Term 1 WA review by

teo_ching_fang_jocelyn — 2026-05-21 06:05:59 UTC

Area of strength & strategies

2026-05-21 07:06:40 UTC

- grasp concept quickly generally

- try their best to attempt questions

- good amount of prior knowledge

- curious to find out more

- generally asks questions

strategies that worked

- googling on the spot when students ask questions that are beyond Textbook

- short and simple recap before officially starting lesson

- hook questions to discuss, and then lead back to the hook question (so that students can understand)

- drilling different types of questions into students.

- Videos, kahoot quizzes.

2026-05-21 07:08:44 UTC

Generally okay with identifying similarities and differences in tables and diagrams (with images)
Good recall
Can identify keywords and relevant information to question

2026-05-21 07:21:30 UTC

Unsure of how to read flowchart
- Make own flowcharts
Spelling, affecting ability to answer OEQ
- Do spelling tests
Need to learn to slow down and read questions
- Redo questions with three levels of scaffolding: more words with keyword blanked, less words with key phrases blanked, written independently

2026-05-21 07:28:21 UTC

Common mistakes/misconceptions

- condensation (thinking that coloured water = coloured water droplets)

- unable to apply abstract concepts

- not reading questions, not identifying keywords properly.

Learning gaps

- some students have weak prior knowledge

- application questions

- not tech-savvy (both teachers and students)

strategies for improvement (intervention)

- stronger parents-teachers collaboration

- koobits science

- gamify science (wayground)

- emphasizing on keywords

2026-05-21 07:33:53 UTC

Have great interests in the topics
Some of them can grasp concepts well
Asking deeper questions
Hands on activity and videos
Small group teaching (but limited as students have strong preference for grouping with friends rather than the suggested groupings by teachers, and support teacher may not be the most familiar with the syllables)
First work, then motivational reward (e.g. iPad, video, rest)

2026-05-21 07:36:24 UTC

Some of them have poor foundation of science concepts
Unable to apply concepts to questions
Unable to follow CER answering technique
Poor motivation as Science is viewed as "not important" or "not applicable to future work"

More tech incorporation (would appreciate some suggestions other than SLS and Kahoot - and considering the ease of engagement but difficulty in disengagement)

2026-05-21 07:37:38 UTC

2026-05-21 07:49:59 UTC

Reading and understanding and to attempt questions.
unable to apply concepts to different contexts
visualise experiments and apply the concept to questions.
difficulty explaining answer and how they derived their answer with relevance to concepts.