Science Appraisal Report Semester 2018-2019

APPRAISAL REPORT
2018-2019
SUBJECT: Science – Primary -Secondary
Summary of Results
SEMESTER 1
Grade A+ A A- B+ B B- C+ C C- F
12
CHEM
No. of - - 1 - - - - - -
students
Percentage of - - 100 - - - - - -
class
%
12
BIO
No. of - - - 1 1 - 1 - - -
students
Percentage of - - 33% 33% - 33% - -
class
12
PHY
No. of - - - - - - - - - -
students
Percentage of - - - - - - - - - -
class
11 CHEM
No. of - - - 1 - - - - -
students
Percentage of - - - 100% - - - - -
class
11 BIO
No. of - - - 1 - 1 2 -
students
Percentage of - - 25% - 25% 50% -
class
11 PHY
No. of - - - - -
students
Percentage of - - - - -
class
10 COMB
chemistry
No. of - - - - 1 2 1 2 - 1
students
Percentage of - - - - 14,4 28,5 14,2 28,2 - 14,2
class
10 COMB
Biology
No. of
students
Percentage of
class
10 COMB
Physics
No. of - - - 2 - 3 3 1 - 1
students
Percentage of - - - 20% - 30% 30% 10% - 10%
class
10 COOR
chemistry
No. of 1 - 4 2 5 2 - - -
students
Percentage of - 7% - 28,5 14,2 35,7 28,5 - - -
class
10 COOR
Biology
No. of
students
Percentage of
class
10 COOR
Physics
No. of - 3 - - 2 4 1 - - -
students
Percentage of - 30% - - 20% 40% 10% - - -
class
Grade 9 A+ A A- B+ B B- C+ C C- F
Chemistry
No. of 6 4 1 3 3 5
students
Percentage of 27,27 18,18 4,55 13,53 13,63 22,7
class
2
Biology
No. of
students
Percentage of
class
Physics
No. of - - 3 - 2 1 4 6 - 6
students
Percentage of - - 13.6 - 9.09 4.5% 18.18 27.27 - 27.2
class
3% % % % 7%
No. of 1 2 1 6 8 1 1 1 - 1
students
Percentage of 4.5 % 9.09% 4.5 27.27 36.36 4.5 4.5 % 4.5 % - 4.5
class
% % % % %
No. of
students
Percentage of -
class
No. of 2 3 4 5 4 5 5 2 - 1
students
Percentage of 6.5% 9.7% 12.9 16.1% 16.1 16.1% 6.5% - 3.2
class
% 12.9 % %
%
No. of 1 5 5 3 5 3 2
students
Percentage of 4.2% 20.8 20.8% 12.5 20.8 12.5% 8.3%
class
% % %
No. of - 6 4 9 6 6 6 2 - -
students
Percentage of - 15.4% 23.1% 15.4 5.1% - -
class
10.2 15.4 15.4 %
% % %
No. of 1 6 14 5 2 7 2 1
students
Percentage of 2.6% 15.8% 36.8 13.2% 5.3% 18.4 5.3% 2.6
class
% % %
No. of 7 5 3 8 4 4 2 - - 4
students
Percentage of 18.9% 13.5% 8.1% 21.6% 10.8 10.8 5.4 - - 10.8
class
% %
No. of 2 8 11 13 9 3 - - - 2
students
Percentage of 4% 17% 23% 27% 19% 6% - - - 4%
class
SEMESTER 2
12
CHEM
No. of - - - 1 - - - - - -
students
Percentage of - - - 100% - - - - - -
class
12
BIO
No. of - - - -
students
class
12
PHY
No. of - - - - - - - - - -
students
Percentage of - - - - - - - - - -
class
11 CHEM
No. of - - - - 1 - - - - -
students
Percentage of - - - - 100 - - - - -
class
%
11 BIO
No. of - - - - -
students
class
11 PHY
No. of - - - - -
students
class
10 COMB
chemistry
No. of - - - 1 1 1 1 4 - 2
students
Percentage of - - - 10% 10% 10% 10% 40% - 20%
class
10 COMB
Biology
No. of
students
Percentage of
class
10 COMB
Physics
No. of - - - 1 1 4 3 - - 1
students
Percentage of - - - 10% 10% 40% 30% - - 10%
class
10 COOR
chemistry
No. of - - - 3 - 2 3 1 - -
students
Percentage of - - - 33% - 22% 33% 11% - -
class
10 COOR
Biology
No. of
students
Percentage of
class
10 COOR
Physics
No. of - - 1 2 2 4 1 - - -
students
Percentage of - - 10% 20% 20% 40% 10% - -
class
Chemistry
No. of
students
Percentage of
class
Biology
No. of
students
Percentage of
class
Physics
No. of - - - 3 2 - 8 3 - 5
students
Percentage of - - - 14.28 9.52 - 38.09 14.28 - 23.8
class
% % % % 0%
No. of - 2 1 3 6 4 2 1 - 2
students
Percentage of - 9.52 % 4.76 14.28 28.57 19.0 9.5 % 4.76 - 9.52
class
% % % 4% % %
No. of
students
Percentage of -
class
No. of 2 3 4 5 4 5 5 2 - 1
students
Percentage of 6.5% 9.7% 12.9 16.1% 16.1 16.1% 6.5% - 3.2
class
% 12.9 % %
%
No. of 1 5 5 1 3 2 3 2
students
Percentage of 4.5% 22.7 22.7% 4.5 % 13.6 9.1% 13.6 9.1
class
% % % %
No. of - 6 4 9 6 6 6 2 - -
students
Percentage of - 15.4% 23.1% 15.4 5.1% - -
class
10.2 15.4 15.4 %
% % %
No. of 2 10 4 7 4 4 4 1
students
Percentage of 5.6% 27.8 11.1% 19.4 11.1 11.1% 11.1 2.8
class
% % % % %
No. of 4 5 6 5 7 2 1 1 - 1
students
Percentage of 11.4% 14.3% 17.1 14.3% 20% 5.7% 2.9% 2.9% - 2.9
class
% %
No. of 2 10 14 15 4 1 - - - 2
students
Percentage of 4% 21% 30% 31% 8% 2% - - - 4%
class
Subject inventory
Level Resources
Grade 12 Chemistry: Cambridge International AS and A
Level Second edition, Lawrie Ryan and Roger
Norris.
Grade 11 Chemistry: Cambridge International AS and A
Level Second edition, Lawrie Ryan and Roger
Norris.
Grade 10 Cambridge IGCSE Combined and Co-
ordinated Sciences, Mary Jones, Richard
Harwood, Ian Lodge and David Sang.
Grade 9 Cambridge IGCSE Combined and Co-
ordinated Sciences, Mary Jones, Richard
Harwood, Ian Lodge and David Sang.
Grade 8 Science Cambridge Checkpoint Level 9, Mary
Jones, Diane Fellowes-Freeman and David
Sang
Sang
Sang
Grade 5 TOP Science Level 6, David Lim Kee Ann,
Esmund Chua.
Esmund Chua.
Esmund Chua.
Esmund Chua.
Esmund Chua.
1. OVERVIEW
The science curriculum seeks to nurture the student as an inquirer. The starting
point is that students are curious about and want to explore the things around
them. The science curriculum leverages on and seeks to fuel this spirit of
curiosity. The end goal is students who enjoy science and value science as an
important tool in helping them explore their natural and physical world.
2. STRENGTHS
2.1 The teacher used the available science apparatuses.
2.2 Enthusiastic for an experiment
2.3 Internet connection was used to aid the learning.
2.4 Remedial / Extra classes was conducted to help weak students and
enrichment for the fast learner.
2.5. Labelling
2.6 Research task
2.7 Technology
2.8 Students are able to complete and engage with Projects work
2.9 Teamwork inclusive environment
2.10Resources such as books are available to support the learning and
teaching process
2.11Student are well understand to internet and technology.
2.12Workbook and worksheets are provided to enrich and dig a deeper
understanding of the student about the recent topic in the class.
3. WEAKNESSES
3.1 Process skills like investigating, interpreting, classifying, communicating
and analysing need to be emphasised. Student’s critical thinking and
comprehension are very weak. It limits their capacity to expand their ideas
and concepts.
3.2 Some students have difficulty applying the concepts taught and making
correct inferences and also in interpreting diagram and tabular data.
Students are weak in problem solving and comprehension questions.
3. 4 Students are weak in Science terminologies. They also find difficulty in the
application of different science concepts they learned.
3.5 Some species of plants and animals are difficult to look. It delays the
presentation
of the topic using the actual specimen.
3.6 Science projects and events are not substantial to develop student’s
curiosity.
3.7 Lack of the microscope slides
3.8 More resources in the library , more books for primary students
3.9 Lack of slide preservation (preparat) either on plant or animal.
3.10 Some eyepiece lens of the microscope are needed to be fixed since some has a
fungus contamination and some are unable to use to see the object.
3.11 In order to do observation on parts of an animal or plant we require to have a
stereoscopic microscope instead of just monocular or binocular microscope.
3.12 Lack of time to do experiments to give the students a hands on experience about
science.
4. RECOMMENDATIONS
4.1 Students should be given opportunities to explain the experiments

conducted in so that they can communicate and analyse as they try to
explain their experiments and answer their classmates’ questions.
4.2 Students should be given more application especially on problem solving
and comprehension questions. Basic concepts must be given more
emphasis so that students will be guided in answering extended topics.
4.3 Teachers must reinforce process skills during their Science lessons. They
have to ask relevant questions and emphasise conclusion during
experiments.
4.4 Science teachers must ensure that there are enough Science materials for
all pupils to carry out the experiments planned for them. They should plan
various science projects to develop the inquiry skills of the students.
4.5 Practical work must be done regularly in order to help students fully
understand the concept taught inside the classroom.
4.6 Science project like investigatory project must be given to students once
every semester.
4.7 There must be a Botanical Garden. This could help students especially
during Taxonomy and ecology topics. Common species used for Science
experiments like Orchid and Hibiscus must be planted in the garden.
4.8 The school must hire a laboratory assistant to help prepare and set up the
experiments.
4.9 The school must purchase more materials and chemicals to fully equipped
the laboratory room.
4.10 Signs must be posted in the laboratory room.
4.11 Rules for the proper use of laboratory room must be implemented.
4.12 There must be a science orientation at the beginning of the school year.
4.13 Science Fair / School camp must be done once a year. This will be
coordinated with other subjects like Maths and IT.
4.14 A budget for the teachers training
4.15 100 million for the Science apparatus (A/AS Level : Titration set, distillation set,
Desiccator, LAF, Incubator)
4.16 There should be a science club for those who have an interest in science.
This is to develop and accommodate student in order to improve their
skills in science.
4.17 More time to emphasize the student about each topic of each chapter.
4.18 We need more torso such as organ, skull, Plant, etc to support the
practical lesson.
Prepared by: Date: June, 13,2019
Noted by :
__________________________
Ms. Jenifer Pernia

Science Appraisal Report Semester 2018-2019

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APPRAISAL REPORT

4.1 Students should be given opportunities to explain the experiments

Prepared by: Date: June, 13,2019

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