SIR APOLLO KAGGWA SCHOOLS-SINCE 1996

P.O. BOX 7513 KAMPALA TEL: +256 414 383066

ACADEMIC OFFICE
SCIENCE HUB

PLE INTEGRATED SCIENCE: TEACHING, LEARNING AND PASSING GUIDE

PREAMBLE
Passing a formative or a summative exam is not an event, but a well-planned, a well-
implemented, well monitored, well supported/directed, well assessed and well
evaluated set of complimentary activities(functions). When one activity fails, it affects
the success of all other functions. To summarize this statement, we will apply the TQM
principle of management: Total Quality Management (total quality control), thus;
Inputs+Processes=Outputs.
SECTION A: TIPS FOR TEACHERS
No DO’S DON’TS
1 A copy of the curriculum P1-P7 is a must have: to guide planning,
execution and assessment
2 Read the curriculum wholly and comprehensively, and interpret it
well
3 Pay attention to the intended competencies per topic and align
content with competences
4 Break down the topical content according to the topical
competences
5 Pay attention to topical language competences, topical word list
(vocabulary): meaning, spelling and usage
6 Plan and prepare what to teach/revise/review/experiment
7 Science is a practical subject; employ practical activity-based
learner centered methods using a variety and a hybrid of
instructional (T/L) aids
8 Teach/revise effectively: competences must be achieved and
mastered; relate competences to learners’ daily life experiences.
9. Assess sub-topically and topically: at the end of every topic
administer a comprehensive topical test
10 Review the topic after its assessment and consolidate the
competences/content.
11 Regularly revise all covered topics to ensure learners do not forget
acquired knowledge, skills and knowledge.
12 In assessment, be it formative or summative, the three questioning
levels (taxonomy) must be well catered for: KCA;
a. Knowledge questions: recall facts
b. Comprehension questions: test reasoning, you fully
understood the concept and you can reason based on the
knowledge/skill gained
c. Application questions: use of gained competences in
problem solving in everyday life experiences:
NB:
i. In integrated science, quite often we stretch to five levels,
two more in addition to the above:
d. Synthesis questions: test your ability to put together/
combine/assemble parts to form one whole unit, e.g.
making a circuit (inductive reasoning)
e. Analytical questions: test your ability to
dismantle/breakdown a whole thing into its constituent
parts (deductive reasoning)
ii. A teacher who cannot assess a topic/concept covered using
this primary taxonomy, cannot produce excellent results
13 The effectiveness of a teacher is reflected in the
results/performance other factors kept constant. It is therefore
the cardinal role of the teacher to properly equip learners with
scientific vocabulary, competences (knowledge & skills), content,
scientific reasoning and the application of all these in everyday life
experiences
14 Technically guide learners how to scientifically interpret questions
and answer them as required: question approach – exam/test
passing tips.
15 Offer constructive, rehabilitative, and motivational feedback in
return to learners’ work/their challenges
Be it noted that no matter how well you teach the learners, if these Fear/anxiety/panic...
last three requirements are not well handled, results can never be lead to
good: and at all times, the candidate must: misinterpretation of
questions/failure
16 Compose him/herself, gather confidence, be calm and maintain a
positive attitude before, during and after the paper.
17 Exercise discipline and exhibit the highest degree of self-control Indiscipline&
and carefulness carelessness

SECTION B: TIPS FOR CANDIDATES ON QUESTION APPROACH:

01 Carefully read the general instructions for the paper and follow
them as required.
02 Carefully and thoroughly read the question and
understand/interpret it well. Identify the key-words(answer-
determiners). It is not an offence to underline such words before
you write your answer
03 Write a clear precise and an undebatable answer
Long answers/sentences
not recommended
04 Use scientific vocabulary and scientific expressions when writing
your answer. You must be familiar with the science words used in
each of the topics we cover.
Remember, even if you know the answer yet you cannot spell it
right, your responses shall be marked wrong!
Master the correct spelling of words (words, spelling, meaning and
correct usage)
05 For questions that require you to give reason, please reason
scientifically
06 Diagrams and Questions about them:
Diagrams can be picture, illustration, table, graph, card, etc
Before you answer any questions about the diagram, do the
following as a must:
Read the instructions first and understand what they tell you to do
Keenly study/observe the diagram and determine what it is of or
it is about.
Questions about a diagram are related(stem type of questions), so
it is advised that you read all questions about that diagram, and
understand them well before you answer them
It is advisable to answer those questions in order from the first to
the last, why? Usually, one question leads to the next!
When required to show or label a part on the diagram, observe
the following:
 i. Do not use head-arrows
NB: Arrow heads are used when asked to show movement of energy
(eg electric current), heat, flow of blood, direction
Labelling lines and (or arrows when required) must be in pencil,
NOT INK/PEN!
(c). When asked to draw a diagram:
❖ All drawings/diagrams must be in pencil
❖ All diagrams must have complete outlines, that is:
❖ No part/component should be detached or left hanging
❖ Each part should be attached to its base
❖ Do not shade or make bold any part of the diagram (unless
required to do so)
d. When asked to use letter ‘K’ a part on a diagram:
❖ Draw a line and ensure it touches the exact part asked/
❖ Then at end of the line label it with letter K
07 Comparison Questions: these are questions that assess similarities
and differences. How to answer such questions:
Read and comprehend the question
Identify the comparison element/technique wanted, i.e is it a
difference(s) or a similarit(y)ies?
For comparison whether differences or similarities, please,
mention both subjects ( A bee and a housefly,…
Avoid using pronouns like It, They, He, She, where the
subjects/items as in (07)iii above
To give the differences, use the conjunction whereas or while
i. When you give differences in comparison questions,
please, use the same features, e.g.
Compare the number of legs to number of legs
Compare body parts to body parts
Compare breathing organs to breathing organs
Size of comb to size comb (cock versus hen)
Dispersal method, etc
ii. Do not use negative statements in comparison, eg:
A housefly is an insect whereas a spider is not.(so what is the
spider? That is an incomplete comparison, please, state what the
spider is)
08 Questions that ask you to name, mention, give, state, list, outline
or to identify:
 Read and understand what it is that you are asked to name or
identify,..
Be brief to the point – such questions require a word or two or a
precise statement (not a long useless sentence)
Spell the required answer correctly
It must be a scientific response
09 Questions that require definition/meaning of/description of:
These must be the meaning, procedure, process that is factual and
is conventionally acceptable:
First read the term given properly
i. Recall/memorize the definition as studied/or given in
authentic sources/textbooks
Don’t add your own words into a definition
10 Questions that require you to suggest or to give a solution(s):
These are questions that assess your ability to apply your gained
knowledge to solving problems in everyday life:
Relate the question to the topic in which you studied that concept
Suggest or give the solution that is scientific
Use scientific language and scientific reasoning
11 Stem Questions:
These are numbers where the first question determines the next
question:
• Name the group of crops that are harvested year after year?
• Give two examples of the crops mentioned above.
12 Space utilization: misuse of given space leads to loss of marks,
how?
❖ Give any two causes of soil erosion
❖ (i) _________________________________
_________________________________
(ii)_________________________________
_________________________________
Note: if you write two responses in the space provided for
one response, the two responses are regarded as
one(combined), and should one of the combined responses
be wrong, the entire answer is considered wrong (loss of
marks)
13 Confusing words: such words sound alike or may even be spelt alike
but mean different things – homophones/homonyms: be careful;
❖ bare - bear
 ❖ lava - larva
❖ heir - hair
❖ flour – flower
❖ living - leaving
14 Short forms of words: these are abbreviations and contractions;
✓ use only conventionally accepted(standard) short forms, in
capital or small letters as required:
cm, m, cc, ml, j(joules),
➢ Do not create your own abbreviations except standard ones
15 Calculation Questions: these require a logical operation (+,×,-,÷)
following prescribed procedure(steps) to arrive at the answer:
i. First state the formula, eg l× 𝑤 × ℎ = 𝑣
ii. Proceed logically
iii. Use the given units; e.g. cc
NB: Be mathematical here!
16 Matching Questions: usually given in a table or in a list;
✓ First, read the instructions before the table or list
✓ Read the the two lists of words or statements in either
partition of the table or list
✓ Interpret/understand what they are about
✓ First match those words or statements you are conversant
with
✓ Then lastly, carefully transfer the words/statements plus
their corresponding words/statements into the provided
spaces, as your final answers (DON’T MISSPELL OR MISFIRE
WORDS/STATEMENTS)
17 Time management:
The paper lasts 02 hours and 15 minutes, which cover:
Reading the instructions
Reading the questions thoroughly 1 to 3 times before you answer
Planning your answer(thinking before writing)
Carefully and neatly writing your responses
Proofreading all your answers before you hand in your booklet
Don’t rush to finish, take your time and progress thru the paper
systematically
NB: Taking your time doesn’t mean being slow, careless or
complacent: just use your time right
18 Handwriting and writing tools:
 (i) In Science we discourage fountain pens and instead, we
encourage the use a ball pen – blue or black but you have
to choose only one of the two. Do not mix blue and black
in the same booklet. It may be mistaken for external
assistance(malpractice).
(ii) The pencil must only be used for diagrams/drawings
(iii) The ruler is for drawing straight lines of a drawing or
angle(as in reflection or refraction, etc)
Note: the writing tools for a science exam are; a ball pen (not
fountain), pencil and ruler..
iii. Candidate’s handwriting must be neat and readable
(legible). Crooked handwriting may lead to loss of marks
19 Caution on language: write your answers in simple clear correctly
spelt scientific English, please, avoid bombastic English, such shall
only result in your loss of marks!

CONCLUSION
Advice to teachers, tips for learners/candidates: emphasize the do’s, don’ts are directly implied.
Make Science a subject of excellence; best of luck and divine blessings.

SIGNED,
WANDERAH EDWARD
SENIOR EDUCATION MANAGER CURRICULUM, (SCIENCE)