Primary 4 Science Tuition: Looking For One That Works?
The Pique Lab’s Primary 4 Science Program is specifically crafted to unlock your child’s inquisitive mind through interacting with visuals and experiments which are closely aligned with the P4 Science Syllabus.
In each weekly 1.5-hour session, our specialists will engage your child through a step-by-step method of analysing each school’s question for better clarity in the concepts taught. This will allow your child to grasp the way of tackling Science questions in a more efficient & accurate manner. Our specialists at The Pique Lab will guide your child in acquiring and applying the right answering techniques which they would need to safeguard themselves as they proceed on to the different levels.
We work towards inculcating a deep interest in Science in them and believe strongly in strengthening their Science concepts for a solid foundation. We support our students in their learning by providing comprehensive notes and school examination questions for better reinforcements.
Learning Progression At A Glance
PHASE I: GRADE ACCELERATOR PROGRAMME™
The Grade Accelerator Programme (GAP™) is a weekly, 1.5-hour session where we focus on the application of the Science concepts on a wider range of questions. We will also explore more advanced techniques to prepare them for their upcoming examinations.
The GAP™ is an avenue for us to work closely with students on a weekly basis, where we can provide them the exposure that they require to succeed academically in Science. During the P4 GAP™, there will be in-class exercises, experiments and homework for our Primary 4 students.
PHASE II: COMPLETE CONCEPT INTEGRATION™
The P4 Complete Concept Integration™ Science course focuses on the integration of the key science concepts for the major topics taught in Primary 3 and Primary 4.
During this 12-hour content-packed session, our specialists will be diving deep into the thought processes (i.e. how to think, concept linkages) and the answering techniques (template answers, key words and key phrases) for the these topics:
Session 1: Plants, Fungi, Bacteria, Animal Classification & Materials
Session 2: Digestive System, Body Systems, Plant Life Cycle
Session 3: Animal Life Cycle, Magnets, Matter
Session 4: Light Energy
WHY IS THE CCI™ SCIENCE COURSE COMPULSORY?
Through our teaching experience, we have noticed that one of the key challenges for students who enrolled with us at a later stage is that they have missed out on the topics taught in the P3 GAP as well as from the previous months. As a result, students tend to be more “lost” during the examination revision phase in the weekly lessons.
During the June Holidays, we’ll be able to leverage on the extra time we have with our students to consolidate their understanding of major P3 & P4 topics. By incorporating the P4 CCI Science Course as a mandatory part of our programme, this ensures that students in our weekly classes are able to gain access to the materials and methodology for the topics that was covered before they enroll with us and prevents them from having to play “catch-up” with the rest of the class.
Our 2019 Primary 4 GAP™ Curriculum
Properties of Matter
3 States of Matter & Their Properties
Application of Matter to Commonly Tested Questions
PLANT PARTS & WHAT THEY DO (DIVERSITY)
Parts of the Plant
Functions of Plant Parts
PLANT CYCLE (DIVERSITY)
Stages in The Life Cycle of a Flowering Plant
Germination & The Required Conditions
Function of Seed Leaves
Function of First/True Leaves
ANIMAL LIFECYCLE (DIVERSITY)
3-stage Life Cycle: Egg, Young, Adult
3-stage Life Cycle: Egg, Nymph, Adult
4-stage Life Cycle: Egg, Larva, Pupa, Adult
Differences Between 3-stage Life Cycle & 4-stage Life Cycle
Types of Magnets
Effects of Magnets
Types of Magnetic Materials
3 Rules of Magnetism
SA1 REVISION (MIX)
LIGHT ENERGY (ENERGY)
Sources of Light
Properties of Light
Drawing Light Rays
Presence of Shadows
Determining Shape & Size of Shadows
Properties of Materials (Transparency)
HEAT ENERGY (ENERGY)
Sources of Heat
Effects of Heat
Amount of Heat in a Substance
Conductors of Heat
SA2 REVISION (MIX)
P5 2020 PREPARATION
2019 P4 Grade Accelerator Program Details
Don’t Just Take Our Word For It.
Here’s What Other Parents Are Saying…
Enzo enjoyed the classes & found it interesting. He looked forward to attending the sessions each week. The notes were also well written & the presentation was appealing & that made it interesting for the child!
Mother of Enzo McCully
“Answer With Ease!”
My son used to have a lot of difficulties answering OE questions. Now he is able to answer with ease. They gave him standard template answers and help him to be able to construct the answer clearly. He is more confident in handling his Science paper now. Thank you!
Mother of Nathan Kuak
“Grateful To The Wonderful Teachers!”
I’m really grateful to the wonderful Teachers at The Pique Lab for helping iron out some of the issues Max had with understanding some of the concepts and delivering his knowledge in providing the correct answers. Despite having to wake up early on a Sunday morning Max looks forward to his classes and enjoys the lessons very much. Through this understanding he has moved from a B to an A*. Thank you so much!
Ms. Michelle Tan
Mother of Max Lim
Frequently Asked Questions
If you’re still sitting on the fence, perhaps these questions may help you out 🙂
Q: How are the fees computed for the P4 GAP™?
We have four terms in an academic year for Primary 4 students & they are segmented as the following:
– Term 1: January, February & March
– Term 2: April, May & June
– Term 3: July, August & September
– Term 4: October & November
If you were to enrol your child in the middle of the term, the fees will be pro-rated accordingly.
Q: Do you have lessons during holidays?
Classes will still carry on during school holidays (i.e. March, June & September). However, if the lesson falls on a public holiday, there will be no class on that day.
The materials for that session will be given to students as homework & they will be reviewed together in class in the next session.
Q: My child is very weak. Do you have classes catered specially for my child as I am afraid he/she will not be able to catch up with the pace of the class ?
The key objective of the GAP™ classes is introduce and expose student to the various forms of writing and the techniques involved in tackling science questions.
As long as our students can understand what is being taught in class, they will do fine. In such situations, we will advise on the suitability of our classes after your child has attended a trial session.
Q: After joining your classes, how can I assist my child to ensure that he learns most effectively?
#1: Ensure that your child completes his/her homework on time
Homework is an essential part of the “feedback system” to our specialists. Through our specialists’ marking, we will be able to identify students who have not been able to execute the appropriate answering techniques independently.
#2 Review the corrections together with your child
We recognise that parents often find it challenging to coach their child on Science and we do not expect your to do so if your child is attending lessons with The Pique Lab.
However, we do hope that you can take some time to review with your child the mistakes identified through our marking. Your child should be able to explain what was missing in his/her answer. If it does not sound convincing, it is highly likely that your child needs to clarify those mistakes with their respective specialists again.
This reviews process helps us to avoid the situation where students make the same mistakes over and over again without gaining the insights to the areas of improvement
Q: Do you offer make-up classes?
We allow three make-up lessons in a term [E.g. Jan – Mar (one term), Apr – Jun (one term), Jul – Sept (one term), Oct – Nov (one term)]The make-up has to be carried out within the same week in any of our existing group classes if there are available slots.
Please check with your dedicated Community Manager if you would like to arrange a make-up lesson.
If your child is unable to attend the make-up lesson in any of our existing group classes (despite having available slots), the materials will be handed to him/her in the next lesson.
Q: My child does not like to do homework. Will your programme still be helpful?
Completing their homework is an essential aspect of the learning process as it provides us the feedback on whether your child is able to apply the techniques and structures of writing independently.
This enable us to identify students who “fall through the cracks”, allowing us to raise the challenges and difficulties faced by our students, prompting closer communication and cooperation between us and parents.
Q: How would you assess my child? How do you know if he/she is progressing well?
We assess from the following pointers:
– If your child knows the concepts
– If your child understands the concepts
– If your child is able to apply the concepts
We’ll also have in-class diagnostic tests occasionally to assess their level of knowledge. Homework will also be given in our regular classes
Q: Do you offer trial lessons?
The purpose of the trial lesson is to allow your child to better understand the teaching pedagogy that is adopted at our centre without a long term commitment.
Q: Can I start the P4 Science Programme without a trial lesson?
For us, we’re all about the best fit. There are two main qualifying criteria when we shortlist students for our regular classes: 1) Learning Attitude, 2) Learning Aptitude (Ability)
1) A student with a good learning attitude and aptitude will be the best fit for our Science programme. We’re best able to help him/her improve in the shortest period of time (In some cases, we’ve had students who saw their grades jumping from 70s to high 80s in less than 3 months)
2) A student with a good learning attitude and poor learning aptitude will eventually improve, so long as they put in the hard work to memorise, revise and apply what they learn. They’ll probably take a longer time to absorb the subject matter, but we’ve seen them improve once they’re equipped with the right skills to excel.
3) We’ve also worked with students with poor learning attitudes (i.e. lazy) and good learning aptitudes. Assuming that these students comfortable with the learning environment, we can try to work with them to overcome their learning challenges. However, a lot of effort is often required to get them to a state where they’re ready to learn and improve. Parents usually commit for one term to assess if our classes work for their kids. In certain cases, we’ve managed to inspire and motivate them to change for the better.
4) The regular classes are not suitable for students with poor learning attitudes and aptitudes. In most cases, these students tend to be disinterested in the subject matter and have problems trying to pay attention in class. (Read more below on these students can be helped)
We recognise that our primary school Science programmes are not a one-size-fits-all solution for every student. While we strive to provide the best learning environment for our students, we also understand that not every student will benefit fully from our programmes. As such, we’ve decided to put in place a behavioural assessment during the trial lesson to quickly assess if the student has a higher propensity of improvement under our guidance.
During the trial lesson, the teacher is able to observe the student’s performance and highlight any potential challenges so that parents can make an informed decision before committing to our regular classes. This is especially important as it is crucial for parents and teachers to align their expectations and work hand-in-hand to maximise a student’s potential.
On the contrary, if a student exhibits signs of inattentiveness, disruption and/or laziness, it’s not that he/she cannot be helped. Rather, a different learning approach should be adopted & it’s typically best administered through a private 1 to 1 arrangement, which we do not offer at our centre. As different students have different learning needs, our role as educators is to find one that best fits them, so they can spend their time meaningfully every week.
Q: My child is doing well in school. How would your centre help him/her to achieve or maintain his/her A*?
We categorise these students as high-achievers or high-performers. From our observation, these group of students typically face two key issues:
1) Extreme Carelessness
They do not take time to read and analyse each question carefully and tend to speed read through the question, choosing the first option that “seems” correct.
They hardly annotate the diagrams and highlight keywords when attempting those questions, often misreading the question.
2) They Don’t Know What They Don’t Know
It is easy for students to clarify their doubts if they are aware of their shortfalls. Given that the margin of error to achieve an A* is very small, It is often challenging to identify their misconceptions before they surface and lose their precious marks in exams.
How We Help Them
To overcome these challenges, our students at The Pique Lab are trained to annotate on their diagram accurately and effectively, such that they are able to lift sections of the question to form the structure of their Science answers. Paraphrasing is a big “no-no” as students tend to distort the intention and explanation of their science answers.
Students will also gain access to ample practice of writing the “end to end” thought process when tackling questions, regardless of whether the question is a 1 or 2 mark question. As what we always emphasize to our students – “The questions during practice should only serve as a reference for practice. Writing in full would help you train your ability to tackle questions that require a longer elaboration to be awarded the full marks.
2019 P4 GAP™ Enrollment Form
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