Herein lies the class contents and SEAB MOE Syllabus of our 2015 tutorial classes for English, Maths and Science tuition at both eduKate Tampines and Punggol Branch. MOE PSLE syllabus will be adhered to strictly with additions as listed below applied for your child’s character development and skill improvements. PSLE Syllabus by SEAB MOE can be found at bottom of this page.

Primary English

eduKate’s syllabus covers MOE guideline PSLE Syllabus English 2015 as our core lesson content.

Vocabulary
Grammar
Synthesis
Composition (Situational and Continuous)
Comprehension
Cloze Passage
Listening Comprehension
Oral and speech

In addition, we incorporate the following into our English programme:

Creative writing
Historical Knowledge
General Knowledge
Moral Ethics and Good Manners
Introduction to Newspapers and Current Affairs
Reading & Appreciation of Classical Children Story Books
English and its use in Technology and Social Media

Primary Mathematics

eduKate’s syllabus for Mathematics follows MOE guideline in accordance to cohort requirements from Primary 1-6.

In addition, we shall incorporate the following into our Mathematics programme:

Conceptual Understanding and Skill Proficiency
Heuristics and application to Problem Sums
Every day use of Mathematics
PSLE Preparatory Mathematics Classes in October 2014
PSLE Intensive Mathematics Classes in June-October 2015

eduKate Singapore Tampines Tuition Centre Student doing Secondary Math

Below are a list of schools that we currently cater to in accordance to our current location

Tampines Tuition Branch:

Angsana Primary School
Chongzheng Primary School
East Spring Primary School
East View Primary School
Gongshang Primary School
Junyuan Primary School
Poi Ching School
St. Hilda’s Primary School
Tampines North Primary School
Tampines Primary School
Yumin Primary School
Dunman Secondary School
East Spring Secondary School
East View Secondary School
Junyuan Secondary School
Ngee Ann Secondary School
Pasir Ris Secondary School
Springfield Secondary School
St. Hilda’s Secondary School
Tampines Secondary School
Tampines Junior College
United World College of South East Asia (Tampines Campus)
Canossa Convent Primary School
East Coast Primary School
Eunos Primary School
Geylang Methodist School (Primary)
Haig Girls’ School
Macpherson Primary School
Maha Bodhi School
Maris Stella High School
Ngee Ann Primary School
St. Gabriel’s Primary School
Tao Nan School
Yangzheng Primary School
Bartley Secondary School
CHIJ Katong Convent
Geylang Methodist School (Secondary)
MacPherson Secondary School
Manjusri Secondary School
Ping Yi Secondary School
St. Gabriel’s Secondary School
Zhonghua Secondary School
Nanyang Junior College

Punggol Tuition Branch:

Casuarina Primary School
Compassvale Primary School
Coral Primary School
Edgefield Primary School
Elias Park Primary School
Greendale Primary School
Horizon Primary School
Loyang Primary School
Mee Toh School
Meridian Primary School
North Vista Primary School
Palm View Primary School
Park View Primary School
Pasir Ris Primary School
Punggol Primary School
Punggol Green Primary School
Punggol View Primary School
Seng Kang Primary School
White Sands Primary School
Yio Chu Kang Primary School
Compassvale Secondary School
Coral Secondary School
Edgefield Secondary School
Greendale Secondary School
Greenview Secondary School
Hai Sing Catholic School
Loyang Secondary School
North Vista Secondary School
Pasir Ris Crest Secondary School
Punggol Secondary School
Seng Kang Secondary School
Siglap Secondary School
Meridian Junior College
North Spring Primary School
Rivervale Primary School
CHIJ St. Joseph’s Convent
Anchor Green Primary School
Fernvale Primary School
Nan Chiau Primary School
Sengkang Green Primary School
Springdale Primary School
Nan Chiau High School
Pei Hwa Secondary School

Secondary Mathematics GCE O levels at eduKate SG Tuition Centre

Current PSLE Syllabus outlined by SEAB MOE website Jan 2015 onwards

PSLE ENGLISH LANGUAGE

Implemented from the Year of Examination 2015

PURPOSE OF EXAMINATION

The purpose of the examination is to assess the candidates’ attainment in English Language based on the Learning Outcomes stated in the English Language Syllabus 2010: Primary & Secondary (Express / Normal [Academic]). The Learning Outcomes form the basis for the assessment objectives listed on page 3.

ASSESSMENT OBJECTIVES

In this English Language examination, candidates will be assessed on their ability to:

In Paper 1 (Writing)

AO1 write to suit purpose, audience and context in a way that is clear and effective
AO2 use appropriate register and tone in a variety of texts
AO3 generate and select relevant ideas, organising and expressing them in a coherentand cohesive manner
AO4 use correct grammar, spelling and punctuation
AO5 use a variety of vocabulary appropriately, with clarity and precision

In Paper 2 (Language Use and Comprehension)

AO1 demonstrate comprehension of a range of texts at the literal and inferential levels
AO2 show understanding of implied meaning, and make judgement and evaluation, byreading and/or viewing closely and critically
AO3 show understanding of how contextual use of lexical and grammatical itemsshapes meaning
AO4 demonstrate the correct use of grammar, spelling and punctuation, and theappropriate use of vocabulary in given contexts

In Paper 3 (Listening Comprehension)

AO1 demonstrate understanding of the content of a variety of spoken texts at the literal and inferential levels
AO2 identify key messages, main ideas and details in a variety of spoken texts
AO3 infer and draw conclusions by listening critically

In Paper 4 (Oral Communication)

AO1 read with good pronunciation, clear articulation and appropriate intonation in order to convey the information, ideas and feelings in a passage
AO2 produce a well-paced, fluent reading of a passage
AO3 express their personal opinions, ideas and experiences clearly and effectively inconversing with the examiner
AO4 speak fluently and with grammatical accuracy, using a range of appropriatevocabulary and structures

EXAMINATION FORMAT

Candidates will be assessed in the following areas:

PAPER	COMPONENT	ITEM TYPE	NO. OF ITEMS	MARKS	WEIGHTING	DURATION
1 (Writing)	Situational Writing Continuous Writing	OE OE	1 1	15 40	27.5%	1 h 10 min
2 (Language Use and Comprehension)	Booklet A: Grammar Vocabulary Vocabulary Cloze Visual Text Comprehension Booklet B: Grammar Cloze Editing for Spelling and Grammar Comprehension Cloze Synthesis / Transformation Comprehension OE	MCQ MCQ MCQ MCQ OE OE OE OE OE	10 5 5 8 10 12 15 5 10	10 5 5 8 10 12 15 10 20	47.5%	1 h 50 min
3 (Listening Comprehension)	Listening Comprehension	MCQ	20	20	10%	About 35 min
4 (Oral Communication)	Reading Aloud Stimulus-based Conversation	OE OE	1 passage 1 visual stimulus	10 20	15%	About 10 min (5 min preparation time; about 5 min examination time)
Total				200	100%

Paper 1 (Writing)

Part 1 (Situational Writing): Candidates will be required to write a short functional piece (e.g. letter, email, report) to suit the purpose, audience and context of a given situation.

Part 2 (Continuous Writing): Candidates will be required to write a composition of at least 150 words in continuous prose on a given topic. Three pictures will be provided on the topic offering different angles of interpretation. Candidates may also come up with their own interpretation of the topic.

Paper 2 (Language Use and Comprehension)

Candidates will be assessed on their ability to use language correctly and to comprehend visual and textual information.

Paper 3 (Listening Comprehension)

This paper comprises 20 multiple-choice questions which test candidates’ ability to understand spoken English. The texts may be in the form of news items, announcements, advertisements, instructions, explanations, conversations, speeches and stories. Graphic representations will be used for the first seven items. Each text will be read twice. Time will be given for candidates to read the questions before the first reading of each text.

Paper 4 (Oral Communication)

For Reading Aloud, candidates are assessed on their ability to pronounce and articulate words clearly, as well as their ability to read fluently with appropriate expression and rhythm. For Stimulus-based Conversation, candidates are assessed on their ability to give a personal response to a visual stimulus and engage in a conversation on a relevant topic.

PSLE MATHEMATICS

For Examination from 2009

PURPOSE OF THE EXAMINATION

The purpose of the Mathematics examination is to assess pupils’ attainment in mathematics at the end of primary education with respect to the objectives of the 2007 Mathematics (Primary) syllabus. pdf file-PSLE-maths-primary-2007

ASSESSMENT OBJECTIVES

Pupils should be able to:

 recall specific mathematical facts, concepts, rules and formulae, and performstraightforward computations. (Knowledge)
 interpret data and use mathematical concepts, rules and formulae, and solveroutine or familiar mathematical problems. (Comprehension)
 analyse data and/or apply mathematical concepts, rules and formulae in acomplex situation, and solve unfamiliar problems. (Application & Analysis)EXAMINATION FORMATThe examination consists of two written papers comprising three booklets.

Paper	Booklet	Item Type	Number of questions	Number of marks per question	Weighting	Duration
1	A	Multiple-choice	10	1	10%	50 min
	A	Multiple-choice	5	2	10%
	B	Short-answer	10	1	10%
	B	Short-answer	5	2	10%
2		Short-answer	5	2	10%	1 h 40 min
2		Structured / Long-answer	13	3, 4, 5	50%	1 h 40 min
Total			48	–	100%	2 h 30 min

Notes

Both papers will be scheduled on the same day with a break between the two papers.
Paper 1 comprises two booklets. The use of calculators is not allowed.
Paper 2 comprises one booklet. The use of calculators is allowed.

Item Types

Multiple-choice Question

For each question, four options are provided of which only one is the correct answer. A candidate has to choose one of the options as his correct answer.

Short-answer Question

For each question, a candidate has to write his answer in the space provided. Any unit required in an answer is provided and a candidate has to give his answer in that unit.

Structured / Long-answer Question

For each question, a candidate has to show his method of solution (working steps) clearly and write his answer(s) in the space(s) provided.

PSLE SCIENCE

For examination from 2010

PURPOSE OF THE EXAMINATION

The PSLE Science Paper assesses pupils’ attainment in Science with respect to the aims of Primary Science Education as stated in the 2008 Science (Primary) syllabus pdf file- psle-science-primary-2008.

ASSESSMENT OBJECTIVES

The assessment objectives are as follows:

Knowledge with UnderstandingPupils should be able to demonstrate knowledge and understanding of scientific facts, concepts and principles.
Application of Knowledge and Process SkillsPupils should be able to:
1. apply scientific facts, concepts and principles to new situations.
2. use one or a combination of the following basic process skills:
  -  Observing
  -  Comparing
  -  Classifying
  -  Using apparatus and equipment
  -  Communicating
  -  Inferring
  -  Predicting
  -  Analysing
  -  Generating possibilities
  -  Evaluating
  -  Formulating hypothesis

EXAMINATION FORMAT Format of Paper

The examination consists of one written paper comprising two booklets, Booklet A and Booklet B.

Table 1

Booklet	Item Type	Number of questions	Number of marks per question	Weighting (%)
A	Multiple-choice	30	2	60
B	Open-ended	14	2,3,4	40

I Booklet A consists of 30 multiple-choice questions. Each multiple-choice question carries 2 marks.
II Booklet B consists of 14 open-ended questions. Each open-ended question carries 2, 3 or 4 marks.

Duration of Paper

The duration of the paper is 1 hour 45 minutes.

the above is downloaded from seab.com.sg and is correct as of 3rd April 2015. Any revisions from this date on shall be updated by educatesg.com and updated with notes. This page is intended for use by edukate Singapore Tuition Centre students and parents for their reference and examination planning schedule. Kindly disregard if otherwise. Thank you.

2026 Reader Update: Classes for 2015 as an eduKate Historical Programme Archive

Archive notice: Everything above records eduKate’s 2015 class programme, locations, school references and the examination material in use at that time. It is preserved for historical continuity and should not be read as a current timetable, current branch list or current PSLE specification.

Quick answer: What survived from the 2015 programme is more important than the old timetable: strong subject foundations, conceptual understanding, language precision, problem solving, general knowledge, reading, current affairs, creativity and the idea that students need capability beyond narrow worksheet completion.

What has changed since 2015?

Singapore’s syllabuses and assessment formats continue to evolve. In 2026, parents should use current MOE and SEAB documents rather than the archived formats above when making examination decisions. The 2015 class locations, school lists, contact context and intensive-course dates are likewise historical.

The purpose of retaining this page is not to pretend that an old programme is current. It is to show how eduKate’s teaching architecture developed over time.

What remained durable in Primary English?

The 2015 programme already treated English as more than grammar drills. Its durable components include:

vocabulary used precisely in context;
grammar and sentence control;
writing for purpose, audience and context;
comprehension at literal and inferential levels;
listening and oral communication;
reading beyond assessment books;
general and historical knowledge;
current affairs and the ability to discuss the world.

The modern refinement is to connect these rather than teach them as isolated boxes. Knowledge supports comprehension and composition. Reading expands vocabulary. Oral discussion helps students test ideas before writing. Grammar allows meaning to travel accurately.

What remained durable in Mathematics?

The 2015 emphasis on conceptual understanding, skill proficiency, heuristics and real-world use remains sound.

Today we would sharpen the distinction between:

concept: does the student understand the mathematical relationship?
method: can the student select and carry out an appropriate procedure?
fluency: are foundations sufficiently automatic?
transfer: can the student recognise the same structure after the question changes?
execution: can the student work accurately under assessment conditions?

This prevents every weak score from being treated as a need for more practice papers.

What remained durable in Science?

The archived Science syllabus emphasised knowledge, understanding and process skills such as observing, comparing, inferring, predicting, analysing and evaluating. Those remain educationally important because Science is not simply a collection of facts.

A strong learner moves from observation to concept to causal explanation, then tests whether the explanation fits the evidence presented.

Character development without vague character labels

The 2015 programme referred to moral ethics, manners and character development. The modern approach should make these behaviours observable.

Responsibility can mean completing agreed work and owning corrections. Integrity can mean not pretending to understand when help is needed. Empathy can mean listening accurately to another person. Critical thinking can mean changing a claim when evidence contradicts it.

Values become educationally useful when they affect action.

General knowledge was not an “extra”

One particularly durable choice in the old English programme was historical and general knowledge.

Background knowledge changes what a learner can understand. A child reading about climate, elections, space, medicine, migration or ancient civilisations will comprehend more when people, places and concepts are already familiar.

Knowledge also gives writing material. A student with a larger world model has more examples, comparisons and causes available when developing an idea.

From syllabus coverage to capability

A syllabus tells us what content and outcomes belong in a course. It does not by itself prove that a learner can use them.

A modern lesson therefore needs a return loop:

Teach the required knowledge or skill.
Let the learner attempt it.
Inspect the evidence.
Locate the earliest weak link.
Repair that component.
Retry.
Transfer the learning to a different context.

This converts syllabus completion into learner development.

What should parents ignore on this page?

Do not use the old branch references, school lists, class dates, 2015 intensive-course schedule or archived paper formats as current operational information. They are preserved because deleting them would erase the historical record and can break long-lived search and reference value.

What should parents keep?

Keep the educational direction: foundations first, meaningful knowledge, careful language, conceptual understanding, problem solving, creativity, reading, independence and preparation that develops over time rather than appearing only in the final weeks before an examination.

Current source routing

For current national-examination formats, use the Singapore Examinations and Assessment Board. For current curriculum and education policy, use the Ministry of Education, Singapore.

eduKate archive principle: A historical programme page should not be erased merely because its timetable expired. Preserve the record, clearly mark what is obsolete, and extract the teaching principles that still carry forward.