What We Do For Our Primary 6 Students
The Pique Lab’s Primary 6 Science programme is designed to help your child bridge the gap between the Science concepts he/she has learnt at school and the accurate application of these concepts on examination questions. This allows our specialists to instill and establish confidence and interest in the subject through success in your child’s Science exams.
We are able to do so through our unique methodology, the Complete Concept Integration (CCI™) framework, which utilises template structures, answer and ‘buddy phrases’ to offer consistency and accuracy in your child’s answers. We can help your child by giving him/her an overview of the content that need to be mastered for each topic. We are also able to help your child shorten his/her learning curve by offering a wide exposure to a large variety of questions.
Learning Progression At A Glance
PHASE I: COMPLETE CONCEPT INTEGRATION™
The P6 Complete Concept Integration™ Science course focuses on the integration of the key science concepts for the major topics taught in Primary 3, Primary 4, Primary 5 and Primary 6.
During this 15-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: Cells & Body Systems
Session 2: Heat Energy & Water Cycle
Session 3: Magnetism & Light
Session 4: Plant Cycle, Animal & Plant Reproduction
Session 5: Interactions & Adaptations
The Problem Faced By Most Primary School Students
The PSLE Science syllabus is divided into five main themes such as Diversity, Cycles, Systems, Interactions and Energy. Within each theme, it is further segmented into lower block and upper block.
Let’s consider this theme, ‘ Body Systems’. At Primary 3, students learn the digestive system in depth. When they move up to Primary 4, they typically focus on ‘Body Systems’ in general. When they progress up to Primary 5, they will learn the respiratory system and circulatory system in depth.
Based on our years of working with primary school students, we have made two key obervations:
(1) The level of difficulty of open-ended questions becomes higher as they move up from Primary 3 to Primary 6.
(2) The questions tested at a higher academic level are no longer based on any specific topic (e.g. Digestive System alone)
In fact, these questions tend to test students based on their understanding of the entire theme on “Body Systems”. Unfortunately, most students tend to compartmentalise their knowledge as they are used to studying the subject matter sequentially based on topics.
As a result, they tend to tackle questions using concepts solely from an individual topic, rather than pulling in Science concepts from other relevant topics. This will inevitably cause them to lose precious marks during their school examinations.
Bridging This Gap Using The CCI™ Science Course
To fix the above problem, we have made the Complete Concept Integration™ course mandatory for all of our incoming Primary 6 students.
Objective One: Understanding The Thought Proceses & Answering Techniques
As we review the major topics during the P6 CCI™ Science course, we will also impart the thought processes and answering techniques needed to tackle open-ended questions. This will give our students an expectation on what they need to memorise as well. Based on this approach, we have streamlined the entire learning process and students have been able to study more effectively. This completely eliminates the desire to memorise every single detail that students have learnt over the years.
Objective Two: Fine-tuning Your Child’s Existing Techniques
It is important to understand the difference in expectation of how answers should be structured for questions tested at a Primary 3/4 level, as compared to questions tested at a Primary 5/6 level. Most P6 students have a habit of using what they learnt in Primary 3 and 4 to tackle more advanced questions tested in Primary 5 and 6, thus causing them to lose marks easily. The P6 CCI™ Science course helps to bridge the gap by aligning their expectations on what needs to written to tackle these advanced questions.
PHASE II: GRADE ACCELERATOR PROGRAMME™
Once the CCI™ has been completed, the CCI™ graduates will be shortlisted to join our Grade Accelerator Programme (GAP™). It is a weekly, 2-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 P6 GAP™, there will be in-class exercises and homework for our Primary 6 students.
WHY IS THE CCI™ SCIENCE COURSE COMPULSORY?
By structuring our lessons in this manner (CCI™ before GAP™), we ensure that students who join us are at the same pace and understanding as the rest of the students. This helps them to progress much faster and prevents them from having to play “catch-up” or become lost when we make references to science techniques and answering structures taught previously.
In a nutshell, the CCI™ course provides the opportunity for students to understand how Science should be studied, Subsequently, if your child is keen to continue lessons with The Pique Lab, the GAP™ (weekly, regular class) serves to reinforce the application aspect of Science using the CCI™ skill set they have learnt. This will be crucial for your child to achieve their A* in Science!
Our Primary 6 GAP™ Curriculum
FORMS, USES & SOURCES OF ENERGY (ENERGY)
6 Types of Energy
Sources of Energy
Factors Affecting Energy Forms
Energy Conversion Template Structure
Drawing The Linkage With P4 Energy Topics
4 Types of Forces
6 Effects of Forces
Factors Affecting The Magnitude of Each Force
Frictional Force In Daily Life
Interpreting/Explaining Forces Acting on Objects
Reading Elastic Spring Force Graphs
Understanding Springs in 3 Forms
LIVING TOGETHER (INTERACTIONS)
Recognising Habitats & Communities
Identifying Populations in a Habitat
Role of Decomposers
Factors Affecting Population Size
THE WEB OF LIFE (INTERACTIONS)
Recognising Food Chains
Interpreting Food Chains From Population Graphs
Interpreting Relationship Between organisms
Recognising Food Webs
Counting Food Chains
3 Classification of Organisms & Its Application
Role of Decomposers
Environmental Factors Affecting Population Size
Interpreting Relationships Through Population Graphs
ADAPTATIONS FOR SURVIVAL (INTERACTIONS)
2 Types of Adaptations
Plants In Cold & Hot Habitats
Animals In Cold & Hot Habitats
Attracting Mates For Reproduction
SA1 REVISION (MIX)
MAN’S IMPACT ON THE ENVIRONMENT (INTERACTIONS)
Man’s Activities That Impact The Environment
Greenhouse Effect And Global Warming
CFC & The Ozone Layer
Ways To Conserve The Environment
Renewable & Non-renewable Sources Of Energy
Human Activities VS Environmental Outcomes
PRELIM REVISION (MIX)
PRIMARY SCHOOL LEAVING EXAMINATION
P6 Grade Accelerator Program Details
*term pricing applies
The Pique Lab Learning Centre
10 Jalan Serene, #02-05A/17/20,
Serene Centre, Singapore 258748
The Pique Lab Learning Centre
10 Jalan Serene, #02-05A/17/20,
Serene Centre, Singapore 258748
*term pricing applies
Don’t Just Take Our Word For It.
Here’s What Other Parents Are Saying…
“Mentor To My Daughter!”
My daughter, Eng Ting sat for PSLE this year. She has been doing alright for Section A but somehow could not improve in Section B, where answering techniques are crucial.
She joined The Pique Lab in the middle of last year through my friend’s recommendation. She started with the P6 CCI Science course and enjoyed it thoroughly. Ms Lim had been of tremendous help to my daughter. Not just an effective Science teacher, she was also like a mentor to my daughter as she kept encouraging her right up to her PSLE papers. Support is well provided for as well.
Mother of Eng Ting
“Became More Confident!”
My daughter is taking the PSLE this year, yet she told me that she was still not very sure on the answering techniques for Science.
Through a friend’s recommendation, I signed my daughter up during the June holidays. My daughter love The Pique Lab’s teaching methodology because she can understand better. She became more confident after attending the workshop and regular classes. I love that they don’t have lots of homework for my girl to bring home. In addition, there are plenty of helpful notes for my daughter to refer.
In the end, she did very well for her PSLE!
Ms. Adeline Chiang
Mother of Audrey Goh
“From 60s To As & A*s!”
The Pique Lab is a fantastic Science enrichment centre, which helps their students drastically improve PSLE science concepts (especially part B answering techniques).
My twin daughters improved in their 2016 PSLE Science from the sixties range to A* and A in their PSLE, especially in a year when the Science examination was the toughest! And, this improvement was seen in a span of just 4 months before their PSLE (As we came to know about this program very late!!) We are so happy that The Pique Lab helped our twin daughters better their PSLE T-scores (to top 10% of the cohort)!
If you are already spending on Science enrichments, try the CCI course or check out the material at their centre. You will know the difference of this methodology and will definitely LOVE it !! Our children took the CCI program and continued the weekly sessions. The Pique Lab is REALLY worth giving a try. We highly recommend this program to all PSLE students!
Mr. Vijay Bhaskar Khasnavis
Father of Nishitha & Nikhitha
“Enjoyed Every Single Lesson!”
Thank you so much for taking Timothy in the lap before PSLE! He has certainly enjoyed every single lesson with you. He understands the concept better and has improved with his explanations. He is also very keen to get as high a score as he can in the MCQs. Thanks for guiding & inspiring him. He has greatly benefitted from The Pique Lab sessions. We will certainly highly recommend you all if we meet others in need of help in PSLE Science. Greatly appreciate it!
Mother of Timothy Tay
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 P6 CCI™ Science course & the P6 GAP™?
The fees for the P6 Complete Concept Integration™ Science course is $597.
The Grade Accelerator™ Programme will be billed termly (i.e. every 3 months). We have three terms in an academic year for Primary 6 students & they are segmented into three periods:
– Term 1: January, February & March
– Term 2: April, May & June
– Term 3: July, August & September
The fees will be computed based on the proposed rate of $280/month (regardless of 4 or 5 lessons in a given month). 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?
Lessons for Primary 6 students will take place from January till the last week of September.
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 ?
We do not segregate the classes based on their ability.
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 would do fine. In such situations, we would 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/she learns most effectively?
We would like parents to assist us in their child’s learning in the following 2 ways:
#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: My child does not like to do homework. Will your programme still be helpful?
If your child is unwilling to cooperate with us, our programme will not be effective for him/her.
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: Do you offer trial lessons?
Yes, we can arrange for a trial lesson at a concessionary fee of $70.
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: Do you offer make-up classes?
We allow two make-up lessons in a term [E.g. Jan – Mar (one term), Apr – Jun (one term), Jul – Sept (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 our admin, May on the availability before attending the make-up lesson. She can be reached via WhatsApp at 8181-2970.
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: How would you assess my child? How do you know if he/she is progressing well?
During our lesson, our instructor will call on students randomly to answer questions. From your child’s response, we’ll have a brief idea of whether he/she is on the right track.
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: My child is doing well in school. How would your centre help him/her to achieve or maintain his/her A*?
Students who have been scoring A*s usually understand the concepts completely and are able to articulate their thoughts most of the time.
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.