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Primary 6 Science

Objectives of our P6 Science Programme

Students who find the following challenges will benefit from our programme... 

  • Unable to consolidate information and gain clarity

  • Unable to apply concept to application questions

  • Unable to manage hybrid questions (different topics woven into a single question) 

  • Losing marks for wrong keywords and insufficient details for open-ended questions  

  • Losing marks to carelessness for MCQs and open-ended questions

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Skills and Processes Acquired during the Programme 

  • Generating possibilities 

  • Predicting

  • Observing

  • Comparing

  • Classifying

  • Inferring

  • Analysing

  • Communicating and understanding of pictorial, graphical and tabular content

  • Creative Problem Solving: choose an innovative and relevant solutions to alter a situation

  • Decision-making; to consider among seemingly equal alternatives and make a choice

  • Investigation: to formulate hypotheses, devise fair methods and carry out those methods to verify the hypotheses. 


Syllabus Content

  • All P3, P4 and P5 topics 

  • Interaction of Forces ( Frictional, Gravitational and Elastic Spring)

  • Interaction within the Environment 

  • Energy Conversion 

Lesson Framework

1.    Lectures 

  • Students acquires knowledge with the use of our carefully curated Lecture Notes, which summaries content and embeds popular questions and activities to enhance understanding.

  • Students are given topical Summary Maps which show condensed information, keywords and comments on common challenges faced 

2.    Tutorials 

  • Geno House creates questions to assist students to master essential solving skills and the appropriate ways of presenting answers (e.g. using structured framework and/or keywords)

  • Students are equipped with exam tactics to minimise carelessness. Tutors apply K.E.E.P to monitor and review their progress and understanding.

  • Students are supplemented with past years school papers and additional resources, with aims to enhance the application of Geno House solving skills and to increase the exposure to a great variety of questions.  

3.    Experiments

  • Students get to experience hands-on activities relating to the topic taught. Online students will get to work on similar experiments at home. For experiments that are complicated or need apparatus not easily available at home or not delivery-friendly, students will follow tutor’s demonstration and receive videos for future reference  

  • For relating of other concepts/content, Geno House tutors may perform demonstrations and/or upload as videos for future reference


Common problem faced by P6 Students 

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Comment 1: Occasionally, student writes that the changed variable affects the measured variable without showing HOW the relationship is established. Geno House guides students to answer 'relationship' questions in either of these structures:


[1] The (greater) the number of raised strips, the (slower) the speed of the toy car.

[2] As the number of raised strips (increases), the speed of the toy car (decreases). 

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Comment 2: A few things to note in this answer.


(1) Students tend to forget that force is an interaction between two objects. Hence, force cannot be possessed by the car (unlike energy), rather, the frictional force is caused by the interaction between the car and the road. 


(2) Incomplete answer. The question asks how the raised strips improve the road safety. Students should continue to show how slowing down of the car improves road safety. 

(3) Students occasionally combined forces and energy to answer a question. Do take note the requirement of this question is to explain in terms of forces, not energy. A good way to decide is to look at the first part of the question, the application that follows is usually related to the concepts of the first part. 


The raised strips increase the frictional force between the car and the surface of the road, which slows down the speed of the car so the driver can apply less braking force to stop the car quicker before it reaches the zebra crossing.

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