Anderson Secondary School

Briefing for Secondary 2 Express Streaming Exercise 2016

BREADTH & FLEXIBILITY

Overview No. of subjects offered - 9 subjects, 8 subjects, 7 subjects MOE’s Criterion for offering 10 ‘O’ Level Subjects  Score 9 Distinctions at Sec Three  Seek approval from MOE

2017 Compulsory Subjects 1

9 Sub English Language

8 Sub

2

Mother Tongue Language

3

A- Mathematics

4

Mathematics

7 Sub

2017 Subject Combination 9 Sub 5 Combined Humanities

8 Sub

 Social Studies + History Elective OR  Social Studies + English Literature Elective OR  Social Studies + Malay Literature Elective

7 Sub

2017 Subject Combination 9 Sub 6

Geography

7 8 9

8 Sub

7 Sub

Geography/English Literature

Geography/English Literature

Chemistry

Chemistry

Science

Physics

Physics

Biology

Sec 3 Subject Allocation Criteria (A)Based on ability and interest (B) Ranking by calculated total based on English

(× 2 weighting)

Mathematics

(× 2 weighting)

Science

(× 2 weighting)

Other subjects

(× 1 weighting)

(B) Minimum number of 20 students to form a class (C) Subject to staff availability

To help your child select a suitable subject combination that will lead to a good GCE O-Level qualification, you may consider the following factors:

 your child’s interests, strengths and career options;  Your child’s ability to cope with the subject combination; and  requirement/criteria for courses at institutions of higher learning

Admission to Junior College & Polytechnics

Admission Criteria for JCs L1R5 : 20 or less Bonus Points L1 English HML HCL HTL

R5 1 Humanities Subject (Geography/Literature or Combined Humanities) 1 Math/Science 1 Math/Science or Humanities 2 other best Subjects

(Max : 4 points)

HMTL:

Passed (2 pts)

CCA :

A1/A2 (2 pts) B3–C6 (1pt)

Computation of L1R5 Category 1st Language

Subject English Language Higher Mother Tongue Language*

Humanities

Combined Humanities English Literature / Geography

Sciences / Mathematics

L1 R1

Mathematics Additional Mathematics Biology (SPA) Chemistry (SPA) Physics (SPA)

Others

Selection

Mother Tongue Language* 3rd Lang

*HMTL & MTL cannot both be used in the same computation

R3 R2

R4 R5

Subject

Grade

Selection L1

English Language

A1

Higher Chinese Language

A2

Combined Humanities

A2

Geography

A1

Mathematics

A1

Additional Mathematics

A1

Physics (SPA)

A2

Chemistry (SPA)

A1

Chinese Language (in Sec 3)

A1

R1

R2 & R3

Points R4 & R5



1



1 

1





1

1 

L1R5

1

6

Implication of failing English or Mother Tongue 

Conditional Admission to JCs •

•

D7 to F9 for English but L1R5 of 15 or better E8 or F9 for CL/ML/TL but L1R5 of 15 or better



Repeat O-Level EL or CL/ML/TL at JC1



Must pass to be promoted to JC2

Admission Criteria for POLYTECHNICS ELR2B2 : 26 or less EL English

R2 = Relevant 2 Subjects:  Technology Courses  Math & Science Business-Related Courses  Math  Humanities  Principles of Accounts

B2 Best 2 Subjects

R2 for Polytechnic Courses Group

Business-Related Courses

1st Group of Relevant Subjects

Technology Courses

Science-based Courses

Mathematics Additional Mathematics

2nd Group of Relevant Subjects

Art Combined Humanities Geography Literature in English Literature in Malay

Biology Chemistry Physics Combined Science

Biology Combined Science Physics

2 other best subjects

Any 2 other subjects

Any 2 other subjects

Any 2 other subjects

Anderson Secondary School Subject Briefing 2016 – Sec 2E Science SSD Mr Leow Teng Hong

SPORTS

Scope 1. Assessment 2. Aims

3. Science Combinations offered in 2016

Assessment Scheme (Pure Sciences) 1. Theory Papers (Papers 1 and 2)  Knowledge with Understanding  Handling Information and Solving Problems 2. End-of-course (EOC) Practical Assessment (New)

Assessment Scheme Paper

Type of Paper

1

Duration

Marks

Weighting

Multiple choice 1 h

40

30%

2

Structured and 1 h 45 min Free Response

80

50%

3

EOC Practical

1 hr 50 min

20%

Skill Sets for EOC Practical Abbreviation

Skill Sets

MMO

Manipulation Measurement and Observation

PDO

Presentation of Data and Observation

ACE

Analysis, Conclusions and Evaluation

P

Planning

Duration: 1 hour 50 minutes

Chemistry

Chemistry Focus of subject is  on understanding and application of scientific concepts and principles.  to develop skills that will be long term in an increasingly technological world

Chemistry Promote awareness of Chemistry and the Environment and its Applications in real-life  Finite life of the world’s resources and hence the need for recycling and conservation  Economic considerations in the chemical industry, such as the availability and cost of raw materials and energy  The social, environment, health and safety issues relating to the chemical industry  The importance of chemicals in industry and in everyday life

Chemistry  Any science as 2nd or 3rd best subject

 If select a course with chemistry as H2 would

have its benefits upon enrolling to university

Chemistry  Subject to

nature of course  Chemistry taken as a 2nd most important subject for consideration

Chemistry  Case example of chemistry related course  Medicine

 Good ‘A’ Level results 

H1/H2 ‘A’ level curriculum: H1 pass in Chemistry, Mathematics or Physics; OR pass in ‘O’ level Additional Mathematics

Chemistry  Case example of chemistry related course  Medicine

 Good ‘A’ Level results 

H1/H2 ‘A’ level curriculum: H1 pass in Chemistry, Mathematics or Physics; OR pass in ‘O’ level Additional Mathematics

Physics Content Structure  4 main themes:  

 

General Physics – kinematics, dynamics, pressure Thermal Physics – measurement of temperature, transfer of thermal energy Waves – general wave properties, light, sound Electricity and Magnetism

Physics  Emphasis on application of scientific concepts in real-life

context  Study approach: rigorous practice and exposure to a variety of questions  Good to have a solid grounding in Mathematics, although there is an upward trend in qualitative explanations in the Olevel exams

Physics  Physics in JC  



H1, H2 – requires O-level Physics either as a pure subject or part of a science course Physics is usually offered with Chemistry in the Science course in JC H3 – requires H2 Physics to be read simultaneously

 Physics-related courses in Polytechnic  

Applied Sciences Engineering

Biology  Less emphasis on factual material, more on understanding

and application of scientific concepts and principles  Develop abilities and skills  Develop attitudes relevant to science  What is required to do well in exams

Biology Content Structure  Topics include:  

 

Principles of Biology – cells, biological molecules Maintenance and regulation of life processes – nutrition and transport in plants and humans Continuity of life – reproduction, cell division, inheritance Man and his environment

Biology  Biology in JC  

H1, H2 – requires O level Biology either as a pure subject or part of a science course H3 – requires H2 Biology and H2 Chemistry

 Bio-related courses in Polytechnic 

Good to have Biology but other sciences will do

Science (Physics, Chemistry)  Less topics compared to their counterparts  The amount of content is less demanding, and assessment is

also less difficult : 50% knowledge with comprehension (including 20% recall) : 50% information handling, problem solving

Assessment Scheme

Theory: 50% Knowledge with Comprehension (with approximately 20% allocated to recall) 50% Handling Information and Solving Problem

Combinations offered in 2016 Combination

Subject

Subject

Subject

A/B

Physics

Chemistry

Biology

C/E1/E2

Physics

Chemistry

D/E3/E4

Biology

Chemistry

F

Combined Science (Phy/Chem)

G/H

Chemistry

Homework Purpose : To consolidate learning and to provide additional practice to reinforce learning  Ensures that your child reviews and revises all that have been taught in the class for the week  Approximately 1 – 1.5 hr of homework per week  Students need to exercise good time management, discipline

Anderson Secondary School

Information for Secondary Two Express Streaming Exercise 2016

SPORTS

SPORTS

Aims of the Literature Syllabus 2014 To enable students to:  discover the joys of reading Literature;  appreciate the aesthetic value of language;  engage personally with a variety of texts and draw connections between self, texts and the world;

Aims of the Literature Syllabus 2014  articulate perceptive and analytical

thinking;  explore how the elements of different genres function to achieve specific effects; and  appreciate the importance of contexts in which literary texts are written and understood.

Desired Student Outcomes A student who has completed this course in Literature will: be able to critically and independently read, analyse and appreciate literary texts; be able to develop and effectively communicate personal and critical responses to literary texts and others’ views; and

read and appreciate works from different parts of the world and from the three literary genres.

The Human Condition

• Explore issues of conflict and a range of human desires that contribute to such conflict. • Explore the human condition and are able to better understand their own existence and values in relation to society. • Encourage an understanding of moral and ethical issues, prompting students to develop an awareness of the world they live in.

. •

Thank youPlotfor your attention! Setting & Character “To be, Or not to be. That is the question.” Theme

Atmosphere

from Shakespeare’s Hamlet

5 AREAS OF STUDY

Style

Principles of Literature Teaching and Learning Personal Engagement Critical Appreciation Meaningful Connections

SPECTRUM OF SKILLS • • • • • • •

Remembering Skills Focusing Skills Organising Skills EVALUATING SKILLS Analysing Skills Integrating Skills Information Gathering Skills • Generating Skills

EXPOSURE TO LITERARY TECHNIQUES: • IRONY • SYMBOLS • PUN • CONTRADICTION • ALLITERATION • Conflict • PARODOX • ONOMATOPOEIA • SIMILE • METAPHOR • IMAGERY • rhyme • Rhythm

Content Specification Upper Secondary: Full Literature One novel in its entirety, or a range of short stories

TEXT:LORD OF THE FLIES A wide range of prose texts and poems from Singapore and other parts of the world TEXT: MINING FOR MEANING

One play in its entirety The version selected should be written for the stage. It should not be a film script.

TEXT: JULIUS CAESAR

O Level Assessment Full Literature Students will be assessed:

on their ability to produce sustained, critical responses to passage-based and essay questions. PAPER 1: • Set prose and drama texts (LORD OF THE FLIES) 1 passage-based + 2 essay questions  choose 1 • Unseen prose and poetry 1 question on prose and 1 on poetry  choose 1 PAPER 2 •Drama (Julius Caesar) 1 passage-based + 2 essay questions  To answer passage-based + 1 essay question

O Level Assessment Elective Literature Students will be assessed:

on their ability to produce sustained, critical responses to passage-based and essay questions. PAPER 4: • Set prose and drama texts (LORD OF THE FLIES) (1 passage-based + 2 essay questions  choose 1) • Unseen prose and poetry (1 question on prose and 1 on poetry  choose 1) PAPER 1 SOCIAL STUDIES COMPONENT

Anderson Secondary School

Information for Secondary Two Express Streaming Exercise 2016

SPORTS

HUMANITIES

2016

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“Nurturing ethical and rooted global citizens, who can think critically, communicate confidently and create compassionately”

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Relevance of Humanities… Today’s World “Critical Thinking and problem-solving skills are invaluable benefits of a humanities education

“Few history graduates work in jobs where they call themselves historians, but the skills they acquire are of fundamental importance in many occupations, and people trained in history have found success in a wide variety of professions. Historians learn how to ask questions, locate and analyze information and develop answers, write effectively, formulate coherent arguments and make successful presentations”.

Humanities Subjects… 1st Humanities Subject (Compulsory) Social Studies

History Electives

2nd Humanities Subject (By Choice) Geography

Social Studies… Issue 1: Exploring Citizenship and Governance How can we decide what is good for society? How can we work for the good of society?

Issue 2: Living in a Diverse Society

• to imbue students with the skills of critical inquiry, investigation and reflection

Why is there greater diversity in Singapore now? How can we respond to a diverse society?

• to develop critical and creative thinking in students

Issue 3: Being Part of a Globalised World

• to examine issues in society, locally and globally

How can we respond to tensions arising from some economic, social and security impact of globalisation?

History Electives… Unit 1 – The World in Crisis What are forces and developments that changed Europe and the Asia–Pacific in the first half of the 20th century? • Impact of World War I • engaging students actively • Rise of authoritarian regimes and its impact in the interwar in historical enquiry so as years – *Case study of Communist Russia & Nazi Germany to develop them into • World War II in Europe and the Asia–Pacific confident, self-directed, – Reasons for outbreak of WWII in Europe critical and reflective – Reasons for outbreak of WWII in the Asia–Pacific thinkers – Reasons for the defeat of Germany – Reasons for the defeat of Japan Unit 2 – Bi-Polarity and the Cold War

• equipping them with the necessary historical How did the Cold War impact the world order in the knowledge, understanding, post-1945 years? dispositions and skills to • Cold War and the bi-polar world order understand the present – Reasons for the Cold War in Europe • Manifestation of the Cold War outside Europe – *Case and contribute actively and study of Korean War, 1950–53 & Cuban Missile Crisis, 1962 responsibly as local and • Reasons for the end of the Cold War global citizens

Geography… Theme 1: Our Dynamic Planet (Physical Geography) (1) Coasts – Should coastal environments matter? • Develop a holistic (2) Living with Tectonic Hazards – Risk or opportunity? understanding of physical(3) Variable Weather and Changing Climate – A continuing human relationships at challenge? local, regional and global Theme 2: Our Changing World (Human Geography) scales (4) Global Tourism – Is tourism the way to go? (5) Food Resources – Is technology a panacea for food shortage? (6) Health and Diseases – Are we more vulnerable than before? Theme 3: Geographical Skills and Investigations (7) Topographical Map Reading Skills (8) Geographical Data and Techniques (9) Geographical Investigations

• Gain geographical insights and global awareness into future challenges through the study of current issues and their management • Develop skills in communicating and applying geographical knowledge

Academic Rigour…Assessment Objectives (AO) Social Studies + History Electives Knowledge AO1 •

Demonstrate relevant factual knowledge.

Constructing Explanations •

AO2

• •

Demonstrate an understanding of concepts and terms appropriate to the syllabus Select, organise and apply the concepts, terms and facts learnt Make judgements, recommendations and decisions.

Geography Knowledge • •

Critical Understanding & Constructing Explanation • • •

AO3

Demonstrate relevant factual knowledge Demonstrate knowledge of relevant fieldwork techniques

Select, organise and apply concepts, terms and facts learnt Make judgements, recommendations and decisions Evaluate data collection methods and suggest improvements

Interpreting & Evaluating Sources / Given Information

Interpreting & Evaluating Geographical Data

• • • • • • •

•

Comprehend and extract relevant information, Draw references from given information, Analyse and evaluate evidence, Compare and contrast different views, Distinguish between fact, opinion and judgement, Recognise values and detect bias, Draw conclusions based on reasoned consideration of evidence and arguments.

•

Comprehend and extract relevant information from geographical data Evaluate the validity and limitations of fieldwork evidence and of the conclusions reached

Academic Rigour… Assessments Format 1st Humanities Subject (Compulsory) Social Studies

History Electives

One paper of 1 hour 45 mins. Paper comprises 2 sections:

One paper of 1 hour 40 mins. Paper comprises 2 sections:

Section A: (35 %) Source-Based Case Study (35 marks) Q1-5: source-based questions (A01+A03)

Section A: (30 %) Source-Based Case Study (30 marks) Q1-5: source-based questions (A01+A03)

Section B: (15 %) Structured-Response question (15 marks) Consists of 2 sub questions (A01+A02) Part (a) requires students to construct explanation by giving reasoned argument and making recommendation on issue area. [5m] Part (b) requires students to construct explanation of two factors/ perspectives on an issue area (and making judgement on the relative importance of factors or giving a balanced conclusion on the issue. [10m]

Section B: (20 %) Structured-Essay Questions (20 marks) Answer 1 out of 2 questions set (A01+A02) Each question will have 2 sub-parts Part (a) requires candidates to explain events and/or issues [8m] Part (b) requires candidates to evaluate and make judgement on events and/or issues [12m]

Academic Rigour… Assessments Format 2nd Humanities Subject (by Choice) Geography Paper 1 50%, 50 marks, 1 hour 40 minutes

Geography Paper 2 50%, 50 marks, 1 hour 30 minutes

Section A (25%) – 25 Marks One structured question on Geographical Investigations will be set based on the following topics: • Coasts • Global Tourism The question will be set on a specific topic or combination of topics.

Section A (25%) – 25 Marks Two structured questions will be set based on the following topics: • Living with Tectonic Hazards • Variable Weather and Climate One question will be set on a specific topic. One other question will be set on a combination of topics.

Section B (25%) – 25 Marks Two structured questions will be set based on the following topics: • Coasts • Global Tourism One question will be set on a specific topic. One other question will be set on a combination of topics.

Section B (25%) – 25 Marks Two structured questions will be set based on the following topics: • Food Resources • Health and Diseases One question will be set on a specific topic. One other question will be set on a combination of topics.

Academic Rigour… Assessment Modes

Formative Assessment Mini research projects, Oral presentations of investigations/decisionmaking, Reports on surveys, field trips, laboratory experiment, Scrapbooks, Charts/concertinas, Models, Debates, Critiques, Metaphors, Mind Maps & other graphic organisers, Reflections, Journals, Peer Assessment/ SelfAssessment, Blogs/ Glogs, Performance Task, Graded homework/assignment, Comprehension

Summative Assessment CA1 SA1 CA2 SA2 Prelim

Relevance of Humanities… Post - Secondary L1R5: For JC Course L1 First Language – English / Higher Mother Tongue Relevant Subject 1 – Humanities / Higher Art / Higher Music / Malay (Special Programme) / Chinese (Special Programme) / Bahasa Indonesia Relevant Subject 2 – Mathematics / Science Relevant Subject 3 – Humanities / Higher Art / Higher Music / R5 Mathematics / Science / Malay (Special Programme) / Chinese (Special Programme) / Bahasa Indonesia Relevant Subject 4 – Any GCE ‘O’ Level subjects excluding CCA and Religious Knowledge Relevant Subject 5 – Any GCE ‘O’ Level subjects excluding CCA and Religious Knowledge

ELR2B2: For Polytechnic L1 English Art/Art & Design Business Studies Combined Humanities Commerce Commercial Studies Economics Geography Higher Art Higher Music History R2 Intro to Enterprise Development Literature in English Literature in Chinese Literature in Malay Literature in Tamil Media Studies (English) Media Studies (Chinese) Music

B2 Best 2 other subjects excluding CCA

HUMANITIES

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“Nurturing ethical and rooted global citizens, who can think critically, communicate confidently and create compassionately”

THANK YOU

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