dear parents / guardian, - chij secondary info... · dear parents / guardian, thank you for...

Dear Parents / Guardian, Thank you for accepting our invitation to attend this session on Secondary Two Streaming. We intend to give you an overview of our streaming process. It is our policy to work very closely with parents to promote the growth of the young, entrusted to you as children and to us as students. This booklet has been prepared for you to facilitate further discussion with your child. It contains information that will be relevant to you as a parent of a Secondary Two student. Present this evening are the following officers: Principal Mrs Regina Lee Vice-Principal Mrs Mathews Shu Quo Heads of Department Sec 2 Form Teachers

2/1 Mrs Tan Aye Leng [email protected] 2/2 Ms Yeo Kai Ling [email protected] 2/3 Ms Hao Rui [email protected] 2/4 Ms Lim Yiwen [email protected] 2/5 Mr Cavin Jhee [email protected] 2/6

Ms Tan Poh Geok Mr Gary Tang

[email protected] [email protected]

2/7 Ms Teo Peng Suan [email protected] 2/8 Ms Au Chui Kheng [email protected]

Our website address: www.chijsec.edu.sg We look forward to a fruitful session with you as we continue our partnership in education. ----------------------------------------- Mrs Eugenia Tan HoD Lifeskills Sec 2 Parents’ Night Coordinator

1

http://www.chijsec.edu.sg/

CONTENT PAGE DETAILS PAGES

1. Introduction 1 2. Programme 3 3. School Mission, Vision and Values 4 4. 2010 Subject Combinations 5 5. Entry Requirements into JC, Centralised Institutes and Polytechnics 8 6. Streaming Process 10 7. Assessment at Secondary 2 18 a. English Language 19 b. Mother Tongue - Tamil Language 22 - Malay Language 24 - Chinese Language 26 c. Mathematics 28 d. General Science (under power point slides) - e. History 30 f. Geography 32 g. Literature 37 h. Home Economics 39

9. Upper Secondary Subject Syllabus 42 10. Presenters’ PowerPoint Slides 65

2

PROGRAMME

6.30 pm Refreshments

7.00 pm Welcome and Introduction Mrs Eugenia Tan

HoD Lifeskills

7.05 pm Principal’s Presentation Mrs Regina Lee

Principal

7.15 pm The Streaming Process Mrs Tan Aye Leng

Senior Teacher

7.30 pm

Presentation by:

HoD English Language

SH Geography

HoD Humanities

HoD Science

HoD Maths

Ms Puja Dada

Mrs Helen Tan

Mrs Valentine Fam

Mrs Jennifer Chu

Ms Yap Ai Li

8.00 pm Question and Answer Session Panel

3

The mission of an Infant Jesus Convent is the creation of a Christ-centred school community where all work together for the promotion of truth, justice, freedom and love, with special reference to the needs of the pupils who are

disadvantaged in any way.

A Woman of Distinction

Compassion Humility Integrity

Perseverance Faith

4

Subject Combination for Sec 3 Express 2010

Sec 3/1 Sec 3/2 Sec 3/3 Sec 3/4

English English English English

E. Math E. Math E. Math E. Math

Mother Tongue Mother Tongue Mother Tongue Mother Tongue

A. Math A. Math A. Math A. Math

Physics Physics Physics Biology

Chemistry Chemistry Chemistry Chemistry

Biology Biology / Geography Literature or History *SS / Literature

*SS / Literature *SS / History *SS / Geography Geography

Geography

Sec 3/5 Sec 3/6 Sec 3/7 Sec 3/8

English English English English

E. Math E. Math E. Math E. Math

Mother Tongue Mother Tongue Mother Tongue Mother Tongue

A. Math A. Math Biology / Chemistry Physics / Biology

Biology Physics / Chemistry *SS / Geography *SS / History

Chemistry *SS / Geography Literature Principles of Accounts

*SS / History Literature Principles of Accounts F&N / Art

Literature

* SS = Social Studies

6

Subject Combination for Sec 3 Normal Academic 2010

Sec 3/9 Sec 3/10 Sec 3/11 (Through – Train class)

English English English

E. Math E. Math E. Math

Mother Tongue Mother Tongue Mother Tongue

Physics / Chemistry Physics / Biology Physics / Chemistry

*SS / Geography *SS / History *SS / Geography

Principles of Accounts Principles of Accounts Principles of Accounts

F&N / Art F&N / Art A. Math

* SS = Social Studies Elective subjects: Principles of Accounts, Food & Nutrition (F&N), Art Subject Combination for 2011 will be subjected to changes.

7

FOR

JUNIOR COLLEGES, CENTRALISED INSTITUTES, POLYTECHNICS

8

Entry requirements for the JCs, Centralised Institutes and

Polytechnics

Junior Colleges Centralised Institutes Polytechnics

The admission criterion is based on the L1R5 aggregate: • Language 1 (L1): English or HMT

The admission criterion is based on the L1R4 aggregate: • Language 1 (L1): English or HMT

The admission criterion is based on the ELR2B2 aggregate: • English (EL)

• Relevant 5 (R5) a) One Humanities subject b) One Maths / Science

subject c) One subject from Maths /

Science / Humanities d) Two other subjects from

M/S/H or Electives

• L1R5 must be between 6 and 20 points.

• If the above criterion is met,

additional bonus points are given for: a) pass in HMT (2 bonus points) b) Affiliation (2 bonus points) c) CCA grade (2 bonus points for A1 & A2, 1 bonus point for B3 – C6)

*Limited to a maximum of 4 bonus points only for the above 3 sections.

• Relevant 4 (R4) a) Two subjects from

Humanities / Maths / Science

b) Any two other subjects including CCA grade.

• L1R4 must be between 5

and 20 points

• Relevant 2 (R2) a) 1st Relevant subject : E

Maths / A. Maths b) 2nd Relevant subject:

course dependent • Best 2 (B2) Best 2 other subjects excluding CCA • ELR2B2 should be between

5 and 20 points to ensure eligibility into most courses

More details on admission to post-secondary institutions are available in pages 29-34 of the school diary.

9

1

ObjectiveTo give every student the most appropriatesubject combination so that she can develop to the best of her ability, interests and potential.

Refining Subject Combinations• On-line Survey on choice of subjects – 9th week of

Term 3

• Survey on choice of subject combinations –1st week of Term 4

• Choice of class in Sec 3- October, after the results

Considerations for Streaming

1 End of year examination

SA1 40%

SA2 60%

2 Performance in relevant Sec 2 subjects

Allocation Process

1 All students are ranked by their results for both the Express and Normal streams.

2 Express students are also ranked by the total of their Science and Math marks.

3 Allocation of class to the student is done based on her ranking and guided by her choice of class.

Criteria for ClassesTriple Science

• Top 15% for overall percentage

• At least 75% for Math & Science2 Pure Sciences

• Top 40% for overall percentage

• At least 70 % for Math & Science

Add. Maths

• A good pass in Math-60%

2

Possible Sec 3 Classes

9th sub Geography

GeographyLiteratureLiterature

or Biology

LiteratureSS/Lit

Art orF&N

Art orF&N

LiteratureSS/Geog SS/HistSS/GeogSS/GeogBiology

POAPOASS/GeogChemistryChemistryChemistryChemistryChemistry

SS/Histor

SS/Geog

SS/Histor

SS/Geog

Science(Phy/

Chem)

BiologyBiologyPhysics PhysicsPhysics

Science(Phy/ Bio)

Science(Bio/

Chem)

A. MathsA. MathsA. MathsA. MathsA. MathsA. Maths

Mother Tongue

MotherTongue

MotherTongue

Mother Tongue

MotherTongue

Mother Tongue

MotherTongue

Mother Tongue

E. MathsE. MathsE. MathsE. MathsE. MathsE. MathsE. MathsE. Maths

EnglishEnglishEnglishEnglishEnglishEnglishEnglishEnglish

Sec 3/8Sec 3/7Sec 3/6Sec 3/5Sec 3/4Sec 3/3Sec 3/2Sec 3/1

16 choices!

Important Information (I)

1 Maximum: 9 subjects (7 for ‘N’ levels)

2 Minimum: 6 subjects (5 for ‘N’ levels)

3 Elective subjects (eg. Music & 3rd language may be offered subject to approval from MOE)

4 Students streamed into a particular class must study all the subjects in Sec 3

5 Permission to drop a subject will only be given at the end of Sec 3

Important Information (II)

6 Drama as an elective subject:

• Consistently good results in Sec 1 & 2

• Attend an audition where she will be assessed on her ability to devise a character monologue

• Drama can be used in place of a Humanities subject but cannot replace SS/Humanities

• 2 papers at ‘O’ level, written and performance

Important Information (cont.) Streaming of N(A) students

2 N(A)

3 N3 E 3 N(Through train)

O level (5N)4 E

N level (4N)& 2 optional Os 4N & 2 optional Os

Streaming of N(A) students

1. Promotion from 2 N(A) stream to 3 Express

• Students must attain an overall percentage of 70 %


2 N(A)


O level (5N)4 E


3


2 Promotion from 2N(A) to 3N(A)

• Grade 5 or better in (a) EL and 2 other subjects or

(b) 4 subjects


3. Offering of ‘O’ level subjects at Sec 4 N(A).

• Students scoring 70% and above for MT, EL, & Maths may offer two of these subjects at ‘O’ levels in Sec 4N


2 N(A)


O level (5N)4 E



4 From N(A) to through-train

• Must have attained 55% pass in overall + 55% pass in English, Math & 1 Humanities subject

• No Sec 4N level exam

• Time saved in preparation for N level exam is used for training students in answering 0 level questions


2 N(A)


O level (5N)4 E

4N(Through Train)& 2 optional Os

4N & 2 optional Os

Comparison of 5N and 5TT Results

18.025.629.6O-level L1B5

13.519.622.8O-level L1B4

3.354.445.16O-level Mean Score Grade

180.8181.0178.5Average PSLE T-Score

5/3 (TT)5/25/1

4

% Distinction at O-level

0

10

20

30

40

50

60

70

EL Math SS/Geog Sc(P/B) POA

5/15/25/3 (TT)

Important Post-Exam Dates to remember

1. Release of Streaming results 4 November

Form teachers will inform their respective classes at 9.00 am in their classrooms.

2. Appeal Forms will be available from the General Office.

3. Last Day of Appeals 11 November

3. Release of Appeal Results 16 November

English Language

Secondary 2 Express & Normal (Academic)

Skills Text type Focus

Narrative • Purpose, structure and language

• Chinese fables

Descriptive • Showing vs telling

• Adjectives and adverbs

• The 5 senses

• Metaphor & similes

• Picture discussion

Personal recount • Purpose, structure and language

• Showing vs telling

• Use of past tense and first person

pronouns

Free Writing

Argumentative • Purpose, structure and language

• Use of connectors

• Debate

Factual reports :

Newspaper report

Internal report &

external report

• Purpose

• Fact vs opinion

• Inverted pyramid structure

• Format

• Past tense

• Objective language

• Third person pronouns

• Structure

• Format

• Time connectors

• First & third person pronouns

• Past tense

Situational writing

Revision of Informal

letter writing • Format

• Less formal tone

Comprehension Narrative / expository • Question types : e.g. inferential,

language use, literal

• Vocabulary : using contextual clues,

word class

• Use of own words

19


Summary • Identifying relevant information

• Use of connectors

• Paraphrasing

Speaking & Listening • Debate

• Oral presentation (individual)

• Expressing thoughts and feelings

• Express and justify ideas

Reading Fiction / Non-fiction /

Biography / Short

stories / Plays

Reading programme :

• Understanding

• Vocabulary

• Writers’ styles

• General knowledge

20

Additional skills taught in Sec 2/1 and Sec 2/2 (STARPLUS Programme)


Critical thinking

• Destiny vs choice

• Propaganda

• Total equality

• Leadership

Creative thinking

Expository / Biography

(Mao’s Last Dancer)

• Flexible thinking

• Alternative ending

Free writing Expository

• Research and

presentation

(Great Leaders)

Situational writing Review • Passing judgment

Logical thinking Biography (Mao’s Last

Dancer)

• Alternatives, possibilities

and choices

• Considering other

people’s views

21

Tamil Language SA1 and SA2 Examination Format – Secondary 2N

Paper 1 – 70 marks Compo – 50 marks

Letter Writing – 20 marks

Paper 2 – 60 marks

1. Idioms and phrases – 5Q X 2m = 10 marks

2. Rewrite sentences without changing meaning – 5Q X 2m = 10 marks

3. Cloze passage – 10Q X 1m = 10 marks

4. Multiple-choice Comprehension – 5Q X 2m = 10 marks

5. Open-ended Comprehension – 5Q X 3m = 15 marks

6. Words of meaning based on the open-ended passage – 5Q X 1m = 5 marks

Paper 3 – 70 marks Listening Comprehension – 10Q X 2m = 20 marks

Oral Reading = 20 marks

Oral discussion based on 1 topic = 30 marks

22

Tamil Language SA1 and SA2 Examination Format – Secondary 2E

Paper 1 – 70 marks Compo – 50 marks

Letter Writing – 20 marks


1. Idioms and phrases – 5Q X 2m = 10 marks

2. Rewrite sentences without changing meaning – 5Q X 2m = 10 marks

3. Cloze passage – 5Q X 2m = 10 marks

4. Multiple-choice Comprehension – 5Q X 2m = 10 marks

5. Open-ended Comprehension – 5Q = 25 marks (marks component varies according to

question)

6. Words of meaning based on the open-ended passage – 5Q X 1m = 5 marks

Paper 3 – 60 marks Listening Comprehension – 10Q X 2m = 20 marks

Oral Reading = 10 marks

Oral discussion based on 1 topic = 30 marks

23

Malay Language SA1 and SA2 Examination Format – Secondary 2N


1. Section A (20 marks) – attempt either 1 question on

a. Informal Letter Writing OR

b. Dialogue

2. Section B (50 marks) – attempt either 1 question on

a. Narrative Essay

b. Expository Essay

c. Descriptive Essay/Situational Writing

d. Imaginative Essay


1. Section A

e. Imbuhan (prefixes & suffixes) – 10 marks

i. Awalan

ii. Apitan

iii. Akhiran

f. Peribahasa (Idioms) – 5 marks – only 5 will be tested

i. List is from the 2A Jendela Bahasa Textbook (NA) (Mid Year Exam)

ii. List is from the 2B Jendela Bahasa Textbook (NA) (End of Year Exam)

iii. Bina Ayat (Sentence Construction) – 10 marks

iv. Melengkapkan Teks (Fill in the Blanks) – 10 marks

1) 15 helping words are provided

2. Section B – MCQ Comprehension – 10 marks

3. Section C – Open-ended Comprehension – 25 marks

g. 5 comprehension questions – 19 marks

h. 3 vobabulary from the passage – 6 marks

Paper 3 – 60 marks 1. Listening Comprehension – 20 marks

2. Oral & Conversation

a. Reading Passage - 10 marks

b. Conversation - 30 marks

24

Malay Language SA1 and SA2 Examination Format – Secondary 2E


1. Section A (20 marks) – attempt either 1 question on

a. Informal Letter Writing OR

b. Dialogue

2. Section B (50 marks) – attempt either 1 question on

c. Narrative Essay

d. Expository Essay

e. Descriptive Essay/Situational Writing


1. Section A

a. Imbuhan (prefixes & suffixes) – 10 marks

i. Awalan

ii. Apitan

iii. Akhiran

b. Peribahasa (Idioms) – 5 marks – only 5 will be tested

iv. List is from the 2A Jendela Bahasa Textbook (E) (Mid Year Exam)

v. List is from the 2B Jendela Bahasa Textbook (E) (End of Year Exam)

vi. Bina Ayat (Sentence Construction) – 9 marks

vii. Melengkapkan Teks (Fill in the Blanks) – 10 marks

2. Section B – MCQ Comprehension – 10 marks

3. Section C – Open-ended Comprehension – 26 marks

c. 5 comprehension questions – 20 marks

d. 3 vobabulary from the passage – 6 marks

Paper 3 – 60 marks 1. Listening Comprehension – 20 marks

2. Oral & Conversation

c. Reading Passage - 10 marks

d. Conversation - 30 marks

25

2010 年中二快捷/普通课程考试纲要

试卷中二快捷分数中二普通分数

（一）写作 1 小时 30 分 70 分 1 小时 30 分 70 分

（二）语文理解与运用 1 小时 30 分 70 分 1 小时 30 分 60 分

（三）口试听力理解

10－15 分钟约 30 分钟

40 分 20 分

10－15 分钟约 30 分钟

50 分 20 分

试卷一：写作

年级考查项

目方式范围题数分数比重备注

中二快捷

写作实用文

私函和公函

私函：道歉、劝告与鼓励、

祝贺、致谢

公函：吁请、要求

2 选 1 20／10％字数没有

规定

记叙文、描写文、说明文、

报章读后感（年终必考）

3 选 1 50／25％中二：字数在 260 以

上

中二普通

写作实用文

私函和公函

私函：道歉、劝告与鼓励、

祝贺、致谢

公函：吁请、要求

2 选 1 20／10％字数没有

规定

记叙文、描写文、完成文章

3 选 1 50／25％中二：字数在 220 以

上

26

试卷二：语文理解与运用

题数／分数比重考查项目方式范围

中二中二普通备注

填写汉字/词语、填写词语/成语

填写答案语文的理解和运用 5 题 5 分 10 题 10 分

造句／完成句子

自由作答语文的理解和运用 5 题 15 分 5 题 10 分

综合填空一

综合填空二多项选择语文的理解和运用 10 题 10 分

5 题 5 分

5 题 5 分 2 个篇章

阅读理解一多项选择语文的理解和运用 5 题 10 分 5 题 10 分 1 个篇章

阅读理解二自由作答语文的理解和运用 6 题 20 分 5 题 20 分 1 个篇章

共 70 分 60 分

试卷三：口试与听力理解

序数考查项目方式范围题数快捷分数比重普通分数比重

一

口试朗读短文对话

朗读对话

日常生活篇章、评论和新闻等日常话题

1

1

20／10％

20／10％

20／10％

30／15％

二听力理解听录音，然后回答多项选择式的题目

新闻、故事、广告、报告、短文、演讲等

10 20／10％ 20／10％

27

Mathematics (Express)

Semester 1

Algebra 1. Expansion of Algebraic Expressions 2. Factorisation of Algebraic Expressions 3. Solution of Quadratic Equations and Problem Solving. 4. Simplification of Algebraic Fractional Expressions 5. Solution of Algebraic Fractional Equations and Problem Solving. 6. Changing Subject of Formula 7. Solution of Simultaneous Equations and Problem Solving.

Semester 2

Proportion 1. Arithmetic Direct and Inverse proportion problems 2. Map and Scales 3. Algebraic direct and Inverse proportion problems

Geometry and Measurement

1. Geometrical Construction 2. Congruence and Similarity 3. Pythagoras’ Theorem 4. Trigonometry 5. Mensuration (Cone, Pyramid, Sphere)

Functions and Graphs

1. Graphical solution of Simultaneous Equations 2. Graphs of Quadratic Functions

Statistics

1. Data Analysis 2. Measures of Central Tendencies

Semestral Assessment Format

Paper and

Duration

Item Types and

Number of Questions Mark

Allocation Marks

(Weighting) Use of

Calculator

Paper 1 1h

About 12 short-answer and structured questions. All compulsory

2 – 4 marks per question

50 (50%) Yes

Paper 2 1h 30min

About 8 structured and long-answer questions. All compulsory


50 (50%) Yes

28

Mathematics (Normal Academic)

Semester 1

Algebra 1. Expansion of Algebraic Expressions 2. Factorisation of Algebraic Expressions 3. Algebraic Fractions– multiplication and division 4. Solution of Linear Equations and Problem Solving. 5. Solving simple inequality 6. Solution of Fractional Equations and Problem Solving. 7. Solution of Simultaneous Equations and Problem Solving.

Proportion 1. Direct proportion problems 2. Algebraic direct proportion* 3. Inverse proportion problems 4. Algebraic inverse proportion* 5. Map and Scales

(* Restricted to y directly and inversely proportional to x) Semester 2

Statistics 1. Data Analysis 2. Measures of Central Tendencies

Geometry and Measurement 1. Angles, Triangles and Polygons 2. Congruence and Similarity 3. Pythagoras’ Theorem 4. Mensuration (Cone, Pyramid, Sphere) 5. Construction (Bisectors, Simple geometrical figures)

Functions and Graphs

1. Linear Graphs Semestral Assessment Format

Paper and

Duration Item Types and Number of

Questions Mark

Allocation Marks

(Weighting) Use of

Calculator

Paper 1 1h

About 14 short-answer and structured questions. All compulsory


50 (50%) Yes

Paper 2 1h 30min

About 8 structured and long-answer questions. All compulsory


50 (50%) Yes

29

History

The Sec 2 History Syllabus is organised with the following aims:

• To enable students to acquire a sound knowledge of and to learn lessons from local and

regional history;

• To provide a cultural ballast for students in a highly globalised world;

• To imbue in our students a sense of importance of adapting to regional and international

developments; and

• To help our students develop critical thinking skills which are essential for life-long and

independent learning.

Content knowledge

• To recognise the purpose and relevance of studying History;

• To have firm knowledge of broad, fundamental historical concepts, e.g. change and

continuity, and cause and effect;

• To understand the political, economic, social and cultural forces that shaped the history of

ancient India, Southeast Asia and China; and

• To acquire a better understanding of the key developments and historical milestones in

Singapore’s history from pre-1819 to 1971.

Skills

• To develop critical and creative thinking skills such as making comparisons, analysing and

drawing conclusions through an examination of different types of source materials; and

• To develop the necessary IT skills so as to help them manage, process and use

information creatively and effectively.

Values and Attitudes

• To develop an interest in the past and the forces that shaped human activities, institutions

and ideas over time;

• To appreciate our cultural heritage as well as to develop sensitivity to and an

understanding of other cultures;

• To instil a sense of loyalty, pride and commitment to Singapore;

• To show an ability to look at events and issues from the perspectives of people in the past;

• To develop positive habits of mind for critical, creative and independent learning; and

• To promote an awareness of the influence of external events on Singapore and the

interdependence of countries.

• To develop key historical skills such as recognising bias in History writing, distinguishing

between fact and opinion, and processing historical information;

30

Format of History SA1 Paper (1h 20min)

Section A Content knowledge/Skills/attitude & values Total: 45 marks

Source-Based Questions Compulsory 3 sub-questions

‐ Inference

‐ Comparison

‐ Utility

15m

Section B

Structured Essay Questions Do 2 questions out of 3

a) Name/State/Describe type of questions

b) Explanation type of questions with a given

factor

30m

Format of History SA2 Paper (1h 30min)

Section A Skills Total: 50 marks

Source-Based Questions

‐ Inference

‐ Comparison

‐ Utility

‐ Reliability

20m

Section B

Structured Essay Questions Do 2 questions out of 3

Same as SA1 30m

*Syllabus content, Learning outcomes, concepts and attitudes are found in the following two

pages.

31

Geography

Semester 1 Semester 2

Content Topics

Concepts students must know

Content Topics


Global

Warming &

Ozone

Depletion

• Global warming

• Ozone depletion

• Enhanced greenhouse

effect

Agriculture • Primary industry

• Agricultural type

• Shifting cultivation

• Wet rice cultivation

• Plantation

• High-tech farming

Pollution • Pollution

• waste

Land Supply • Land constraint

• Scarcity

• Opportunity cost

• Price

• Mechanism

• Land clearance

• Deforestation

• Land reclamation

• Landfill

• Derelict land

• Empoldering

• Land use planning

• Arable land

• Terracing

• Irrigation

• Soil-less farming

• Nature reserve

• Natural heritage

32

Semester 1 Semester 2

Content Topics


Content Topics


Population

• Population growth

• Population distribution

• Population density

• Birth rate

• Death rate

• Rate of natural increase

• High rate of population

growth

• Low rate of population

growth

• Ageing population

• Financial planning

Water

Resources

• Water constraint

• Catchment areas

• International agreement

• Technology

• Desalination

• Recycled water

• Vulnerability

• conservation

Settlements • Rural settlement

• Urban settlement

• Settlement pattern

• Dispersed settlement

• Linear settlement

• Nucleated settlement

Transport &

Communication • accessibility

• connectivity

• ‘shrinking world’

• globalization

• technological

advancement

• transport hub

• entrepreneurship

Revision • Map Reading Skills,

• Basic Techniques

• World Map Items

Revision

• Map Reading Skills,

• Basic Techniques

• World Map Items

Some examples of Levels Question:

• “To what extent is dam construction beneficial to humans?”

• “How far do you agree that tropical rainforests should be left untouched?”

• “Assess the effectiveness of measures taken to reduce the land shortage problem in

Singapore.”

33

General Descriptors for Levels Question

Level Marks General Descriptors

1 0-1

• Knowledge is either very thin or narrow. The bulk of

expected knowledge is missing.

• Explanation is very limited, perhaps some simple

points, but very big gaps.

• Evaluation is in over simple statements and lacking

supporting evidence.

• Examples are very general, could be anywhere, or are

inaccurate.

2 2-3

• Some knowledge is shown but lacking depth

throughout or only good in places.

• Some points are explained, but one or more important

steps missing.

• One or more evaluative statements have some valid

support, but unbalanced or incomplete.

• Examples may be relevant but lack detail and depth.

3 4-5

• Good knowledge is shown, but may be thin in some

places or have minor gaps.

• Most expected points are explained, only small steps

in logic missing.

• Both sides of the argument are considered, each with valid support.

• Examples show some place-specific details.

34

Format for Sec 2 Geography Mid-year Exam 2010

Sec 2 E Marks Secondary 2 NA Marks

Topics: (10 m)

- Global warming &

Ozone depletion

- Pollution

- Population

- Settlement

Topics: (15 m)

- Global warming &

Ozone depletion

- Pollution

- Population

- Settlement

Map Reading (5 m) Map Reading (5 m)

Multiple-choice questions

World map (5 m)

20 marks

World map (5 m)

25 marks

Structured Questions

Topics:

- Global warming &

Ozone depletion

(15 m)

- Pollution (15 m)

- Population (15 m)

Basic Techniques

(incorporated into

structured questions)

45 marks

Topics:

- Global warming &

Ozone depletion

(15m)

- Pollution (15 m)

- Population (10 m)

Basic Techniques

(incorporated into


40 marks

Total 65 marks 65 marks

Note: Time allocated = 1hr 20 min

35

Format for Sec 2 Geography End-of-year Exam 2010 (Tentative)

Sec 2 E Marks Secondary 2 NA Marks

Topics: (15 m)

Content topics

covered in Semester

1 & 2

Topics: (20 m)

Content topics

covered in Semester

1 & 2

Map Reading (5 m)

Multiple-choice questions

Map Reading (5 m)

20 marks

World map (5 m)

30 marks

Short answers questions

World map (5 m) 5 marks

NA

Structured Questions

Topics:

Content topics

covered in Semester

1 & 2

Basic Techniques

(incorporated into


45 marks

Topics:

Content topics

covered in Semester

1 & 2

Basic Techniques

(incorporated into


40 marks

Total 70 marks 70 marks

Note: Time allocated = 1hr 30 min

36

Literature

Level: Secondary 2 (Starplus, Express, Normal Academic) Texts Studied Semester 1 A Dip In the Poole: A Short Story Anthology, John Stevens editor (Selected stories: The Only One Who Forgot, My Bird, Just Lather, That’s All, The Knife) Semester 2 Starplus - The Merchant of Venice, William Shakespeare. Macmillan Shakespeare for Study Performance Edited by Brian Keyte Express & Normal - An Inspector Calls, J B Priestley Assessment

Mid-Year Examination End of Year Examination

The Mid-year examination is based on A Dip in the Poole & Unseen Poem. Components:

• Passage-based Question (25%) • Essay Question (25%) • Unseen Poem(25%)

The End of Year Examination is based on The Merchant of Venice (Starplus) and An Inspector Calls (Express/Normal) & Unseen Poem and Prose. Components:

• Passage-based Question (25%) • Essay (25%) • Unseen Poem or Prose (25%)

Questions in the examination will be aligned for uniformity and fairness.

37

Areas of Study in Lower Secondary Literature

Viewpoint:

• The writer’s intention and point of view in a text (treatment of themes and issues) • The historical, social or personal influences on the writer’s point of view • The means by which the writer’s viewpoint in conveyed to the reader or audience

Style: The means by which a writer uses language to produce certain effects in a text (ie diction; sentence structure and syntax; figurative language; patterns of rhythm; rhyme, alliteration; onomatopoeia) Plot and Structure:

• The sequential development of events in a text • The significance and impact of individual scenes/events in a text on its overall plot and

structure • The effect the choice of a particular genre, or form within that genre, has had on th

message the writer wishes to convey • The effects produced by the writer’s use of, or deviation from, conventional structures

Setting and Atmosphere:

• The important factors in the background to the text (ie; geographical, historical, cultural)

• The influence and effect of the setting/atmosphere of a text • The significance of changes in setting and/or atmosphere • The means by which a writer creates a particular mood or atmosphere in a scene/text

Characterisation

• The characteristics (character traits) of the various characters in a text • The similarities and differences between characters in a text or in different texts • The development of characters in the course of a text • The relationships between characters (the effect one character has on another) • The different literary roles (eg hero, villain) and/or functions (eg, narrator) that

characters perform in a text • The techniques used by a writer to convey his/her characters to the reader or

audience(eg, description, other characters’ observations, character’s thoughts, speech, physical appearance etc)

38

HOME ECONOMICS

Formative Assessment (Express) and (Normal Academic)

Skills

Descriptions

Marks (Express)

Marks (NA)

Practical

Organization /

Management

Chicken Kebabs

Butter Rice 10m 10m

Practical

Texture & appearance

Shepherd’s Pie

10m 10m

Practical

Methodology &

Management

Fried Instant noodles (students

to bring in fresh ingredients) 10m 10m

Practical

Texture & appearance Nasi Lemak 10m 10m

Written Assignment Meal Planning for Children &

Elderly (Worksheet #4) 20m 20m

Theory test Chapters from textbook 40m 20m

TOTAL 100m 80m

39

SUMMATIVE ASSESSMENT (SA1 / SA2)

There will be TWO papers:

Paper 1 (1 h) – written paper

Express: 40% (80 marks)

Normal Academic : 40% (40 marks)

Paper 2 – Coursework Both streams : 60 %

Format

Process Skills

Marks (NA)

Marks

(Express)

Gathering information for ideas 6m 8m

Presentation 6m 8m

Decision Making 8m 8m

Planning 6m 6m

Execution Organisation Methodology Presentation

–Serving & Taste

8m

10m 10m

8m 8m 8m

Reflecting on how well the food product is made. 6m 6m

Problem Based Learning

TOTAL

60m 60m

Written Paper

Section A ,B & C

(Refer to type of qns for differentiation)

40m

80m / 2 =40m

SA1 or SA 2 PBL + Written Paper 100m 100m

40

41

Differentiation in SA Theory Paper

Sections

Question Type** Differentiation N(A) Express

A

Short answer

type questions

Recall content

knowledge

Same for both stream

10m 20m

B

Structured

type questions

Data-response

&

Source-based

type questions

Increase in difficulty – lower level

thinking skills N(A) to

understanding and application

type questions (Express)

14m 25m

C Open-ended

type questions

N(A) Questions more directed.

Based on the students’ ability

to show knowledge &

understanding in terms of

quality – number of points.

Express

Questions more open.

Expected to show quality of

knowledge and understanding

and criteria-referenced

assessment is applied.

16m 35m

TOTAL MARKS

40m

80m

O-LEVEL LITERATURE IN ENGLISH (SYLLABUS 2014) Paper 1: Prose (a novel)

1question (either essay question or passage-based) 25marks

Unseen

Either do an unseen poem or prose 25 marks Paper 2: Drama (a play)

1 compulsory passage-based questions 25 marks

1 essay question 25 marks

O-LEVEL COMBINED HUMANITIES: LITERATURE ELECTIVE (SYLLABUS 2192/4)

Paper 1: Prose (a novel)

1 question (either essay question or passage-based) 25marks

Unseen

Either do an unseen poem or prose 25 marks

43

MATHEMATICS The Elementary Mathematics, Additional Mathematics and Mathematics (Syllabus A) Syllabi

may be downloaded from the school website or at www.seab.gov.sg .

Criteria for Choice of Secondary 3 Mathematics Subject Secondary 2 Express students who wish to study Additional Mathematics in Secondary 3

need to score at least 60% in their Secondary 2 Mathematics (Overall) Results.

Secondary 2 Normal (Academic) students who wish to pursue the Express Elementary

Mathematics Syllabus in Secondary 3 need to score at least 70% in their Secondary 2 N(A)

Mathematics (Overall) Results.

From 2010, all Secondary 3 Through-Train students will pursue the Express Elementary

Mathematics Syllabus and take the O-Level Examination in Elementary Mathematics in

Secondary 4. Additional Mathematics is also offered to these students. They will complete

the syllabus in 3 years and take the O-Level Examination in Additional Mathematics in

Secondary 5.

(Prior to 2010, Secondary 2 Normal (Academic) students who wish to pursue Additional

Mathematics in Secondary 3 had to satisfy the following requirements:

o score at least 80% in their Secondary 2 N(A) Mathematics (Overall) results,

o qualify for the Through-Train programme,

o pass the test which assessed their competence in Mathematical skills and

concepts,

o pursue the Express Elementary Mathematics Syllabus.)

44

http://www.seab.gov.sg/

4038 ADDITIONAL MATHEMATICS O LEVEL

45

Geography Syllabus & Examination Format at ‘O’ Levels

Core Geography (100%) Exam duration of

Paper 1: 1h 30mins

Paper 2: 1h 30mins

Geography Elective (50%) Exam duration: 1h 30mins

Social Studies contributes to the other 50% of

Combined Humanities.

Paper 1: Physical Geography (50%)

• Plate Tectonics and Resulting

Landforms

• Weather and Climate

• Natural Vegetation

• Rivers and Coasts

Paper 2: Human Geography (50%)

• Geography of Food

• The Industrial World

• Tourism

• Development

Candidates must answer 2 structured

questions from each paper.

Each structured question is 25 marks.

Section A: Physical Geography (25%)

• Natural Vegetation

• Rivers and Coasts

Section B: Human Geography (25%)

• Geography of Food

• Development

Candidates must answer 1 question from

each section.


For more information, please refer to the following website:

http://www.seab.gov.sg/SEAB/oLevel/syllabusSchool.html

49


PRINCIPLES OF ACCOUNTS – GCE ‘O’ LEVEL

SYLLABUS The syllabus aims to develop an understanding of the principles and concepts of accounting

and their applications in a variety of business situations. Students will acquire basic

knowledge in double entry and develop the ability to prepare, present, analyse and interpret

financial statements.

The syllabus is organised into six sections:

(i) role of accounting which is to provide information for monitoring and decision making by

different users;

(ii) double entry system of book-keeping which comprises the accounting equation, source

documents, books of prime entry, the cash book, the general journal, the ledger and the

trial balance;

(iii) accounting procedures regarding capital and revenue expenditure, depreciation,

adjustments to ledger accounts, the correction of errors and control accounts;

(iv) fundamentals of preparing the final accounts i.e. Trading Account, Profit and Loss

Account, Balance Sheet and the operation of partnerships;

(v) preparation of final accounts for sole traders and partnerships, including the use of

incomplete records; and

(vi) analysis and interpretation of final accounts involving ratios.

SCHEME OF ASSESSMENT

DETAILS DURATION WEIGHTING

Paper 1 3 to 4 compulsory structured questions (40

marks) 1 hour 40%

Paper 2

4 structured questions (60 marks)

Section A (48 marks)

3 compulsory structured questions

Section B (12 marks)

Choose 1 out of 2 structured questions

2 hours 60%

Reference : http://www.seab.gov.sg/SEAB/oLevel/syllabus/2009_GCE_O_Level_Syllabuses/7092_2009.pdf

53

PRINCIPLES OF ACCOUNTS – GCE ‘N’ LEVEL

SYLLABUS The syllabus aims to develop an understanding of the principles and concepts of accounting

and their applications in a variety of business situations. Students will acquire basic

knowledge in double entry and develop the ability to prepare, present, analyse and interpret

financial statements.

The syllabus is organised into six sections:

(i) role of accounting which is to provide information for monitoring and decision making by

different users;

(ii) double entry system of book-keeping which comprises the accounting equation, source

documents, books of prime entry, the cash book, the general journal, the ledger and the

trial balance;

(iii) accounting procedures regarding capital and revenue expenditure, depreciation,

adjustments to ledger accounts, and correction of errors;

(iv) fundamentals of preparing the final accounts i.e. Trading Account, Profit and Loss

Account, Balance Sheet and the operation of partnerships;

(v) preparation of final accounts for sole traders and partnerships,

(vi) analysis of final accounts

SCHEME OF ASSESSMENT

DETAILS DURATION WEIGHTING

Paper 1 3 to 4 compulsory structured questions (40

marks) 1 hour 40%

Paper 2

2 structured questions (60 marks)

Section A (30 marks)

1 compulsory structured question

Section B (30 marks)

Choose 1 out of 2 structured questions

2 hours 60%

Reference : http://www.seab.gov.sg/SEAB/nLevel/syllabus/2009_GCE_N_Syllabuses/7091_2009.pdf

54

FOOD AND NUTRITION GCE ‘O’ LEVEL (6082) / GCE ‘N’ LEVEL (6083)

AIMS 1. To develop students’ understanding of the concepts of nutrition and meal planning.

2. To develop students’ understanding of the link between diet and health.

3. To develop students’ understanding of the principles of food science.

4. To equip students with the knowledge and skills to make informed decisions

concerning food and nutrition.

ASSESSMENT OBJECTIVES The assessment objectives for this subject are classified into two main areas:

(I) Subject Content Knowledge

Candidates should be able to demonstrate knowledge and understanding of:

1. the principles of nutrition and the concept of a balanced diet in meal planning;

2. the relationship between nutrition and health;

3. making informed food choices regarding a healthy diet;

4. the scientific principles underlying food preparation, processing and safety/*the basic

principles underlying food preparation.

* Italic for ‘N’ Level only

(II) Process Skills

Candidates should be able to plan and carry out coursework in which they can:

define and analyse task question/problem situation;

gather, manage and process information;

investigate and develop ideas towards a solution;

use appropriate nutritional tools in meal planning and evaluating food products;

make informed decisions with appropriate justifications;

demonstrate good organisational and time management skills in planning for an

investigation or a task;

apply food preparation techniques and use different cooking methods in preparing

dishes/meals for different situations;

demonstrate proficient use of equipment and good management of resources in food

preparation;

communicate ideas effectively.

55

Applicable for ‘O’ Levels only

observe, measure and record data accurately;

interpret, evaluate and establish validity of the observations and experimental

data;

demonstrate the ability to evaluate and draw conclusions;

Applicable for ‘N’ Levels only

demonstrate the ability to evaluate the process/outcome of the task;

56

EXAMINATION REQUIREMENTS GCE ‘O’ LEVEL (6082)

There will be TWO papers:

Paper 1 : 40% (100 marks)


Paper 1 (2 h) – written paper

This will test the candidates’ knowledge of theory and practice in response to the assessment

objectives. Candidates are to answer all questions.

Section A: consisting of short-answer type questions (25marks)

Section B: consisting of structured type questions (30 marks)

Section C: consisting of open-ended type questions (45 marks)

Paper 2 – Coursework There are two parts (Part A & B) to the Coursework, candidates are required to complete both

parts during the examination year. The coursework should be conducted under teacher

supervision.

Part A (42%) This assignment requires a problem-solving and investigative approach.

Candidates will be given the assignment at the beginning of the examination year.

It should be completed for assessment by October of the examination year.

A total of 12–15 hours of curriculum time should be assigned to discuss, facilitate and carry

out the practical work required.

Assessment of Part A will focus on the analysis of the task, the development of a plan and

decision; as well as a methodical approach in the production and presentation of the final

product(s). The evaluation will require candidates to draw conclusions by interpreting the

evidence and evaluating the outcomes.

Part B (18%) The assignment for Part B will be given at the beginning of July of the examination year. This

is a short assignment emphasising experimental work.

A total of 4–6 hours will be set aside from July to end August to discuss, facilitate and carry

out the experimental work.

It should be completed for assessment by the end of August of the examination year.

Assessment of Part B will focus on the candidates’ ability to plan, execute, record, interpret

findings and a concluding statement.

57

EXAMINATION REQUIREMENTS

GCE ‘N’ LEVEL (6083) There will be TWO papers:



Paper 1 (1½ hr) – written paper.

This will test the candidates’ knowledge of theory and practice in response to the assessment

objectives. Candidates are to answer all questions.

Section A: consisting of short answer questions (10 marks)

Section B: consisting of data-response questions (14 marks)

Section C: consisting of open-ended type questions (16 marks)

Paper 2 – Coursework Candidates will be given an assignment at the beginning of the examination year.

It should be completed for assessment by August of that year.

The assignment is a simple study where the candidates are required to apply their knowledge

and understanding in relation to the subject content. It also requires the candidates to display

their abilities to adapt and create an interesting product(s).

A total of 10-12 hours should be assigned during curriculum time to facilitate the completion of

the assignment.

Assessment will focus on the analysis of the given assignment; the ability to select and

identify relevant information related to the assignment; the planning and execution of the task

and the ability to review the processes pertaining to the execution of the task.

58

Drama Elective Programme (DEP)

Paper 1 (Written) Coursework

Weighting 40% Based on pre-released material given in May of the O Level year

• Script • 3 stimuli

Written paper will comprise questions based on the students’ work on script and stimuli Questions will cover aspects of acting, presenting and directing Written paper will be in Oct/Nov of examination year

Weighting 60% Submission in 3rd Week of Aug (O Level Year) Each student will be assessed on 3 pieces for Drama Coursework These include:

• Individual (Scripted or Devised) • Group Devised piece • Scripted group piece

Coursework is assessed by assessors certified by Cambridge and marks together with a DVD of the performances are sent to Cambridge for moderation Devised : students work on an original play based on given stimuli Scripted: students work on a publish script

Proposed Structure of Study for GCE O Level Drama

Sec 3 Drama Elective Aim: To expose students to theatre forms Term 1 : Physical Theatre Term 2: Brechtian Theatre Term 3: Stanislavski’s method of acting Term 4: Devising There will be no Mid-year examination. However, there will be an End of year examination that is aligned to expectations of the O Levels. Students will be assessed on coursework (1 performance) and a written paper. Workshops on areas like technical staging and lighting, and voice will be conducted for students. An overseas Learning Journey will also be conducted for Sec 3 DEP students

Sec 4 Drama Elective Aim: To meet requirements of O Level examination and fine tune students’ learning. Term 1 & Term 2 : Coursework Preparation and Assessment Term 2 & Term 3 – Working on and staging Pre-released material, intensive revision for Paper 1

Points to Note • In the calculation of L1 R5, Drama can be used as a 4th or 5th Humanities subject • Drama elective classes are held after curriculum time on Mondays (Sec 3) and

Thursdays (Sec 4) The Drama Programme in CHIJ is supported by the National Arts Council.

59

The Art Elective Programme (AEP)The Art Elective Programme was set up in 1984, and is offered at selected sec-ondary schools and junior colleges. The AEP provides an enriched environment for students to realize their creative talent & develop their artistic vision.

The following schools offer AEP in Singa-pore:

• CHIJSecondarySchool• NanyangGirls’HighSchool• VictoriaSchool• ZhonghuaSecondarySchool• HwaChongInstitution• NationalJuniorCollege• NanyangJuniorCollege

AEP @ CHIJ Secondary

AEPatCHIJprovidesanindepthknowl-edge of art materials, processes, & their use,aswellasacomprehensivelookatart history and contemporary art. The artmakingprocessatCHIJisdesignedtostimulate&developstudents’creativity&creativeproblemsolvingskills.

InCHIJ’sAEPprogramme,thestudyofart extends beyond the learning of artis-ticskillsandtechniques.Itisajourneythatwillexpandthewaystudentsthink,firetheirimaginationandtransformtheirimpressions of themselves and the world.

Facilities

Apart from being staffed by a group of highly qualified,dynamic&dedicatedartteachers,CHIJAEPenjoysspecialfundingandstudiofa-cilities.Thereisaprintmakingstudio,adark-room for photography, iMac Studios for design andmediabasedwork,artstudiosfor2Dand3Dartpracticesofdrawing,painting,ceramics,sculpture,andinstallationatCHIJ.Exposure/Enrichment

CHIJtailorsitsAEPcurriculumtomeettheneedsofitsstudents.Studentscanlookforwardtoworkshops,camps&overseastripsthat enhance their learning and overall devel-opment.

Inordertoencourageahealthyexchangeofideas, there are opportunities for AEP stu-dentsfromCHIJtomeetwithstudentsfromotherAEPcentresatcustomizedworkshops,internship programmes, & community projects.

CHIJalsopresentsstudentswithmanyopportunitiestoshowcasetheirworksatexhibitionsbothinschoolandatpublic venues.Taking Higher Art at GCE “O”-levels

AEPclassesdeveloptheskillsthatstudentsneedtoachievesuccessontheirGCE“O”levelexaminations,withacomponentinHigherArt.ThegradeobtainedforHigherArtcanbeusedinlieuofapurehumanitiessub-jectforadmissionintoJuniorColleges.TheGCE“O”levelexaminationwithaHigherArtcompo-nentconsistsofcoursework,avisualartstask(VAT),andthe choice of either a drawing and painting paper or an examination on the study ofvisualarts(SOVA)duringSecondary4.While a demanding course, it is extremelybeneficialasitteachesstudents about process and seeing goals through to the end while teaching time management and organizationalskills.Atjuniorcollege, AEP prepares students toofferALevelH2andH3Art.

Admission to the CHIJ AEP Programme

TherearetwowaystojointheAEPprogramme.ThefirstisthroughDirectSchoolAdmission(DSA).The second is through entrance examinations that are given to Secondary 1 students already en-rolledatCHIJSecondary.Admissionisbasedonthestudent’sartisticabilities,aswellasacademicqualifications.

Future Prospects for AEP Students

StudentswhocontinuetheAEPprogrammeattheJuniorCollegelevelwillbeinbetterstandingtoreceive art related scholarships, up to S$1000 each.

For more information on the AEP, please visit the MoE Elective Programmes Webpage:

http://www.moe.gov.sg/educa-tion/programmes/elective-pro-grammes/

Frequently Asked Questions

When are AEP lessons held?

InCHIJ,AEPlessonsareheldonceaweek,afterschoolondesignateddays;however,studentsareexpectedtoremainbackatleastonemoredayaweektoworkonassignmentsintheartroominordertoreceivefeedbackfromteachersandpeers.

WhatifthereareclashesbetweenAEPandCCAcommitments?

StudentstakingAEParestronglyencouragedtoselectaCCAthatdoesnotclashwiththeirAEPcommitments.StudentsarerecommendedtoenrollinanArtsbasedCCAthatwillneverclashwithAEP classes. This is a natural choice for AEP students, as it furthers their exposure to the Arts & the art community in a more liberal setting.

Can student drop AEP?

Students are strongly encouraged not to drop the subject. The AEP is Ministry-run programme underthepurviewoftheCurriculumPlanning&DevelopmentDivisionanyrequestforwithdrawalissubjecttoapprovalfromMOEonacase-by-case basis.

At secondary school and JC levels, do stu-dents have to pay additional fees for AEP?

No,onlyregularschoolfeeswillbepaid;how-ever,studentswillberequiredtosupplybasicartmaterials(suchasasketchbook,pencilset,&basicpaintset),thatistototalnomorethans$100/annum. The purpose of this is to teach responsibility & promote ownership for the stu-dents, as well as to better allocate resources to more expensive and rare materials.

Can students enroll for AEP after secondary 1?

Yes,ifstudentsintendtotakeAEPatSec3and4,theyneedtofirstberecommendedbytheirart teachers and they then need to pass a selec-tion test. Recommendations are based upon their aptitudeintheGeneralArtProgramme.

62

The General Art Programme (GAP) WHY ART? Studies of the visual arts are important because so much of our basic understanding of the world is built on what we see. Our students would need to be able to receive, analyse and construct meaning from what they see; use imagery to express ideas and learn through the use of visual images and media. Other than developing visual literacy, an essential skill that is necessary for learning in all areas of the curriculum including literacy, mathematical, scientific and factual subject, learning in the visual arts also engenders a sense of self worth, as the creation of art is unique to the individual. A work of art portrays an individual’s interpretation of his ideas and feeling at

particular period of time. The process of making and studying art encourages the individual to search constantly for different perspectives and interpretations, and more creative and effective means of communication.

. GAP @ CHIJ SECONDARY We envision a visual arts education for our students that is based on equity at all levels, with differentiation based on talent and aptitude. We build a visual arts curriculum through a 3Es process that will engage our students in

Engage: Expose Curiosity Minds Excite: Experience Varied Learning Experience: Experiment New Idea & Evaluate New Thought

We promote a visual arts experience that provides our students with opportunities to appreciate and expertise in the visual arts, as to nourish their inner self, to broaden their horizons in visual arts beyond the school. We encourage our students to stretch their creativity and sensitivity into art-related fields such as Fashion, Computer Graphics, Animation, Film, Multimedia, Interior Design, Architectural, Industrial Design or any chosen career upon graduation

LEARNING IN GAP The GAP Curriculum in CHIJ offers a balanced Art curriculum through Studio Practice and the Study of Visual Arts (SOVA) for the whole of the Secondary One and Two cohorts and to students who opt for Art as a GCE ‘N’/‘O’ Level subject from Secondary Three onwards through an Art Selection Process. The Art Selection Process will take place at lower secondary level (foundation level) where potential and keen students will be selected based on their aptitude, portfolio and academic performance to take on Visual Arts Task (VAT). The process will conclude with a Visual Arts Practice (VAP) that includes an assessment of skills in observation drawing and creative drawing/making. The focus of assessment is students’ learning rather than finished artworks. The finished artworks constitute only one of many indicators of the learning that takes place. The visual diary

(sketchbook) will form the primary instrument to evaluate students’ progression in visual arts. The visual diary further reinforces the importance of the developmental learning and working process of the subject.

Through a 2 + 2 or 3 years integrated visual arts curriculum framework, our students will be equipped with the skills where they can express, explore and evaluate each art form through different materials, issues and methodologies.

63

FOUNDATION (SECONDARY 1 & 2)

Studio Practice: Creative Literacy Applied Art I: Crafting, Cartooning, Ornament Design I: Graphic Design/Typography Drawing I: Line/Perspective Learning Experiences I: Exhibition, Competition,

Workshop Media I: Digital Design Painting I: Colour Pencil, Pastel, Acrylic SOVA I: Visual Literacy / Art Picture Sculpture I & II: Relief, Assemblage

Professional Practices I: Visual Diary/Journal

SPECIALISATION (SECONDARY 3, 4 & 5)

Studio Practice: Creative Literacy Applied Art II: Advertising, Illustration, Product/package design

Design II: Fashion Design/Illustration

Drawing II: Figure/Gesture Learning Experiences II: Exhibition, Competition, Workshop, Overseas Trip

Media II: 3D Illustration/Animation, Photography Painting II: Marker, Watercolour/Oil, Printmaking SOVA II: Visual Literacy / Art Picture Sculpture II: Ceramics,

Installation/Performance/Conceptual Art

Professional Practices II: Sketchbook/Portfolio

Studio Practice: N/O Level Coursework

Comparison of Pure Sciences (with SPA) with Combined Sciences (Physics/Chem/Biology)

Subject Codes for Combined Sciences

Science (Physics, Chemistry), Syllabus 5116 Science (Physics, Biology), Syllabus 5117 Science (Chemistry with Biology), 5118 Paper 1 will be based on the Physics and Chemistry sections of the syllabus. Paper 2 will be based on the Physics section of the syllabus. Paper 3 will be based on the Chemistry section of the syllabus. Paper 5 will be based on the Physics and Chemistry sections of the syllabus.

Subject Codes for Pure Sciences Physics (with SPA): 5058 Chemistry (with SPA): 5072 Biology (with SPA): 5094

Scheme of Assessment

Physics/Chemistry/Biology (With SPA)

Science (Physics/Chemistry/Biology)

Paper Type of Paper Duration Marks Weighting Duration Marks

Weighting

1 Multiple Choice 1h 40 30%

1 h

40 20%

2

Pure Sc; Structured and Free Response

Sc(Phy)

Structured and Free Response

1h 45 min 80 50% 1 h 15 min 65 32.5%

3

Pure Science Practical

Assessment (SPA)

Sc (Chem)

Structured and Free Response

1h 96 20% 1 h 15 min 65 32.5%

4

Sc (Bio) Structured and Free Response

N.A. 1 h 15 min 65 32.5%

5 Practical Test N.A. 1 h 30 min 30 15%

Weighting of Assessment Objectives

Paper Physics/Chemistry/Biology (with SPA)

Science (Physics/Chemistry/Biology)

1

2

A 55% Knowledge with Understanding, 20% recall B 45% Handling Information and Solving Problems Paper 2: Section A: 50 marks Structured Qs Section B: 30 marks Free Response ; one of which will be a data-based question requiring candidates to interpret, evaluate or solve problems using a stem of information. This question will carry 8-12 marks

3 C 100% Experimental Skills and Investigations (SPA)

4 N.A.

A 60% Knowledge with Understanding, 30% recall B 40% Handling Information and Solving Problems

5

C 80-90% Experimental Skills and Investigations; 10-20% Planning Investigations

School-based Science Practical Assessment (SPA) This will be conducted to assess student competency in experimental skills and carrying out investigations based on the following skill sets: Skill set 1 – Performing and Observing Skill set 2 – Analysing Skill set 3 – Planning Each candidate is to be assessed only twice for each of skill sets 1 and 2 and only once for skill set 3. The overall level of performance of each skill set (skill sets 1, 2 and 3) is the sum total of the level of performance of each strand within the skill set. Weighting and Marks Computation of the Skill Sets

Skill Set

No. of Assessments

(a)

Max Marks per

Assessment (b)

Weight (c) Sub-total (a x b x c)

Weighting

1 2 6 4 2 x 6 x 4 = 48 50% 2 2 4 3 2 x 4 x 3 = 24 25% 3 1 4 6 1 x 4 x 6 = 24 25% Total Marks for SPA 96 Physics (5058) Content Structure

Section

Topic

l MEASUREMENTS 1. Physical Quantities, Units and Measurement

ll

NEWTONIAN MECHANICS

2. Kinematics 3. Dynamics 4. Mass, Weight and Density 5. Turning Effect of Forces 6. Pressure 7. Energy, Work and Power

lll THERMAL PHYSICS

8. Kinetic Model of Matter 9. Transfer of Thermal Energy 10. Temperature 11. Thermal Properties of Matter

IV WAVES

12. General Wave Properties 13. Light 14. Electromagnetic Spectrum 15. Sound

V

ELECTRICITY AND MAGNETISM

16. Static Electricity 17. Current of Electricity 18. D.C. Circuits 19. Practical Electricity 20. Magnetism 21. Electromagnetism 22. Electromagnetic Induction

Chemistry (5072) Content Structure

Section

Topic

l EXPERIMENTAL CHEMISTRY 1. Experimental Chemistry

ll

ATOMIC STRUCTURE AND STOICHIOMETRY

2. The Particulate Nature of Matter 3. Formulae, Stoichiometry and the Mole Concept

lll CHEMISTRY OF REACTIONS

4. Electrolysis 5. Energy from Chemicals 6. Chemical Reactions 7. Acids, Bases and Salts

IV PERIODICITY 8. The Periodic Table 9. Metals

V ATMOSPHERE 10. Air VI ORGANIC CHEMISTRY 11. Organic Chemistry

BIOLOGY (5094) Content Structure

Section

Topic

l

PRINCIPLES OF BIOLOGY 1. Cell Structure and Organisation 2. Movement of Substances 3. Biological Molecules

ll

MAINTENANCE AND REGULATION OF LIFE PROCESSES

4. Animal Nutrition 5. Plant Nutrition 6. Transport in Flowering Plants 7. Transport in Humans 8. Respiration 9. Excretion 10. Homeostasis

lll

CONTINUITY OF LIFE

11. Co-ordination and response 12. Reproduction 13. Cell Division 14. Molecular Genetics 15. Inheritance

IV MAN AND HIS ENVIRONMENT 16. Organisms and their Environment

…………………………………………………………………………………………………………………..

Extra Components covered in Pure Physics

as compared to Science (Physics) SUBJECT CONTENT (I) MEASUREMENT Physical Quantities, Units and Measurement (a) recall the following base quantities and their units: amount of substance (mol) (II) NEWTONIAN MECHANICS Kinematics (a) describe the motion of bodies with constant weight falling with or without air resistance including reference to terminal velocity Dynamics (a) solve problems for a static point mass under the action of 3 forces for 2-dimensional cases (a graphical method would suffice) Pressure (a) describe and explain the transmission of pressure in hydraulic systems with particular reference to the hydraulic press (b) recall and apply the relationship pressure due to a liquid column = height of column x densit of the liquid x gravitational field strength to new situations or to solve related problems (c) describe how the height of a liquid column may be used to measure the atmospheric pressure (d) describe the use of a manometer in the measurement of pressure difference

(III) THERMAL PHYSICS Kinetic Model of Matter (a) infer from Brownian motion experiments the evidence for the movement of molecules (b) explain the pressure of a gas in terms of the motion of its molecules (c) recall and explain the following relationships using the kinetic model (stating of the corresponding gas laws is not required): (i) a change in pressure of a fixed mass of gas at constant volume is caused by a change in temperature of the gas (ii) a change in volume occupied by a fixed mass of gas at constant pressure is caused by a change in temperature of the gas (iii) a change in pressure of a fixed mass of gas at constant temperature is caused by a change in volume of the gas (d) use the relationships in (f) in related situations and to solve problems (a qualitative treatment would suffice) Temperature (a) explain how a physical property which varies with temperature may be used to define temperature scales and state examples of such properties (b) explain the need for fixed points and state what is meant by ice point and steam point (c) discuss the action of a thermocouple thermometer, showing an understanding of its use for measuring high temperatures and temperatures which vary rapidly (knowledge of the Seebec effect is not required) Thermal Properties of Matter (a) define the terms heat capacity and specific heat capacity (b) recall and apply the relationship thermal energy = mass x specific heat capacity x change in temperature to new situations or to solve related problems (c) define the terms latent heat and specific latent heat (d) recall and apply the relationship thermal energy = mass x specific latent heat to new situations or to solve related problems (e) explain latent heat in terms of molecular behaviour (f) sketch and interpret a cooling curve (IV) WAVES Light (a) identify the main ideas in total internal reflection and apply them to the use of optical fibres telecommunication and state the advantages of their use Electromagnetic Spectrum (a) describe the effects of absorbing electromagnetic waves, e.g. heating, ionisation and damage to living cells and tissue Sound (a) describe a direct method for the determination of the speed of sound in air and make the necessary calculation (b) define ultrasound and describe one use of ultrasound, e.g. quality control and pre-natal scanning (V) ELECTRICITY AND MAGNETISM (a) show understanding that electrostatic charging by rubbing involves a transfer of electrons (b) describe experiments to show electrostatic charging by induction (c) describe examples where electrostatic charging may be a potential hazard (d) describe an example of the use of electrostatic charging e.g. photocopier and laser printer Current of Electricity (a) calculate the total e.m.f. where several sources are arranged in series (b) state Ohm’s Law (c) describe the effect of temperature increase on the resistance of a metallic conductor (d) sketch and interpret the I/V characteristic graphs for a metallic conductor at constant temperature, for a filament lamp and for a semiconductor diode (e) show an understanding of the use of a diode as a rectifier

D.C. Circuits (a) draw circuit diagrams with power sources (cell or battery), switches, lamps, resistors (fixed and variable), fuses, ammeters and voltmeters, bells, light-dependent resistors, thermistors and light-emitting diodes (b) describe the action of a variable potential divider (potentiometer) (c) describe the action of thermistors and light-dependent resistors and explain their use as input transducers in potential dividers (e) solve simple circuit problems involving thermistors and light-dependent resistors (f) describe the use of a cathode-ray oscilloscope (c.r.o.) to display waveforms and to measure p.d.s and short intervals of time (detailed circuits, structure and operation of the c.r.o. are not required) (k) interpret c.r.o. displays of waveforms, p.d.s and time intervals to solve related problems Electromagnetism (a) describe the field patterns between currents in parallel conductors and relate these to the forces which exist between the conductors (excluding the Earth’s field) (b) explain how a current-carrying coil in a magnetic field experiences a turning effect and that the effect is increased by increasing (i) the number of turns on the coil (ii) the current (c) discuss how this turning effect is used in the action of an electric motor (d) describe the action of a split-ring commutator in a two-pole, single-coil motor and the effect of winding the coil on to a soft-iron cylinder 22. Electromagnetic Induction (a) deduce from Faraday’s experiments on electromagnetic induction or other appropriate experiments: (i) that a changing magnetic field can induce an e.m.f. in a circuit (ii) that the direction of the induced e.m.f. opposes the change producing it (iii) the factors affecting the magnitude of the induced e.m.f. (b) describe a simple form of a.c. generator (rotating coil or rotating magnet) and the use of slip rings (where needed) (c) sketch a graph of voltage output against time for a simple a.c. generator (d) describe the structure and principle of operation of a simple iron-cored transformer as used for voltage transformations (e) recall and apply the equations VP / Vs = NP / Ns and VPIP = VsIs to new situations or to solve related problems (for an ideal transformer) (f) describe the energy loss in cables and deduce the advantages of high voltage transmission ………………………………………………………………………………………........................................

Extra Components covered in Pure Chemistry as compared to Science (Chemistry)

SUBJECT CONTENT Section I Experimental Chemistry Methods of purification and analysis (a) (ii) sublimation (iv) use of separating funnel (b) describe paper chromatography and interpret chromatograms including comparison with ‘known’ samples and the use of Rf values (c) explain the need to use locating agents in the chromatography of colourless compounds (e) explain that the measurement of purity in substances used in everyday life, e.g. foodstuffs and drugs, is important Identification of ions and gases (a) describe the use of aqueous sodium hydroxide and aqueous ammonia to identify the following aqueous cations: aluminium,

(b) describe tests to identify the following anions; iodide (by reaction of an aqueous solution with nitric acid and aqueous lead(II) nitrate); Section II Atomic Structure & Stoichiometry Kinetic Particle Theory (a) describe and explain evidence for the movement of particles in liquids and gases (the treatment of Brownian motion is not required) (b) explain everyday effects of diffusion in terms of particles, e.g. the spread of perfumes and cooking aromas; tea and coffee grains in water (c) state qualitatively the effect of molecular mass on the rate of diffusion and explain the dependence of rate of diffusion on temperature Structure and Properties of Materials (b) compare the structure of simple molecular substances, e.g. methane; iodine, with those of giant molecular substances, e.g. poly(ethene); sand (silicon dioxide); diamond; graphite in order to deduce their properties (c) compare the bonding and structures of diamond and graphite in order to deduce their properties such as electrical conductivity, lubricating or cutting action (candidates will not be required to draw the structures) (d) deduce the physical and chemical properties of substances from their structures and bonding and vice versa Ionic bonding (c) state that ionic materials contain a giant lattice in which the ions are held by electrostatic attraction, e.g. NaCl (candidates will not be required to draw diagrams of ionic lattices) (d) deduce the formulae of other ionic compounds from diagrams of their lattice structures, limited to binary compounds Metallic bonding (a) describe metals as a lattice of positive ions in a ‘sea of electrons’ (b) relate the electrical conductivity of metals to the mobility of the electrons in the structure Formulae, Stoichiometry and the Mole Concept (a) calculate % yield and % purity (h) calculate the percentage mass of an element in a compound when given appropriate information (i) calculate empirical and molecular formulae from relevant data (k) apply the concept of solution concentration (in mol/dm3 or g/dm3) to process the results of volumetric experiments and to solve simple problems (Appropriate guidance will be provided where unfamiliar reactions are involved.) (l) calculate % yield and % purity Section III Chemistry of Reactions Electrolysis (a) describe electrolysis as the conduction of electricity by an ionic compound (an electrolyte), when molten or dissolved in water, leading to the decomposition of the electrolyte (b) describe electrolysis as evidence for the existence of ions which are held in a lattice when solid but which are free to move when molten or in solution (c) describe, in terms of the mobility of ions present and the electrode products, the electrolysis of molten sodium chloride, using inert electrodes (d) predict the likely products of the electrolysis of a molten binary compound

(e) apply the idea of selective discharge based on (i) cations: linked to the reactivity series (ii) anions: halides, hydroxides and sulfates (e.g. aqueous copper(II) sulfate and dilute sodium chloride solution (as essentially the electrolysis of water)) (iii) concentration effects (as in the electrolysis of concentrated and dilute aqueous sodium chloride)

(In all cases above, inert electrodes are used.) (f) predict the likely products of the electrolysis of an aqueous electrolyte, given relevant information (g) construct ionic equations for the reactions occurring at the electrodes during the electrolysis, given relevant information (h) describe the electrolysis of aqueous copper(II) sulfate with copper electrodes as a means of purifying copper (no technical details are required) (i) describe the electroplating of metals, e.g. copper plating, and state one use of electroplating (j) describe the production of electrical energy from simple cells (i.e. two electrodes in an electrolyte) linked To the reactivity series and redox reactions (in terms of electron transfer) Energy from Chemicals (a) describe the meaning of enthalpy change in terms of exothermic (ΔH negative) and endothermic (ΔH positive) reactions (b) represent energy changes by energy profile diagrams, including reaction enthalpy changes and activation energies (see 6.1(c),6.1(d)) (c) describe bond breaking as an endothermic process and bond making as an exothermic process (d) explain overall enthalpy changes in terms of the energy changes associated with the breaking and making of covalent bonds (e) describe hydrogen, derived from water or hydrocarbons, as a potential fuel, reacting with oxygen to generate electricity directly in a fuel cell (details of the construction and operation of a fuel cell are not required) Speed of Reaction (b) define the term catalyst and describe the effect of catalysts (including enzymes) on the speeds of reactions (c) explain how pathways with lower activation energies account for the increase in speeds of reactions (d) state that some compounds act as catalysts in a range of industrial processes and that enzymes are biological catalysts (e) suggest a suitable method for investigating the effect of a given variable on the speed of reaction Redox (c) identify redox reactions in terms of oxygen/hydrogen gain/loss, electron gain/loss and changes in oxidation state Acids and Bases (c) describe qualitatively the difference between strong and weak acids in terms of the extent of ionization (e) state the uses of sulfuric acid in the manufacture of detergents and fertilisers; and as a battery acid (j) classify sulfur dioxide as an acidic oxide and state its uses as a bleach, in the manufacture of wood pulp for paper and as a food preservative (by killing bacteria) Salts (b) describe the general rules of solubility for common salts to include nitrates, chlorides (including silver and lead), sulfates (including barium, calcium and lead), carbonates, hydroxides, Group I cations and ammonium salts Ammonia (a) describe the use of nitrogen, from air, and hydrogen, from cracking oil, in the manufacture of ammonia (b) state that some chemical reactions are reversible, e.g. manufacture of ammonia (c) describe the displacement of ammonia from its salts (d) describe the essential conditions for the manufacture of ammonia by the Haber process

Section IV PERIODICITY Periodic trends (c) describe the relationship between group number and the ionic charge of an element Group Properties (b) describe chlorine, bromine and iodine in Group VII (the halogens) as a collection of diatomic non-metals showing a trend in colour, state and their displacement reactions with solutions of other halide ions Properties of Metals (d) explain why alloys have different physical properties to their constituent elements Reactivity series (b) describe the reactivity series as related to the tendency of a metal to form its positive ion, illustrated by its reaction with (i) the aqueous ions of the other listed metals (ii) the oxides of the other listed metals (d) describe the action of heat on the carbonates of the listed metals and relate thermal stability to the reactivity series Iron (b) describe steels as alloys which are a mixture of iron with carbon or other metals and how controlled use of these additives changes the properties of the iron, e.g. high carbon steel are strong but brittle whereas low carbon steels are softer and more easily shaped (c) state the uses of mild steel, e.g. car bodies; machinery, and stainless steel, e.g. chemical plants; cutlery; surgical instruments (e) describe the sacrificial protection of iron by a more reactive metal in terms of the reactivity series where the more reactive metal corrodes preferentially, e.g. underwater pipes have a piece of magnesium attached to them Section V ATMOSPHERE Air (d) describe the reactions used in possible solutions to the problems arising from some of the pollutants named in (b) (i) the redox reactions in catalytic converters to remove combustion pollutants (see6.1(d)) (ii) the use of calcium carbonate to reduce the effect of ‘acid rain’ and in flue gas desulfurisation (f) discuss the importance of the ozone layer and the problems involved with the depletion of ozone by reaction with chlorine containing compounds, chlorofluorocarbons (CFCs) (g) describe the carbon cycle in simple terms, to include (i) the processes of combustion, respiration and photosynthesis (ii) how the carbon cycle regulates the amount of carbon dioxide in the atmosphere (h) state that carbon dioxide and methane are greenhouse gases and may contribute to global warming, give the sources of these gases and discuss the possible consequences of an increase in global warming Section VI ORGANIC CHEMISTRY Fuels and Crude Oil (d) state that the naphtha fraction from crude oil is the main source of hydrocarbons used as the feedstock for the production of a wide range of organic compounds

(e) describe the issues relating to the competing uses of oil as an energy source and as a chemical feedstock Alkanes (a) define isomerism and identify isomers Carboxylic acids (b) draw the structures of carboxylic acids, methanoic acid to butanoic acid and name the unbranched acids, methanoic to butanoic acids (c) describe the carboxylic acids as weak acids, reacting with carbonates, bases and some metals (e) describe the reaction of a carboxylic acid with an alcohol to form an ester, e.g. ethyl ethanoate (f) state some commercial uses of esters, e.g. perfumes; flavourings; solvents Macromolecules (a) describe macromolecules as large molecules built up from small units, different macromolecules having different units and/or different linkages (e) describe the partial structures of the condensation polymers: nylon, a polyamide, and Terylene, a polyester (Details of manufacture and mechanisms of these polymerisations are not required) (f) state some typical uses of man-made fibres such as nylon and Terylene, e.g. clothing; curtain materials; fishing line; parachutes; sleeping bags ……………………………………………………………………………………………………………………………….

Extra Components covered in Pure Biology as compared to Science (Biology)

SUBJECT CONTENT (I) PRINCIPLES OF BIOLOGY Cell structure and organization (a) identify the following membrane systems and organelles from diagrams and electron micrographs: • endoplasmic reticulum • Golgi body Movement of substances (a) define active transport and discuss its importance as an energy-consuming process by which substances

are transported against a concentration gradient, as in ion uptake by root hairs and uptake of glucose by cells in the villi.

Biological Molecules (a) list the chemical elements which make up • carbohydrates • fats • proteins (b) explain the mode of action of enzymes in terms of an active site, enzyme-substrate complex, lowering of

activation energy and enzyme specificity. (II) MAINTENANCE AND REGULATION OF LIFE PROCESSES Animal Nutrition (a) describe peristalsis in terms of rhythmic wave-like contractions of the muscles to mix and propel the

contents of the alimentary canal. (b) describe the structure of a villus and its role, including the role of capillaries and lacteals in absorption.

(c) state the role of the liver in • carbohydrate metabolism • fat metabolism • breakdown of red blood cells Plant Nutrition (a) state the equation, in words and symbols, for photosynthesis. (b) discuss light intensity, carbon dioxide concentration and temperature as limiting factors on the rate of photosynthesis. Transport in Flowering Plants (a) identify the positions and explain the functions of xylem vessels, phloem (sieve tube elements and

companion cells) in sections of a herbaceous dicotyledonous leaf and stem, under the light microscope. (b) explain the movement of water between plant cells, and between them and the environment in terms of

water potential. (Calculations on water potential is not required). (c) outline the pathway by which water is transported from the roots to the leaves through the xylem vessels. Transport in Mammals (a) list the different ABO blood groups and all possible combinations for the donor and recipient in blood

transfusions. (b) describe the transfer of materials between capillaries and tissue fluid. (c) outline the cardiac cycle in terms of what happens during systole and diastole (Histology of the heart

muscle, names of nerves and transmitter substances are not required). Respiration (a) describe the removal of carbon dioxide from the lungs, including the role of the carbonic anhydrase

enzyme (b) describe the role of cilia, diaphragm, ribs and intercostal muscles in breathing. Excretion (a) define excretion and explain the importance of removing nitrogenous and other compounds from the

body. (b) outline the function of kidney tubules with reference to ultra-filtration and selective reabsorption in the

production of urine. (c) outline the role of anti-diuretic hormone (ADH) in the regulation of osmotic concentration. (d) outline the mechanism of dialysis in the case of kidney failure. Homeostasis (a) define homeostasis as the maintenance of a constant internal environment. (b) explain the basic principles of homeostasis in terms of stimulus resulting from a change in the internal

environment, a corrective mechanism and a negative feedback. (c) identify on a diagram of the skin: hairs, sweat glands, temperature receptors, blood vessels and fatty

tissue. (d) describe the maintenance of a constant body temperature in humans in terms of insulation and the role

of: temperature receptors in the skin, sweating, shivering, blood vessels near the skin surface and the co-ordinating role of the brain.

Co-ordination and Response (a) describe the gross structure of the eye as seen in front view and in horizontal section. (b) state that the nervous system – brain, spinal cord and nerves, serves to co-ordinate and regulate bodily

functions. (c) discuss the function of the brain and spinal cord in producing a co-ordinated response as a result of a

specific stimulus in a reflex action. (d) state the role of the hormone adrenaline in boosting blood glucose levels and give examples of situations

in which this may occur. (e) describe the signs, such as an increased blood glucose level and glucose in urine, and the treatment of

diabetes mellitus using insulin.

(III) CONTINUITY OF LIFE Reproduction (a) identify and draw, using a hand lens if necessary, the sepals, petals, stamens and carpels of one, locally

available, named, insect-pollinated, dicotyledonous flower, and examine the pollen grains under a microscope.

(b) use a hand lens to identify and describe the stamens and stigmas of one, locally available, named, wind-pollinated flower, and examine the pollen grains under a microscope.

(c) outline the process of pollination and distinguish between self-pollination and cross-pollination. (d) compare, using fresh specimens, an insect-pollinated and a wind-pollinated flower. (e) describe the growth of the pollen tube and its entry into the ovule followed by fertilisation (production of

endosperm and details of development are not required). (f) state the functions of the amniotic sac and the amniotic fluid. (g) describe the function of the placenta and umbilical cord in relation to exchange of dissolved nutrients,

gases and excretory products. (Structural details are not required.) Cell division (a) state the importance of mitosis in growth, repair and asexual reproduction. (b) explain the need for the production of genetically identical cells and fine control of replication. (c) identify, with the aid of diagrams, the main stages of mitosis. (d) state what is meant by homologous pairs of chromosomes. (e) identify, with the aid of diagrams, the main stages of meiosis. (Names of the sub-divisions of prophase

are not required.) (f) define the terms haploid and diploid, and explain the need for a reduction division process prior to

fertilisation in sexual reproduction. (g) state how meiosis and fertilisation can lead to variation. Molecular Genetics (a) state that DNA is used to carry the genetic code, which is used to synthesise specific polypeptides. (b) state that each gene is a sequence of nucleotides, as part of a DNA molecule. (c) explain that genes may be transferred between cells. Reference should be made to the transfer of genes

between organisms of the same or different species – transgenic plants or animals. (d) briefly explain how a gene that controls the production of human insulin can be inserted into bacterial

DNA to produce human insulin in medical biotechnology. (e) outline the process of large-scale production of insulin using fermenters. (f) discuss the social and ethical implications of genetic engineering, with reference to a named example. Inheritance (a) explain the terms dominant, recessive, codominant, homozygous, heterozygous, phenotype and

genotype. (b) explain why observed ratios often differ from expected ratios, especially when there are small numbers

of progeny. (c) use genetic diagrams to solve problems involving monohybrid inheritance. (Genetic diagrams involving

autosomal linkage or epistasis are not required.) (d) explain co-dominance and multiple alleles with reference to the inheritance of the ABO blood group phenotypes – A, B, AB, O, gene alleles I (e) name radiation and chemicals as factors which may increase the rate of mutation. (f) state that competition which arises from variation leads to differential survival of, and reproduction by,

those organisms best fitted to the environment. (g) give examples of environmental factors that act as forces of natural selection. (h) assess the importance of natural selection as a possible mechanism for evolution. (i) give examples of artificial selection such as in the production of economically important plants and

animals. (IV) MAN AND HIS ENVIRONMENT Organisms and their environment (a) explain the terms producer, consumer and trophic level in the context of food chains and food webs. (b) explain how energy losses occur along food chains, and discuss the efficiency of energy transfer

between trophic levels. (c) describe how carbon is cycled within an ecosystem.

1

English Language English Language What are your children doing in What are your children doing in

the EL class and why?the EL class and why?

AssessmentAssessment

What does the exam paper look What does the exam paper look like?like?

Paper 1 Paper 1 Free writingFree writingSituational writingSituational writing

Paper 2 Paper 2 ComprehensionComprehensionSummarySummary

Paper 3 Paper 3 OralOral

Using a novel to cover the skillsUsing a novel to cover the skills

Use of Use of ‘‘MaoMao’’s last Dancers last Dancer’’ to cover to cover comprehension, summary, vocabulary, comprehension, summary, vocabulary, oral and critical thinking skills.oral and critical thinking skills.An example of critical thinking:An example of critical thinking:Whether people should accept destiny or Whether people should accept destiny or create their own opportunities?create their own opportunities?

Reading Reading programmeprogramme

Provided with a list of books and activities to do Provided with a list of books and activities to do to earn some bonus points.to earn some bonus points.

Why read? Why read? In order to write better, you need to readIn order to write better, you need to readdifferent writers to learn the various styles. different writers to learn the various styles. Being familiar with different genres, helps inBeing familiar with different genres, helps inunderstanding comprehension passages as well. understanding comprehension passages as well.

2

FactFact

EL is important because you need to pass EL is important because you need to pass it to pass the exams and you need it to it to pass the exams and you need it to count it in your L1R5count it in your L1R5

MisconceptionMisconception

It is a nonIt is a non--studying subject.studying subject.It is true that you cannot study for it at It is true that you cannot study for it at the last minute. It is a subject that the last minute. It is a subject that requires you to always requires you to always practisepractise your skills, your skills, to grow and develop in the language. to grow and develop in the language. I speak only English and thus I will do well I speak only English and thus I will do well in it.in it.Not necessarily trueNot necessarily true

OO--LEVEL LITERATURE LEVEL LITERATURE IN ENGLISH (SYLLABUS IN ENGLISH (SYLLABUS

2014)2014)

Paper 1:Paper 1: Prose (a novel) Prose (a novel) 1 question (either essay or passage1 question (either essay or passage--based)based)

25marks25marksUnseenUnseenEither do an unseen poem or proseEither do an unseen poem or prose 25 marks25 marksPaper 2:Paper 2: Drama (a play)Drama (a play)1 compulsory passage1 compulsory passage--based questionsbased questions 25 marks25 marks1 essay question 1 essay question 25 marks25 marks

OO--LEVEL COMBINED LEVEL COMBINED HUMANITIES: LITERATURE HUMANITIES: LITERATURE

ELECTIVE (SYLLABUS 2192/4)ELECTIVE (SYLLABUS 2192/4)Paper 1:Paper 1: Prose (a novel) Prose (a novel) 1 question (either essay or passage1 question (either essay or passage--based)based)

25marks25marks

UnseenUnseenEither do an unseen poem or proseEither do an unseen poem or prose

25marks25marks

3

Advantages of doing LiteratureAdvantages of doing LiteratureDevelops analytical skills Develops analytical skills –– applicable in future in applicable in future in GP and life.GP and life.Applying for Humanities Scholarship in the future, Applying for Humanities Scholarship in the future, Literature gives you an edge.Literature gives you an edge.Eng Lang and Linguistics Eng Lang and Linguistics new A level subject new A level subject at H2at H2Feedback from our girls in ACS IB Feedback from our girls in ACS IB programmeprogramme, Lit , Lit helps them a lot in their language grade as Lit is helps them a lot in their language grade as Lit is part of their EL syllabus.part of their EL syllabus.Teaches you about life and about living.Teaches you about life and about living.

ResultsResults

1.7879.2%722007

1.8971.2%1182008

1.9472.2%902009Pure Lit

MSGDistinctionsCandidatesYearSubject

ResultsResults

1.879.5%732007

2.362.5%402008

1.8682.3%792009Elective Lit

MSGDistinctionsCandidatesYearSubject

1

Upper Secondary Geography in CHIJ

Past ‘O’ level Core GeographyExam Performance

Class 3Class 2Class 1

54.297.597.0100.086.62009

73.895.1100.0100.089.22008

Distinction%

Distinction%

Distinction%

Overall

Pass%

Overall

Dist %

Year

Pure Science Class

Key Combined Science Class

Past ‘O’ level Geog (Elective)Exam Performance

Distinction%

Class 4Class 3Class 2

27.32009

12.541.746.288.92008

Distinction%

Distinction%

Distinction%

Class 1Year

Pure Science Class

Combined Science Class

Key

Geography SyllabusGeography ElectiveSection A: Physical Geography (25%)•Natural Vegetation•Rivers and Coasts

Section B: Human Geography (25%)•Development•Geography of Food

Core GeographyPaper 1:Physical Geography (50%)•Natural Vegetation•Rivers and Coasts•Plate Tectonics & Resulting Landforms

•Weather and Climate

Paper 2: Human Geography (50%)•Development•Geography of Food•The Industrial World•Tourism

‘O’ level AssessmentGeography Elective (50%)

Exam duration: 1h 30mins

Social Studies contributes to the other50% of Combined Humanities.

Candidates must answer 1 structured questionfrom each section.


Core Geography (100%)

Exam duration ofPaper 1: 1h 30mins (50%)Paper 2: 1h 30mins (50%)

Candidates must answer 2 structured questionsfrom each paper.


For more information on syllabuses, please refer to the following website:


2

Sec 2 Exam Paper Format

65mTotal

3 X 15m eachEach qn with 5m levels qn

45mStructured questions

B

textbook, map reading skills, world map

20mMCQA

RemarksMarksQuestion TypeSection

Mid-year Exam 2010 – 1h 20mins

Expr

ess

Sec 2 Exam Paper Format

65mTotal

1X10m and 2X15m2 out of 3 questions with 5m levels qn

40mStructured questions

B

textbook, map reading skills, world map

25MCQA

RemarksMarksQuestion TypeSection

Mid-year Exam 2010 – 1h 20mins

Nor

mal

Aca

dem

ic

Common qns:

1. Grid references

2. Grid bearing

3. Finding distances

4. Compass directions

5. Contour lines

Map Reading SkillsStructured questions with basic techniques incorporated

Qn: Qn: 1 (a) (i) Describe the changes in rice production over the years. [3]

Answering questions with graphs

Pick out significant trendsSupport each trend with dataGive meaning to data using words like increase, decrease, rapidly, slowlyRates of change

Structured questions with basic techniques incorporated

Qn: Qn: 1 (a) (i) Describe the changes in rice production over the years. [3]

3

Structured question

Fig. 1 Population pyramid of country A

Fig. 2 Population pyramid of country B

Identify which one of the two population pyramids belong to a developing country. [1]

Explain two differences in the characteristics of the two population pyramids. [4]

5m Levels question

Refer to booklet.

Key things to consider:

Analysis of data & graphsHOM: striving for accuracyKey command words (booklet)Number of marksApproach to levels questionsNeed to be current…reading of newspapersTime management

Some key command words

• Compare

• Contrast

• Describedifferences

• Explaindifferences

E-mail addresses of Geography teachers

[email protected]

[email protected]

Ms Lee Woon Yong

Mrs Felicity Ho

Sec 2/3Sec 2/4Sec 2/5Sec 2/6Sec 2/7Sec 2/8

[email protected] Soh Wai TengSec 2/1Sec 2/2

E-mail AddressTeacherClasses

Two Humanities ?CORE CH (SS/Electives)Literature SS/ Elective (History)

SS/ Elective (Geography)

Geography SS/ Elective (History)SS/ Elective (Literature)

History SS/ Elective (Geography)SS/ Elective (Literature)

Combined Humanities Social Studies

+

An Elective

(Lit /Geog/History)

Choosing ElectivesAptitude

Attitude

Aspirations

Combined Humanities

S S +History Elective =

Best Combination

ASSESSMENTSource‐based Questions

(25 marks)

Structured‐essay Questions

(25 marks)

Did the cartoonist approve of Argentina’s invasion of the Falkland Islands? Explain your answer

Why do you think the student drew this poster? Explain your answer.

Structured Essay Question (SEQ)Sustaining Singapore’s economic development in a globalised world.

(a)How far do you agree that the main cause of globalisation has been improvements in communications? Explain your answer. [12]

What is Social Studies about?

Economics

Geography

History

Political Science

Sociology

What is Social Studies about?

contemporary society

current affairs

governance

socio‐economic issues

socio‐cultural perspectives

Values & Attitudesdecisions, actions & relationships

diverse perspectives

global connections

ability to influence the present and the future

Skills and Processescritical inquiry & investigation

constructing explanations

evaluation & reflection

interpretation of information

making inferences & analysing evidence

Comparing & contrasting views

making substantiated conclusions

History Elective (2192)A study of historical forces (wars, ideology and nationalism) that shaped the 20th century world history

CONCEPTS & ISSUESNationalism, Colonialism,

Militarism, System of alliances

Establishing peace : Treaty of Versailles, League of Nations, Disarmament, Re‐construction & recovery

Rise of authoritarian regimes‐ case‐studies: Communist Russia, Nazi Germany, Facist Japan

CONCEPTS & ISSUESBreakdown of World Order –rearmament, protectionism and economic co‐operation, Appeasement policy

Outbreak & escalation of the Cold War

Circumstances leading to the Cuban Missile Crisis & its impact

Gorbachev’s policies of perestroika & glasnost

Core History (2173)Understanding of the history of SE Asia from 1870 to 1967

Understanding of international affairs and forces that shaped the 20th century world history

Core History (Sec 4)Colonial rule and impact

Rise of Nationalism

Impact of Japanese Occupation on nationalism

Emergence of independent SE Asia

Singapore’s path to independence*

How can the home environment help?

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newsnews

Discuss world Discuss world issuesissues

““TheThe

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ZoneZone””

Pure Sciences Combined Sciences

Physics Sc(Physics, Chemistry)

Chemistry Sc(Chemistry, Biology)

Biology Sc(Physics, Biology)

Practical Assessment Practical Assessment

The Sciences Physics

understand inter-relationships of energy and matter

explain natural phenomena and carry out experiments tounderstand them

apply patterns, models, principles, theories and laws to explain the physical behaviour of the universe.

• Forces & Pressure• Energy, Work and Power• Matter• Heat • Wave • Light• Sound• Electricity • Magnetism

Physics

http://hannahsworld.wordpress.com/2007/11/07/astronaut/

Chemistry• study matter and their properties

• study interactions between matter

• understand the finite life of the world’s resources

• understand the need for recycling and conservation

• recognise the social, environmental, health and safety issues relating to the chemical industry

• appreciate the importance of chemicals in industry and in everyday life

Biology• the study of LIFE

• understand how different living things use different ways to do the same things

• apply knowledge to find new ways to solve problems

• appreciate biodiversity and understand the interdependence of all forms of life in the Earth ecosystem

• recognise the destructive actions of mankind on our planet and the need for conservationhttp://www.synbio.org.uk/component/content/article/47-microbe-news/1589-microbe-networking.html?directory=261

PRINCIPLES OF BIOLOGY

MAINTENANCE AND REGULATIONOF LIFE PROCESSES

CONTINUITY OF LIFE

MAN AND HIS ENVIRONMENT

Differences between Pure Sciences and Combined Sciences

SCHEME OF ASSESSMENTPURE SCIENCES

100%3 Papers Total

20%96‐‐‐School‐based

Science Practical

Assessment (SPA)

3

50%801 h 45 minStructured and Free Response

2

30%401 hMultiple Choice1

WeightingMarksDurationType of PaperPaper

FOR

MA

T

SCHEME OF ASSESSMENTCOMBINED SCIENCES

100%4 Papers Total

15%15x21 h 30 minGCE ‘O’ Level

Sc Pract. Exam

5

65%65 x21 h 15 minStructured and Free Response

(candidates sit for 2 Sciences)

2,3,4

20%401 hMultiple Choice

(comprised of 2 Sciences)

1

WeightingMarksDuration

per Paper

Type of PaperPaper

FOR

MA

T

Content Coverage (Breadth)

• More topics covered

‐ Electromagnetic Induction in Pure Physics

‐ Electrolysis in Pure Chemistry

‐ Excretion, Homeostasis, Molecular Genetics

in Pure Biology

• More areas included for some sub‐topics

(see booklet)

•

Pure Chemistry

Pure Physics Pure Biology Combined Sciences

Knowledge with understanding‐recall

20% 20%

45%

30%

Knowledge with understanding –other aspects

35% 35% 30%

Handling information and solving problems

45% 45% 55% 40%

Weighting of Assessment Objectives in the G.C.E. ‘O’ Level Science Theory Papers

Source: MOE G.C.E. ‘O’ Level Syllabi for Examination in 2011

DEE

PER

U

ND

ERST

AN

DIN

G

Handling Information & Solving Problems

• locate, select, organise and present information from a variety of sources

• translate information from one form to another• manipulate numerical and other data• use information to identify patterns, report trends and draw inferences

• present reasoned explanations for phenomena, patterns and relationships

• make predictions and propose hypotheses• solve problems

MORE QUESTIONS ON APPLICATION OF KNOWLEDGE

Questions may be based on information which is

unfamiliar to the candidates. In answering such

questions, candidates are required to use

principles and concepts that are within the syllabus

and apply them in a logical, reasoned or deductive

manner to a new situation.

2009 GCE O Level Sc (Chem)

Air Pollution (4m)

1a. Sulfur dioxide and carbon monoxide are two air pollutants. Give

a source of each pollutant and describe one of the problems

that each can cause.

(a) sulfur dioxide

source: ……………………………………………………………………………

problem: ……………………………………………………………………….. (2)

(b) carbon monoxide:

source: ..…………………………………………………………………………

problem: ……………………………………………………………………… (2)

2009 GCE O Level Pure Chem

Air Pollution (4m)

5d. Both petrol and diesel cars produce carbon monoxide gas.

(i) Why does carbon monoxide form? (1)

(ii) Carbon monoxide is removed from car exhausts by a

catalytic converter. This is the reaction that occurs in the

converter.

2NO + 2CO N2 + 2CO2

Give a reason, other than the removal of carbon

monoxide, why this reaction makes the exhaust gases less

polluting. (1)

(iii) Explain why this reaction does not remove all the

environmental problems caused by exhaust gases (2)

(Application)

School‐based Science Practical Assessment (SPA) for Pure Sciences

• Skill set 1 – Performing and Observing

• Skill set 2 – Analysing

• Skill set 3 – Planning

25%6413

25%3422

50%4621

WeightingWeightMax. marks per Assessment

No. of Assessments

Skill Set

GCE ‘O’ Level Science Practical Exam for Combined Sciences (Paper 5)

• Tests Experimental Skills and Investigations1 following a set of instructions2 use of techniques, apparatus and materials3 record observations and measurements4 interpret experimental results5 plan investigations6 evaluate methods and suggest improvements

• Greater emphasis on Qualitative Analysis(Content coverage in SPA must cover at least 75% of topics in syllabus)

• Suggestion on a modification or an extension of an experiment to carry out a particular investigation

• Number of marks associated with this element will be in the range of 10% to 20% of the total marks for the practical test.

Relative Weighting of Practical Component in Pure Sciences

to Combined Sciences

Pure Sciences

20%

Combined Sciences

15%

Triple Science

Guideline for Choosing Triple Science Combination Guideline for Choosing

Double Science Combination

Double Science

Sec 3 Pure Science Classes in 2010

PhysicsPhysics

PhysicsBiologyBiologyBiologyBiology

ChemistryChemistryChemistryChemistryChemistry

3/33/53/43/23/1

Sec 3 Combined Science Classes in 2010(Express Stream)

Physics with Biology

Chemistry with Biology

Physicswith Chemistry

3/83/73/6

Sec 3 Combined Science Classes in 2010(Normal Stream)

Physics with Chemistry

Physics with Biology

Physicswith Chemistry

3/11(TT)3/103/9

Making

A Choice

A S P I R E

Strategic ThinkingS/No Junior College COP

Science /IB1 Hwa Chong Institution 32 Raffles JC 33 Victoria JC 44 National JC 4 (5)5 Temasek JC 66 Anglo‐Chinese JC 67 Anglo‐Chinese School (Independent) 5 (6)8 Anderson JC 7 (8)9 St Andrew’s JC 8 (9)10 Catholic JC 10

L1R5 Aggregate Scores of Junior Colleges

(with Bonus Points) in the 2009 JAEAdmission Exercise 2006 Booklet

Figure in bracket is for 2008

161617Clean Energy

-13-Child Psychology & Early Education

Courses SP NP TP

Biomedical Science 9 9 11

Biotechnology 12 12 14

Pharmaceutical Sciences 18 11 14

Food Science 14 ‐ 16

Nutrition, Health & Wellness 13 ‐ ‐

Nursing ‐ 28 ‐

Psychology & Community Services (NP)Human Resource Management with Psychology (SP)Psychology Studies (TP)

12 10 8

2009 JAE CUT-OFF POINTS: POLYTECHNICS

Performance Overall & in Math & Sc

OR

Observation made in CHIJ

Student may not be able to cope with the Pure Sciences

Innate Ability (Aptitude)

Response to Studies (Attitude)

Desirable Attitudes of a

Science Student

How things Work

MathematicsMake things work better

Solutions that have

applications

Abstract ConceptsPrinciples

Laws

PHYSICS

Science is 99% Perspiration

• Revise consistently• Practise answering questions regularly• Communicate answers with clarity and precision• Focus on terms in questions e.g. explain, compare, deduce

• Apply science concepts • Apply past knowledge• Use Scientific method• Ask when in doubt• Participate in enrichment programmes & competitions

Emotional Well‐being(ability to cope & keep a fine balance between studies , CCA & rest)

Best Wishes

Thank You!

1

SyllabusElementary Mathematics & Mathematics (Syllabus A) : Calculators are allowed for both Paper 1 and 2.

Additional Mathematics

The new syllabus may be downloaded from the school website or at www.seab.gov.sg

Cohort Tracking: Comparison of O-Level Elementary Mathematics

with Sec 2 Mathematics (Overall) Results

0123456789

10

0 20 40 60 80 100 120

Sec 2 Math Overall

O-L

evel

Em

ath

Cohort Tracking: Comparison of O-Level Additional Mathematics

with Sec 2 Mathematics (Overall) Results

01

23

45

67

0 20 40 60 80 100 120

Sec 2 Math Overall

O-L

evel

AM

ath

Express Stream Students to pursue Additional Mathematics in Sec 3

Criteria

Score at least 60% in Secondary 2 Mathematics (Overall) Results

Normal Stream Students to pursue Express Elementary Mathematics

in Sec 3 N(A)

Criteria

Score at least 70% in Secondary 2 Mathematics N(A) (Overall) Results

Current Math Programme for Sec 3 N(A) Through Train class

Sec 5 (2012)Sec 4 (2011)Year of O-level

3 years2 yearsDuration


Elementary Mathematics

2

2011 Math Programme for Sec 3 N(A) Through Train classsubject to the demand as indicated in the subject combination survey and students’academic performance

Sec 5 (2013)Sec 4 (2012)Year of O-level

3 years2 yearsDuration


Elementary Mathematics

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