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Science Tuition | Science PSLE | Secondary School Science Tuition In Singapore | Primary School Tuition For Science | Best Science Tuition In Singapore
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Hello 🙂 I am Amelia Lee, PhD – Princeton University, Materials Science Engineering.
I am one of the co-founders of The Best In Singapore, and I lead our Education Division comprising over 31,000 of Singapore’s most qualified and experienced home tutors.
Since 2012, we have established a strong track record of helping our students achieve better grades. You have probably heard about us from your school teachers, classmates, relatives or colleagues.
Getting into a good school and maintaining good grades is important for anyone who wants to do well in their chosen career – whether you plan to eventually work in Singapore, Asia, Europe or the United States.
Exams now require students to be able to remember large chunks of information, analyze complicated scenarios and then come up with appropriate answers.
The easier part of all these important tasks is probably the memorization of content from your textbooks. It certainly is more challenging to be able to correctly develop your higher-order thinking skills. Once you can do this, you will then need to apply the analyses are required by the increasingly difficult exam questions. Your school teachers are very good, but they are sometimes too busy to answer every question that you have.
In order to consistently achieve higher grades, you need appropriate guidance from exceptional home tutors who:
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Science Tuition | Science PSLE | Secondary School Science Tuition In Singapore | Primary School Tuition For Science | Best Science Tuition In Singapore
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Science Tuition | Science PSLE | Secondary School Science Tuition In Singapore | Primary School Tuition For Science | Best Science Tuition In Singapore
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Comments and feedback of the results of hiring professional home tutors from The Best In Singapore
My husband and I could see that Henry was trying to do well in Science, but his grades were not what he has been hoping for. We decided to hire Mr Timothy from The Best In Singapore. He used to teach at a good primary school and is familiar with what Henry needs to do and to learn in order to score higher marks. Henry is much happier now and is starting to enjoy Science.
Mrs Hong
Rosyth School
Science has not been my favourite subject since primary school days. I much prefer English, Chinese and Maths. By Sec 2, it was obvious that I should take combined science and not any of the pure science subjects. Even then, I was having problems from the first few weeks of Sec 3. My parents and I figured this would be a good time to hire a tutor, and we found Ms Geraldine after looking at some really good tutor profiles. Ms Geraldine is friendly and she teaches Science in an interesting way. I dislike Science less, thanks to Ms Geraldine, and scored my first B a few weeks ago. So maybe I will eventually start to like Science.
Sok Zhen Tan
Holy Innocents’ High School
Ms Koh has been teaching me Science since Sec 2. She and I agree that I had been rushing through whenever I try to answer questions. This has been how I made so many careless mistakes even though I had studied and revised carefully. I guess it's because I was nervous. Ms Koh taught me exam techniques as well as ways to help me analyze and think clearly. I scored A for my O Levels.
Alfred Ng
Kuo Chuan Presbyterian Secondary School
My Science grades since primary school have been A's and I want to take pure Chem and pure Physics in Sec 3. I wanted additional guidance, so we hired Ms Magdalene. She had written assessment books on Science, so I am very lucky that we were given her profile to choose from when we contacted The Best In Singapore
Jenny Lam
St Margaret’s Secondary School
Science Tuition | Science PSLE | Secondary School Science Tuition In Singapore | Primary School Tuition For Science | Best Science Tuition In Singapore
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Sample Tutor Profiles
Ms HT has 15 years of Science tuition experience. She is NIE-trained, and taught at MOE schools for 8 years. Ms HT has a Bachelor’s in Biomedical Engineering from NUS. Her private tuition students attended Yumin Primary School, Xishan Primary School, St Stephen’s School, Pei Chun Public School, Sengkang Green Primary School, and Catholic High School – Primary.
Mr SHM has 10 years of Science tuition experience. He has a PhD in Electrical and Computer Engineering from Johns Hopkins University. Mr SHM’s Bachelor’s in Biochemistry was from NTU (First Class Honours). His private tuition students attended River Valley High School, St Anthony’s Canossian Secondary School, Maris Stella High School, Whitley Secondary School, CHIJ St Nicholas Girls’ School, and Anglo-Chinese School (Independent).
Mr DY has 9 years of Science tuition experience. He has a Bachelor’s in Engineering Science from NUS. Mr DY was an MOE contract teacher for 3 years. He taught at tuition centres for 6 years. Mr DY’s private tuition students attended Marymount Convent School, Pioneer Primary School, North Spring Primary School, CHIJ St Joseph’s Convent, Geylang Methodist School (Secondary), and Montfort Secondary School.
Mr AKM has 12 years of Science tuition experience. He is NIE-trained and taught at MOE schools for 8 years. Mr AKM has a Bachelor’s in Civil and Environmental Engineering from NTU (Honours). Mr AKM’s private tuition students attended Holy Innocents’ Primary School, Yangzheng Primary School, Rosyth School, Northoaks Primary School, Haig Girls’ School, and Nan Chiau Primary School.
Ms STH has 16 years of Science tuition experience. She has a Bachelor’s in Biomedical Engineering from NUS (First Class Honours). Ms STH taught at a top tuition centre for 3 years. Her private tuition students attended St Andrew’s Junior School, Kuo Chuan Presbyterian Primary School, Catholic High School – Primary, Hai Sing Catholic School, Ngee Ann Secondary School, and St Patrick’s School.
Ms NJT has 14 years of Science tuition experience. She taught at a leading tuition centre for 9 years, and wrote their curriculum for secondary school and junior college. Ms NJT has a Bachelor's in Biomedical Engineering from NUS (First Class Honours). Her home tuition students attended Kong Hwa School, Anglo-Chinese School (Primary), Nanyang Primary School, Hai Sing Catholic School, Singapore Chinese Girls’ Secondary School, and Paya Lebar Methodist Girls’ School (Secondary).
Science Tuition | Science PSLE | Secondary School Science Tuition In Singapore | Primary School Tuition For Science | Best Science Tuition In Singapore
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Tuition Teachers With 2 to 30+ Years Of Tutoring Experience
Tutor Hourly Rates
University Undergraduate
Graduated
MOE Teacher/PhD/Master's
Primary School
$30 - $40
$35 - $45
$50 - $70
Secondary School
$30 - $40
$40 - $55
$60 - $90
Junior College
$40 - $50
$60 - $80
$90 - $120
Polytechnic/University
$40 - $60
$60 - $90
$100 - $120
Science Tuition | Science PSLE | Secondary School Science Tuition In Singapore | Primary School Tuition For Science | Best Science Tuition In Singapore
Science Syllabus Lower Secondary curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
1.3.1. Value of Lower Secondary Science E/N(A)
As Lower Secondary Science bridges Primary Science and Upper Secondary Science, Lower Secondary Science education needs to help students obtain baseline scientific literacy for basic citizenry (Section 1.2 21st Century Competencies and Scientific Literacy), and to equip
students with a strong foundation to support their further studies.
LSS continues the General Science emphasis of Primary Science before students pursue the disciplinary subjects of Physics, Chemistry and Biology at upper levels. This approach in LSS supports students in
making connections across disciplines and solving interdisciplinary problems.
1.3.2. Aims of Lower Secondary Science E/N(A)
The aims of the Lower Secondary Science E/N(A) syllabuses are to:
a. cultivate students’ appreciation of Science as a collective human endeavour to understand the natural world, and as a way of thinking rather than just a body of facts.
This involves promoting awareness that the study and practice of science are cooperative and cumulative activities. These activities are subject to social, economic, technological, ethical and cultural influences and limitations.
In addition, the applications of Science are generally beneficial but the abuse of scientific knowledge can be detrimental.
b. inspire students to make informed decisions and take responsible actions in sciencerelated issues that concern their lives, the society and the environment.
This involves stimulating students’ curiosity, interest and enjoyment in Science and matters relating to science and technology as well as developing their care for the environment.
c. help students develop in fundamentals that are integral to scientific inquiry and innovation, including problem-seeking and problem-solving.
These fundamentals include the (i) acquisition of core ideas, (ii) acquisition of the practices of science, and (iii) development of values, ethics and attitudes relevant to Science that would help students become confident citizens in a technological world.
4. ASSESSMENT
4.1 Purposes of Assessment
Assessment is the process of gathering and analysing evidence about student learning to make appropriate decisions and enhance learning. Assessment is integral to the teaching and learning process. In designing assessments, we need to have clarity of purpose.
Assessment is the extent to which desired knowledge, skills and attitudes are attained by students. It should produce both quantitative and qualitative descriptions of a learner’s progress and development that can be analysed and used to provide feedback for improving future
practices.
• Assessment provides feedback to students, allows them to understand their strengths and weaknesses. Through assessment, students can monitor their own performance and progress. It also points them in the direction they should go to improve further.
• Assessment provides feedback to teachers, enables them to understand the strengths and weaknesses of their students. It provides information about students’ attainment of learning outcomes as well as the effectiveness of their teaching.
Assessment provides feedback to schools. The information gathered facilitates the placement of students in the appropriate stream or course, and the promotion of students from one level to the next. It can also help to inform the review of instructional programs in schools
• Assessment provides feedback to parents. It allows them to monitor their children’s learning attainment and progress through the information obtained.”
Combined Science Upper Secondary curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
These are not listed in order of priority.
The aims are to:
1. provide, through well-designed studies of experimental and practical science, a worthwhile educational experience for all students, whether or not they go on to study science beyond this level and, in particular, to enable them to acquire sufficient understanding and knowledge to
1.1 become confident citizens in a technological world, able to take or develop an informed interest in matters of scientific importance
1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in other disciplines and in everyday life
1.3 be suitably prepared for studies beyond Ordinary Level in related pure sciences, in applied sciences or in science-related courses.
2. develop abilities and skills that
2.1 are relevant to the study and practice of science
2.2 are useful in everyday life
2.3 encourage efficient and safe practice
2.4 encourage effective communication.
3. develop attitudes relevant to science such as
3.1 accuracy and precision
3.2 objectivity
3.3 integrity
3.4 inquiry
3.5 initiative
3.6 inventiveness.
4. stimulate interest in and care for the local and global environment.
5. promote an awareness that
5.1 the study and practice of science are co-operative and cumulative activities, and are subject to social, economic, technological, ethical and cultural influences and limitations
5.2 the applications of science may be both beneficial and detrimental to the individual, the community and the environment
5.3 science transcends national boundaries and that the language of science, correctly and rigorously applied, is universal
5.4 the use of information technology is important for communications, as an aid to experiments and as a tool for interpretation of experimental and theoretical results.
ASSESSMENT OBJECTIVES
A Knowledge with Understanding
Students should be able to demonstrate knowledge and understanding in relation to:
1. scientific phenomena, facts, laws, definitions, concepts, theories
2. scientific vocabulary, terminology, conventions (including symbols, quantities and units contained in ‘Signs, Symbols and Systematics 16–19’, Association for Science Education, 2000 and the recommendations on terms, units and symbols in ‘Biological Nomenclature 4th Edition (2009)’ published by the Institute of Biology, in conjunction with the Association for Science Education)
3. scientific instruments and apparatus, including techniques of operation and aspects of safety
4. scientific quantities and their determination
5. scientific and technological applications with their social, economic and environmental implications.
The subject content defines the factual knowledge that candidates may be required to recall and explain. Questions testing these objectives will often begin with one of the following words: define, state, describe, explain or outline.
B Handling Information and Solving Problems
Students should be able – in words or by using other written, symbolic, graphical and numerical forms of
presentation – to:
1. locate, select, organise and present information from a variety of sources
2. translate information from one form to another
3. manipulate numerical and other data
4. use information to identify patterns, report trends and draw inferences
5. present reasoned explanations for phenomena, patterns and relationships
6. make predictions and hypotheses
7. solve problems.
These assessment objectives cannot be precisely specified in the subject content because questions testing such skills may be based on information, which is unfamiliar to the candidate. In answering such questions candidates are required to use principles and concepts that are within the syllabus and apply them in a logical, deductive manner to a novel situation. Questions testing these objectives will often begin with one of the following words: predict, suggest, calculate, or determine.
C Experimental Skills and Investigations
Students should be able to:
1. follow a sequence of instructions
2. select and use techniques, apparatus and materials
3. make and record observations, measurements and estimates
4. interpret and evaluate observations and experimental results
5. plan investigations, select techniques, apparatus and materials
6. evaluate methods and suggest possible improvements.
Weighting of Assessment Objectives
Theory Papers (Papers 1, 2, 3 and 4)
A Knowledge with Understanding, approximately 50% of the marks with approximately 20% allocated to recall.
B Handling Information and Solving Problems, approximately 50% of the marks.
Practical Assessment (Paper 5)
Paper 5 is designed to test appropriate skills in C, Experimental Skills and Investigations.
In one or more of the questions in Paper 5, candidates will be expected to suggest a modification or an extension, which does not need to be executed. Depending on the context in which the modification / extension element is set, the number of marks associated with this element will be in the range of 10% to 20% of the total marks available for the practical test.
SCHEME OF ASSESSMENT
Candidates are required to enter for Paper 1, Paper 5 and two of Papers 2, 3 and 4.
Science (Physics, Chemistry), Syllabus 5076
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.
Science (Physics, Biology), Syllabus 5077
Paper 1 will be based on the Physics and Biology sections of the syllabus.
Paper 2 will be based on the Physics section of the syllabus.
Paper 4 will be based on the Biology section of the syllabus.
Paper 5 will be based on the Physics and Biology sections of the syllabus.
Science (Chemistry, Biology), Syllabus 5078
Paper 1 will be based on the Chemistry and Biology sections of the syllabus.
Paper 3 will be based on the Chemistry section of the syllabus.
Paper 4 will be based on the Biology section of the syllabus.
Paper 5 will be based on the Chemistry and Biology sections of the syllabus.”
PSLE Science curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
PURPOSE OF THE EXAMINATION
The PSLE Science Paper assesses students’ attainment in Science with respect to the aims of Primary Science Education as stated in the 2014 Science syllabus.
ASSESSMENT OBJECTIVES
The assessment objectives are as follows:
I. Knowledge with Understanding
Students should be able to demonstrate knowledge and understanding of scientific facts, concepts and principles.
II. Application of Knowledge and Process Skills
Students should be able to
a. apply scientific facts, concepts and principles to new situations.
b. interpret information (including pictorial, tabular and graphical) and investigate using one or a combination of the following process skills:
Inferring
Predicting
Analysing
Evaluating
Generating possibilities
Formulating hypothesis
Communicating
EXAMINATION FORMAT
Format of Paper
The examination consists of one written paper comprising two booklets, Booklet A and Booklet B.
(a) Booklet A consists of 28 multiple-choice questions with four options. Each multiple-choice question carries 2 marks.
(b) Booklet B consists of 12-13 open-ended questions. Each open-ended question carries 2, 3, 4 or 5 marks.
Candidates are required to answer all the questions in the two booklets.
The duration of the paper is 1 hour 45 minutes.”
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