE : _____________ACTIVITY SHEET
Procedures:
1. Suggest ways to preserve fish.2. Carry out an activity to preserve the fish.3. Write the steps in preserving fish.
SPS SPS 4 SPS 7 SMS 1 SMS 2 SMS 4
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak
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CRITERIA C3 C4 C2 C1 C1 C2TICK
SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6
NAME : _____________________CLASS ;_______ DATE :____________WORKSHEET 1 CRITERIA
A. Write the steps in preserving the fish.
1 __________________________________________________________
2 __________________________________________________________
3 __________________________________________________________
4__________________________________________________________
5__________________________________________________________
B. Why do you choose salting in your preservation project?
___________________________________________________________
___________________________________________________________
___________________________________________________________
SPS 7C4
SPS 4C3
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Jabatan Pelajaran Sarawak merakamkan ucapan terima kasih dan penghargaan kepada mereka seperti senarai di bawah, atas usaha bersungguh-sungguh menyediakan “Practical Science
Assessment” untuk kegunaan guru-guru Sains di seluruh Negeri Sarawak.
Penulis Modul: 1. En. Ettin Lambat Ketua Pentaksir Negeri
SK ST. Faith, Kuching
2. En. Wellington Laichon Gaong Ketua Pentaksir Kawasan SK Empila, Kota Samarahan
3. Pn. Azmiera Abdullah Pentaksir Kawasan SK ST. Theresa Padungan, Kuching
4. Pn. Elizabeth Jimen Ketua Pentaksir Kawasan SK Catholic English, Kuching
5. Pn. Sinah Robinson Ketua Pentaksir Kawasan SK Serian, Kota Samarahan
6. Pn. Rokiah Bujang Ketua Pentaksir Kawasan SK Merpati Jepang, Kuching
7. Pn. Zaliana Abdullah Ketua Pentaksir Kawasan SK Astana, Kuching
8. Pn. Lai Pei Fong Ketua Pentaksir Kawasan SJK Chung Hua Batu 32, Kota Samarahan
9. En. Mohamad Ya’akub b. Smail Ketua Pentaksir Kawasan SK Jalan Arang, Kuching
10. Pn. Sim Phoi Kiang Ketua Pentaksir Kawasan SJK Chung Hua No 4, KuchingREFERENCES
Md. Arris bin Abu Yamin, et. al (2007). Integrated Curriculum For PrimarySchools : Science Year 6 Practical Book Year Six. Kuala Lumpur :DewanBahasa dan Pustaka.
Assessment Guide : Science Practical Work Assessment. Lembaga Peperiksaan Malaysia Kementerian Pelajaran Malaysia 2008.
PEKA/YR6 © 2009 Hak Cipta JPN Sarawak