Primary 4 Science Tuition | Jurong East

Primary 4 Science Tuition | Jurong East is for families who want a clearer answer than “do more worksheets.” At Primary 4, many students can remember a definition or recognise a familiar diagram, yet still lose marks when a question asks them to connect evidence to a concept, explain why something happened, compare two conditions, read an experiment, or use scientific vocabulary precisely. Parents searching for Primary 4 Science tuition in Jurong East, a Science tutor near Jurong East, or a small-group Science tuition centre are often trying to solve that deeper problem even when the first symptom is simply a lower school-test score.

Strong Primary Science tuition in Singapore should work from the current MOE Primary Science syllabus, not from disconnected tricks. The 2023 syllabus develops students through the themes of Diversity, Cycles, Systems, Interactions and Energy, and it expects students to build scientific knowledge together with inquiry practices and values. At Primary 4, topics such as plant systems, the human digestive system, matter, light and heat create an important bridge from basic factual learning toward explanation, evidence, comparison and transfer. These are the habits that later support Primary 5, Primary 6 and PSLE Science.

For Jurong East families, the useful question is therefore not only which centre is nearest. It is whether the lesson design makes the child’s thinking visible: what did the student notice, what concept did they retrieve, which relationship did they infer, why did they choose that answer, and what happens after they are wrong? A genuine 3-pax Science tutorial can create enough feedback bandwidth to answer those questions. This page is a location-search guide rather than a claim that eduKateSG operates a physical Jurong East branch; parents should confirm current lesson venue, timetable and availability directly before planning travel.

The 60-second parent answer

Primary 4 Science is the year to stabilise the child’s scientific operating system before the upper-primary load increases. Useful tuition should diagnose whether marks are being lost because of concept gaps, weak retrieval, poor question reading, diagram interpretation, experiment logic, vague vocabulary, incomplete causal explanations or rushed execution.

If the child forgets facts, strengthen retrieval and concept organisation.
If the child remembers facts but cannot answer unfamiliar questions, train transfer.
If the child copies wording from the question, teach mechanism and answer scope.
If experiments are confusing, teach observation, inference, variables and fair comparisons.
If diagrams and tables cause errors, teach representation reading explicitly.
If the child gets topical worksheets right but mixed tests wrong, train concept selection.
If timed work collapses, separate execution problems from knowledge problems.

The goal is not to make Primary 4 feel like an early PSLE boot camp. The goal is to build habits that make later PSLE preparation easier because the student already knows how to observe carefully, retrieve a concept, connect evidence, explain a mechanism and check whether the answer actually addresses the task.

Where this Jurong East guide sits in the eduKateSG Science system

This article is the Primary 4 year-specific owner in the eduKateSG local Science lane. The broad subject architecture remains with the Science Learning Hub and the canonical Primary Science Tuition Singapore guide. Parents who want the method rather than the location view can also read How Primary Science Tuition Works.

The Jurong East cluster also includes Primary 5 Science Tuition | Jurong East, Primary 6 Science Tuition | Jurong East and PSLE Science Tuition | Jurong East. Each page owns a different stage so parents can move through the learning pathway without four pages competing for the same job.

Why Primary 4 Science is a structural year

Primary 3 introduces formal school Science. Primary 4 is where students begin to discover that recognition is not enough. Knowing the name of a plant part is different from explaining its function in a changed situation. Knowing that heat moves from a hotter object to a cooler one is different from interpreting a setup where material, temperature and time all matter. Knowing that light travels in straight lines is different from predicting a changed shadow arrangement.

This is why Primary 4 is structurally important. Students are still young enough to rebuild weak habits before those habits become embedded, but the content is already rich enough to reveal the difference between memorisation and scientific reasoning.

A student who learns Primary 4 well should leave the year with two kinds of knowledge. The first is subject knowledge: facts, terms, concepts, systems and patterns. The second is operational knowledge: how to read, compare, infer, explain, predict, evaluate and communicate. The second set is what allows the first set to travel into unfamiliar questions.

The Primary 4 syllabus as a reasoning curriculum

The current MOE Primary Science syllabus organises learning across five themes and develops ideas progressively. At Primary 4, the listed content includes plant systems, the human digestive system, matter, light and heat. These are often presented as chapters, but each can also train a distinct form of reasoning.

Plant systems: structure, function and evidence

A weak student may memorise roots, stems and leaves without understanding why their functions matter. A stronger student can connect structure to process and process to outcome. If one condition changes, the student can predict what is affected and explain why.

Tuition should therefore move beyond naming. Ask the student to trace water movement, explain why leaves matter, interpret evidence from a plant experiment and distinguish direct observation from a conclusion about plant function. If the child can only answer the exact picture seen in the notes, the model is still fragile.

Human digestive system: sequence and purpose

The digestive system is useful for teaching sequence. Students need to understand that different organs have different roles and that the process happens in an order. A student who only memorises labels may be unable to explain what happens when a stage is changed or why one structure matters to the overall process.

A tutor can ask the child to reconstruct the path without looking, explain the function of each stage in simple scientific language, and compare what happens before and after a particular point. This develops systems thinking early.

Matter: properties, states and disciplined observation

Solids, liquids and gases may appear easy because the words are familiar. Difficulty appears when students must reason from properties, distinguish what is seen from what is inferred, or explain a change.

Primary 4 tuition should use matter to train careful description. What exactly changed? What stayed the same? What evidence supports the claim? Does the student know the difference between melting and dissolving? Can they distinguish a state change from disappearance? These boundaries matter later.

Light: model-based reasoning

Light questions help students learn that Science often explains things that are not directly visible. A child may not see a “light ray,” but can use shadows and visibility to infer a path. When a torch, object or screen moves, the student should predict using a principle rather than trying to remember a particular diagram.

Variation is the key. Change one feature at a time and ask the student to predict. Require a reason before revealing the result. This turns a memorised sentence into a usable model.

Heat: direction, comparison and cause

Heat exposes everyday-language misconceptions. Students may talk about “cold entering” an object or say a material “creates cold.” Good teaching replaces vague everyday descriptions with an age-appropriate scientific model.

The child should learn to compare starting conditions, identify the direction of change, recognise what a material or environment affects and avoid claiming more than the evidence supports. This is not merely a heat skill. It is disciplined causal reasoning.

Five themes, one connected subject

Diversity, Cycles, Systems, Interactions and Energy are not just labels in a syllabus document. They help students see that Science is connected. A plant is a system, but it also interacts with its environment. Heat and light sit within energy-related thinking. Matter changes can form cycles. The digestive system is a coordinated system whose parts contribute to a larger function.

When tuition teaches every chapter as a separate packet, students can appear fluent immediately after the lesson yet become unreliable in mixed tests. The problem is not necessarily forgetting every fact. The problem may be that the student never built links among ideas.

A simple end-of-lesson routine can help: name one older idea connected to today’s lesson, one inquiry skill used today and one representation used today. That tiny exercise teaches students to see the curriculum as a network.

The eight most common P4 Science error types

“Careless” is not a useful diagnosis. A stronger programme labels the error more precisely.

Concept error: the scientific idea itself is missing or wrong.
Retrieval error: the child learned the idea but cannot recall it.
Selection error: several ideas are available but the wrong one is chosen.
Reading error: a condition, qualifier or comparison is missed.
Representation error: the diagram, table or setup is misread.
Reasoning error: the student jumps from evidence to conclusion without a valid link.
Language error: the thought is partly correct but expressed vaguely or inaccurately.
Execution error: timing, rushing or weak checking causes the failure.

Different error types require different repairs. More worksheets cannot solve a language error if the tutor never teaches precision. More concept lectures cannot solve an execution problem if the child already understands the Science but rushes under time.

Observation versus inference: a foundational distinction

One of the highest-value Primary Science habits is the ability to distinguish what was directly observed from what is inferred.

An observation might be that a reading increased, a shadow became larger, droplets appeared on a surface, one plant produced more leaves than another, or a bulb lit. An inference is an explanation built from those observations and scientific knowledge.

Students often confuse the two. They may state an inference as though it were directly seen, or repeat an observation when the question asks why. A useful tutor repeatedly asks two questions: “What do we actually know from the evidence?” and “What Science idea explains it?”

This distinction later supports experiments, data interpretation, claim-evidence-reasoning and PSLE structured responses.

How to read a Science question before writing

Many marks are lost before the first word of the answer. The student sees a familiar topic word, retrieves a memorised sentence and starts writing. Strong tuition slows that moment until the reading routine becomes automatic.

Identify the command: state, identify, compare, explain, predict, conclude, describe or suggest.
Identify the object, organism, material or system.
Find the evidence: diagram, table, reading, observation or experimental condition.
Retrieve the relevant concept.
Decide what relationship links the evidence to the concept.
Write only what the task requires.
Check whether every comparison and reference is clear.

The routine appears slow when first taught. Later it saves time because the child makes fewer false starts and writes less irrelevant material.

Scientific vocabulary: meaning, boundary and use

Parents often search for “Science keywords” because children are told that certain words matter. They do. But the right approach is not to memorise magic tokens.

Every important term should be learned at three levels. First, what does it mean? Second, what similar idea must it not be confused with? Third, how is it used inside a complete answer?

A child should know not only that a material is transparent, but how transparent differs from translucent and opaque. The student should know the difference between melting and dissolving, between observation and inference, and between heat and everyday ideas of “hotness” where the syllabus requires precision.

Scientific vocabulary is useful because it compresses a precise relationship. It earns its value when the relationship is correct.

Experiments: the logic of fair comparison

Experiment questions become much easier when students stop seeing “variables” as vocabulary and start seeing them as comparison logic.

A fair comparison asks what happens when one relevant factor changes while other important conditions stay comparable. The outcome must be measured or observed appropriately.

A P4 student should gradually become comfortable asking:

What is the investigation trying to find out?
What is deliberately changed?
What result is observed or measured?
What must remain the same for the comparison to be meaningful?
What does the result actually show?
What conclusion is supported?
What can the experiment not prove?

This is more durable than memorising a list of labels because the child understands why the experimental design matters.

Tables, diagrams and graphs are part of the question

Science often hides crucial information in representations. Students who skim diagrams lose marks even when their factual knowledge is strong.

A diagram routine can be taught explicitly: read the title, inspect labels, units, arrows and keys, identify what changed between setups, trace any pathway, then convert the visual information into one or two sentences before solving.

For tables, identify the variables and compare the relevant values. For simple graphs, inspect axes and trend. Do not explain before describing what the data show.

This “extract before explain” habit protects students from forcing a familiar answer onto evidence that says something different.

Answer architecture: evidence, mechanism, result

There is no universal sentence template for every Primary Science question, but many strong explanations contain three functions:

Evidence or condition: what matters in this question?
Mechanism: which scientific relationship explains it?
Result: what direct answer follows?

For younger students, this can begin orally. “What do you see? What Science explains it? So what happens?” Over time the prompts disappear and the child generates the structure independently.

The structure supports thinking. It should not become a rigid phrase bank.

Resident case: Adrian memorises the note but cannot transfer it

Adrian is a fictional eduKateSG resident student. He can tell the tutor that light travels in straight lines. He scores on a routine shadow question. When the light source moves, he predicts incorrectly because he is trying to remember the picture rather than reason from the principle.

The tutor varies the position one step at a time. Adrian must predict before seeing the outcome and explain the prediction using the same scientific idea. Then the diagram is redrawn in a different orientation.

After several variations, the surface picture becomes less important. Adrian is learning transfer: the principle remains stable while the context changes.

Resident case: Aisha writes too much

Aisha understands the digestive system but responds to a one-mark question with every fact she remembers. One extra sentence contains an error and weakens the response.

The tutor trains scope. Aisha identifies the command, circles the exact object being asked about and states the shortest complete scientific explanation. She then checks whether every sentence contributes to the task.

This is not about teaching children to be unnaturally terse. It is about relevance and control.

Resident case: Ben calls every experiment mistake careless

Ben sees two experimental setups and immediately attributes the result to the most visually obvious difference. He overlooks a second changed condition.

The tutor requires an inventory before interpretation: what is the same, what is different, what is measured, and what comparison is intended? Ben must decide whether the experiment permits a clean conclusion.

His improvement comes from slowing the setup-reading stage, not from doing fifty more questions at the same speed.

What a 3-pax lesson can do

Three students create value only if the small group changes the teaching. The benefit is observability.

In a 1.5-hour lesson, a tutor can hear each child explain a prediction, inspect how each reads a diagram, identify different misconceptions behind the same wrong answer, and require a corrected second attempt. One student may have a knowledge gap, another may misread a table, and a third may know the answer but fail to express the mechanism.

A practical lesson rhythm could include:

mixed retrieval from older topics;
a diagnostic question;
explicit concept teaching;
guided application;
one experiment or data task;
individual explanation aloud;
error classification;
a corrected second attempt;
a changed transfer question; and
short follow-up work selected from the actual weakness.

This is different from three children silently completing the same worksheet.

The P4 diagnostic: what to sample

A diagnostic should not be one score. It should sample multiple operations.

recall of core facts;
explanation of mechanisms in the child’s own words;
reading of diagrams and tables;
observation versus inference;
simple experimental comparisons;
application in an unfamiliar context;
answer scope and completeness;
retention of earlier topics; and
working behaviour under mild time pressure.

The best starting point is the earliest unstable dependency. If the child does not understand the concept, polishing answer language first is inefficient. If the concept is secure but the wording is vague, reteaching the chapter may be equally inefficient.

Three routes: repair, stabilise, extend

Repair route

This student has missing concepts, repeated misconceptions or low confidence. The programme narrows the problem and builds from the first unstable layer. The child should experience genuine success on correctly chosen work before complexity increases.

Stabilisation route

This student is generally coping but inconsistent. They often score well on topical worksheets and lower on school tests. The priority is delayed retrieval, mixed practice, question reading, transfer and checking.

Extension route

This student has strong foundations. Extension should deepen reasoning rather than race into next year’s syllabus. Ask the child to compare explanations, evaluate evidence, predict changed conditions and design fairer investigations.

A 12-week Primary 4 improvement cycle

Weeks 1–2: diagnose and repair

Sample current and earlier content. Identify the top error patterns. Repair one or two high-leverage weaknesses and establish the question-reading routine.

Weeks 3–4: build mechanism

Teach current school topics with emphasis on why. Students explain before seeing model answers. Oral questioning exposes hidden confusion.

Weeks 5–6: scientific inquiry

Practise observations, fair comparisons, simple variables, measurement and evidence. Connect inquiry to actual Science content rather than teaching it as a separate vocabulary unit.

Weeks 7–8: transfer

Change organisms, materials, diagrams, wording or setup while preserving the underlying principle. Remove chapter labels where appropriate.

Weeks 9–10: mix old and new

Bring older content back. Require concept identification before solving. Track whether errors come from forgetting or wrong selection.

Weeks 11–12: performance

Add bounded time and school-test-style mixed sets. Teach checking. If an error pattern proves conceptual, return temporarily to repair mode.

Why more worksheets can make the wrong habit faster

Practice strengthens what is practised. If a student repeatedly misreads experimental variables, another thick worksheet can increase familiarity without correcting the underlying logic. If the child always copies words from the question into an explanation, more questions can automate that weak response pattern.

This is why correction quality matters. After a wrong answer, the student should reconstruct the original thinking, identify where the route failed, state the correct model and attempt a changed question later.

That loop creates learning. Copying the model answer creates a neat book.

The five-question repair loop

What did I think the question was asking?
What evidence or condition did I miss?
Which scientific idea should have controlled the answer?
What specifically changes in my corrected reasoning?
Can I solve a new version later without help?

Primary 4 students can learn this in age-appropriate language. The goal is to make correction active.

Retrieval: old Science should return

Learning feels strongest immediately after teaching because cues are still present. The more meaningful test comes later.

Can the child explain light after two weeks? Can they recognise a heat relationship while the current school chapter is digestion? Can they recall a Primary 3 idea when it appears inside a Primary 4 experiment?

A strong tuition programme runs two clocks. One follows the current school sequence. The other revisits old learning on a spaced schedule.

Interleaving: choose the concept, not just the answer

Blocked practice tells the student what kind of question is coming. Ten light questions in a row remove the need for concept selection.

Once a concept is understood, mix it with other topics. Ask the student to name which concept applies before solving. This trains discrimination, which later becomes essential in PSLE Science.

Interleaving should be introduced gradually. Early learning may benefit from some blocked practice. Later learning needs mixing.

How to measure progress before marks change

School marks are delayed indicators. Parents can watch nearer signals:

fewer repeated misconceptions;
clearer oral explanations;
more precise scientific vocabulary;
better reading of experiments before answering;
more accurate diagrams and table interpretation;
greater retention of old topics;
less dependence on tutor prompts;
better correction after feedback; and
more stable performance when topics are mixed.

These are leading indicators because they are the operations from which future marks are produced.

What Jurong East parents should compare

Current searches for Primary Science tuition in Jurong East surface centres, tutors, class formats, fees, locations, PSLE preparation and neighbourhood convenience. Those factors matter. A family has to sustain the weekly journey.

But parents should also compare instructional design:

How does the tutor diagnose a child’s exact Science weakness?
How often are old topics retrieved?
Are students asked to explain aloud?
How are experiment questions taught?
How are diagrams, tables and graphs handled?
Does feedback identify the cause of an error?
Is there a genuine second attempt after feedback?
How does the programme distinguish concept repair from exam practice?
How is progress communicated?
What happens when the school topic sequence differs from tuition?

Travel time is part of the academic system. A theoretically excellent class can still be a poor fit if the weekly commute reduces sleep or creates constant scheduling stress. A practical decision combines teaching quality, timetable, total workload and travel friction.

Home support without becoming the second tutor

Parents do not need to reteach Science. A few questions can support reasoning.

Ask, “What evidence in the question made you think that?” Ask, “Is that an observation or an explanation?” Ask, “What changed and what stayed the same?” If the child gives a vague answer, request one clearer sentence before revealing a model answer.

Once or twice a week, ask about an older topic without notes. The purpose is not to catch the child out. It is to make memory reconstruct knowledge after delay.

When the child is correct, occasionally change one condition and ask whether the answer still holds. Correct answers also need transfer testing.

Preparing for Primary 5 without stealing Primary 5

Preparation does not require racing ahead. The most valuable bridge is portable skill.

A student entering Primary 5 should ideally be able to:

retrieve key P3 and P4 concepts after delay;
read diagrams and simple tables carefully;
distinguish observation from inference;
identify basic variables in a fair comparison;
explain cause and effect with appropriate vocabulary;
answer the stated task without dumping unrelated facts;
correct an answer after feedback; and
recognise a familiar concept in a changed situation.

Those capabilities reduce the amount of repair needed when systems and inquiry become more demanding in Primary 5.

What not to do

Do not memorise model answers without understanding the mechanism.
Do not treat keywords as magic tokens.
Do not practise only immediately after teaching.
Do not keep topics permanently separated.
Do not correct by simply copying the answer.
Do not call every error careless.
Do not turn Primary 4 into nonstop timed papers.

A realistic weekly rhythm

A sustainable Primary 4 week does not require Science to dominate every evening.

Lesson day: concept understanding, guided application and correction.
Short follow-up: a targeted set based on the observed weakness.
Retrieval touch: ten to fifteen minutes of old content without notes.
Transfer question: one changed or mixed problem with explanation.
Before a school test: increase mixed retrieval rather than relearning everything from zero.

Distribution matters because learning must survive time.

How to recognise over-scaffolding

Support helps when it enables the child to do something they could not yet do alone. It becomes a problem when the prompts never disappear.

Warning signs include a student who succeeds only when the tutor names the topic, underlines the crucial data, tells them which variable matters, gives the first sentence and checks every step.

A strong lesson fades support deliberately. The tutor may first model, then prompt, then cue lightly, then require independent performance. Later the routine is tested in a different topic.

Confidence should follow capability

Useful confidence comes from evidence. A child sees that they can now read an experiment accurately, explain a light relationship without notes, retrieve an old concept after two weeks or correct a fair-test mistake independently.

For a struggling student, early tasks should be chosen carefully enough to create real success. For a strong student, tasks should retain productive difficulty so confidence does not become complacency.

FAQ: Primary 4 Science Tuition | Jurong East

When should a Primary 4 student start Science tuition?

There is no universal month. Start when a persistent learning problem is not resolving through school and ordinary home support, or when the family wants structured extension the child can sustain.

Is Primary 4 too early to think about PSLE Science?

It is too early for relentless PSLE drilling, but not too early to build PSLE-relevant habits such as concept understanding, inquiry, evidence use, precise explanation, retrieval and transfer.

Are Science keywords important?

Yes, when they express the correct concept precisely. No, if “keywords” means inserting memorised phrases into an incorrect or irrelevant explanation.

How much homework should tuition give?

Enough to consolidate the lesson and provide retrieval, but not so much that volume replaces diagnosis. Short targeted work can be more useful than a large generic worksheet.

What is the benefit of 3-pax?

Three students can give the tutor enough time to hear individual reasoning, inspect errors, ask follow-up questions and require corrected attempts. The benefit depends on the tutor actually using the small size this way.

Does eduKateSG have a Jurong East Science branch?

This page serves Jurong East search and guidance intent. Families should confirm the current lesson venue, schedule and availability directly rather than assuming a physical branch from the page title.

What if my child understands verbally but writes weakly?

That may be an expression or answer-scope problem rather than a concept problem. Ask the child to state the full explanation aloud, then compare what disappears when it is written.

What if my child memorises notes well but struggles with unfamiliar questions?

Increase transfer practice. Keep the underlying concept stable while changing the surface context, representation or experimental setup.

Should tuition follow the school’s exact chapter sequence?

It should remain compatible with school while protecting prerequisite knowledge and cumulative retrieval. A programme can support current school topics without abandoning old Science.

How do I know if improvement is real?

Look for better retention after delay, fewer repeated misconceptions, clearer explanations, improved mixed-topic accuracy and reduced dependence on prompts.

Primary 4 Science Tuition Jurong East: the operating principle

Primary 4 Science should build a child who can do more than recognise a chapter. The student should be able to inspect evidence, retrieve the relevant concept, explain the mechanism, use scientific language with control and adapt when the context changes.

For Jurong East families comparing tuition, class size, schedule, location and materials all matter. But the deeper standard is whether the programme makes thinking visible and systematically converts errors into more reliable scientific reasoning.

Done well, Primary 4 becomes the year in which Science stops being a collection of facts and becomes a disciplined way of explaining the world.

Official and eduKateSG references

A final parent fit test

Before committing to a programme, ask the tutor to diagnose two or three recent Science errors from your child’s work. A useful diagnosis should be more specific than “needs more practice.” It might identify weak retrieval, an incorrect model of heat, failure to distinguish observation and inference, a diagram-reading error or an incomplete causal explanation.

Then ask what the next lesson would do differently because of that diagnosis. If every child receives the same worksheet regardless of error pattern, the programme is primarily delivery-based. If teaching changes according to the child’s reasoning, the feedback loop is stronger.

Finally, protect the child’s total week. Science competes for the same finite attention as school, sleep, family time and other subjects. A sustainable Primary 4 plan is one that can be repeated long enough for retrieval and transfer to develop. Tuition should improve the quality of learning per hour, not simply increase the number of hours filled.

Twenty diagnostic prompts a Primary 4 tutor can use

These are not meant as a test paper. They are examples of the kinds of prompts that reveal how a student thinks.

Explain the difference between what you observed and what you concluded.
What changed between these two setups?
What stayed the same?
Which condition matters most to the question?
What evidence supports your answer?
Which Science concept are you using?
Why does that concept apply here?
What would happen if this one condition changed?
Would your answer still be true if the diagram were drawn differently?
What does this table show before you explain why?
Which word in the question tells you what kind of answer is required?
Can you say the mechanism in one clear sentence?
Which part of your answer is necessary and which part is extra?
What misconception might make another student choose the wrong option?
What is one older topic connected to this question?
Can you redraw the relationship without copying the original picture?
What would make this experiment a fairer comparison?
What can this experiment not prove?
Can you solve the same idea in a new context?
What should you check before moving on?

A child who can increasingly answer these prompts independently is developing the reasoning infrastructure that later makes upper-primary Science more manageable.

How a Jurong East family can test programme fit before committing

A useful trial or first lesson should leave the family with information, not merely a pleasant impression. Ask what the tutor learned about the child’s Science after the session. The answer should name a specific strength, a specific weakness and one next instructional move. For example, the student may understand heat conceptually but misread comparison questions, or may know plant structures but use vague causal language when explaining function.

Also ask what evidence would show that the problem has improved. A good answer should involve a later independent attempt, preferably in a changed context. Immediate success after explanation is encouraging, but it does not yet prove durable learning. The child should later retrieve the idea with less prompting and recognise it when the surface details differ.

Finally, compare the weekly logistics with the teaching value. Jurong East is well connected, but travel still consumes time. If the journey, school homework and other commitments create constant fatigue, the programme may be difficult to sustain. Fit means instructional quality plus a weekly routine the child can actually maintain.