Marks

Mauritius Examinations Syndicate

PRIMARY SCHOOL
ACHIEVEMENT CERTIFICATE

SCIENCE
Specimen Assessment Booklet

GRADE 5

This document contains the Science specimen assessment booklet for Grade 5.
This is the first part of the modular PSAC assessment in Science. It also February
2017
contains the specimen mark scheme and relevant information in connection with
the development of the assessment.
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Marks

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Background Marks

The introduction of the Primary School Achievement Certificate (PSAC) in replacement

of the Certificate of Primary Education (CPE) has prompted a major review of the end of
primary cycle assessment. In particular, the assessment has been reviewed in line with the
new goals and objectives of the revised National Curriculum Framework, Grades 1 to 6. It
seeks to enhance the pedagogical experience pupils would derive from the assessment.

The paper design has changed with the focus being on the assessment of inquiry skills
and competencies across the ability range. Simultaneously, the modular assessment in
Science is being introduced as from 2017. The modular assessment will contribute to the
award of the PSAC at the end of Grade 6.

In line with these changes, a specimen assessment booklet for assessment in Grade 5
Science has been developed.

This document contains the following:

1. The guiding principles underlying the assessment

2. The Grade 5 paper design
3. The Grade 5 specimen assessment booklet
4. The Grade 5 specimen mark scheme

Modular Assessment

The modular assessment in Science is being introduced as part of the new end of primary
cycle assessment, the Primary School Achievement Certificate. The modular assessment
will be taken in two parts: the first part of the assessment will be at the end of Grade 5
and the second part of the assessment will be towards the end of Grade 6. The Grade 5
assessment will be introduced in 2017 and will be based on the Grade 5 syllabus. Pupils
will take the second part of their modular assessment when they will be in Grade 6 in 2018.
The Grade 6 assessment will be based on the Grade 6 syllabus mainly. The weighting
given to each part assessment is 50%.

Guiding Principles

The current Standard V assessment was mainly meant to be used as a classroom tool to
provide feedback to Educators. It principally assessed the recalling of facts. In addition, the
assessment in Standard V was not part of the end of primary cycle certification process.

With the introduction of the modular assessment in Science as part of the PSAC Assessment,
a complete review of the assessment has been carried out. The new Grade 5 specimen
assessment booklet has been designed and developed guided by principles of fairness,
the need to set learning standards, the importance of ensuring positive washback, the
educational value of the inquiry based approach and the contribution of the subject to the
overall education of the learner. It will provide greater opportunity for pupils to demonstrate
their understanding and to apply their knowledge of Science.
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The following guiding principles and considerations informed the development of theMarks
assessment booklet:

1. Closely linked to the Teaching and Learning Syllabus:

Educators and learners are encouraged to familiarise themselves with the content
and specifications of the NCF and the Teaching and Learning Syllabus. Reference
to the textbook alone would not provide a complete understanding of the learning
aims, outcomes and objectives.

2. To have a positive washback on teaching and learning:

The assessment of the knowledge acquired, as well as that of the important skills
and competencies in Science, is expected to feed positively in the learning process.
This will encourage the development of scientific literacy instead of knowledge of
content only.

3. To discourage teaching to the test:

At classroom level, the teaching should be rich and the pupils should be motivated
to learn more and to ask questions rather than to learn content by heart. With the
new design proposed, the paper becomes less predictable so that teaching to the
test is discouraged and the teaching is rather focused on nurturing pupils’ liking for
and their interest in the subject.

4. To promote a deeper understanding of concepts and critical thinking:

By encouraging a deeper understanding of scientific concepts, the Science
assessment seeks to discourage pupils from rote learning. Pupils will be assessed
not only on their ability to recall scientific facts and phenomena but also on their
ability to apply their knowledge to a given context. They will be encouraged to think
and bring their own reasoning to the assessment rather than just try to remember
or reproduce what they have learnt by heart.

5. To promote the development of inquiry skills:

The curriculum and the Teaching and Learning Syllabus put much emphasis on the
development of inquiry skills. Inquiry skills, as defined in the syllabus, relate to a
pupil’s ability to do the following:
• Questioning
• Predicting
• Observing
• Investigating and experimenting
• Classifying
• Measuring
• Comparing
• Drawing conclusions
• Communicating
• Explaining based on observations
• Problem-solving
• Decision making

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 Marks
The assessment takes into consideration the above skills and provides opportunities
for pupils to show their understanding and the mastery of these skills.

In addition, the assessment will encourage a greater understanding of the scientific

method. While carrying out experiments at classroom level is not new in itself, often
the reason and the purpose of each step undertaken in a scientific experiment are
not explained. It is expected that a proper understanding of the scientific method
(adapted to the level of pupils) will be helpful to the pupils not only in Science but
across subjects and also as they continue their learning process in the higher grades.

6. To be fair:
A key consideration is that of fairness. The assessment has to be fair in the way it
assesses the pupils and the level at which they are assessed. The assessment should
provide the opportunity for less performing pupils to show what they can do while at
the same time enabling the more able pupils to demonstrate their capabilities as well.
The mark allocation has also been reviewed in view of allowing a fairer marking of the
paper, where all marks are accounted for.

Paper Description

The purpose of the specimen assessment booklet is to give an idea of the design of the
assessment, the types of questions that might be set and the level at which the syllabus
content and subject skills are treated. It should not be seen as fixed in terms of types of
items for the different questions nor in terms of the way the different topics are treated.
For instance, if the question on ‘Animals’ in the specimen paper is principally assessing
knowledge and understanding, it can also be treated in a question which is more inquiry
based.

The specimen assessment booklet also respects the weighting of the assessment objectives
given in the Annual Programme for the PSAC Assessment 2018. It caters for the whole
ability range of pupils with a number of items assessing knowledge while also having items
assessing understanding, application and inquiry skills.

The description for the Science assessment in Grade 5 is given in the Annual Programme
for the PSAC Assessment 2018. The following is an extract from the document:

The assessment will have a modular approach. The first assessment will be carried out
at the end of Grade 5 based on the Grade 5 syllabus and the second assessment will be
set towards the end of Grade 6 and will be essentially based on the Grade 6 syllabus in
Science. Each paper will be of a duration of 1 hour and will each carry a total of 50 marks.
Each assessment paper will carry a weighting of 50%.
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The papers will comprise 5 - 6 questions each with a number of items graded in termsMarks
of difficulty level. Questions will be set based on the different assessment objectives.
Questions may be contextualised. The items will be a mix of objective-type, fixed response,
short-structured and open-ended items.

Learners may also have to draw, label, fill in tables, complete and interpret simple charts.

For private candidates, the assessment will be carried out through a single external
assessment conducted by the MES.

Table 4 shows the weighting of the different assessment objectives in Science.

Table 4: Weighting of the Assessment Objectives in the Science Paper

Assessment Objectives Weighting / %

Knowledge & Understanding 40
Application 40
Inquiry Skills 20

In this document, the specimen assessment booklet is given along with a brief description
of each item. For each item or question, the following details are given:
1. The assessment objective (AO)
2. The learning objective (LO) from the Teaching and Learning Syllabus
3. The topic being covered
4. Where possible, a reference to the textbook.

This information is provided as guidance for Educators. It will give an indication of how
the different learning objectives are being assessed and how the questions/items can be
grouped under the different assessment objectives.

The assessment booklet also takes into consideration the scope of the learning domains for
Science as defined in the Teaching and Learning Syllabus. There are three main learning
domains:
• Knowledge and Understanding
• Inquiry Skills and Processes
• Attitudes and Values

Refer to the Teaching and Learning Syllabus (December 2015) published by the MIE for
more details.

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Paper Design Marks

The first question in the assessment booklet consists of 5 multiple choice questions
(MCQs). The MCQs can be on any of the three assessment objectives but are expected
to be within the reach of all pupils. The questions within the assessment booklet will be
graded in terms of difficulty level and the items within a question will also be graded in
terms of difficulty level with the easier questions at the beginning. The questions will not be
of a fixed type and can be based on any of the topics covered in Grade 5.

Specimen Mark Scheme

The specimen mark scheme is also included in this document. This specimen mark scheme
gives the expected answers for the different items. However, during an assessment, each
answer given by the pupils which is not found in the mark scheme has to be considered
and a decision made as to whether it is correct, wrong or an answer deserving a lower
weighting mark. As such the answers given in the mark scheme are not exhaustive.

References:

1. Mauritius Institute of Education (November 2015); National Curriculum Framework

Grades 1 – 6
2. Mauritius Institute of Education (December 2015); Science Teaching and Learning
Syllabus Grades 3 to 6
3. Mauritius Examinations Syndicate (January 2017); Annual Programme for the
Primary School Achievement Certificate (PSAC) Assessment for 2018

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 Marks

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Index Number: .........................................................

MAURITIUS EXAMINATIONS SYNDICATE

Primary School Achievement Certificate Assessment
Specimen assessment booklet for Grade 5 for assessment
as from 2017.

Time: 1 hour Total marks: 50

INSTRUCTIONS TO CANDIDATES

1. Check that this assessment booklet contains 6 questions printed on

13 pages numbered 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 and 14.
SCIENCE
(Subject Code No. P141/1)

2. Write your Index Number on the assessment booklet in the space

provided.

3. You should not use red, green or black ink in answering questions.

4. Write all your answers clearly on the assessment booklet.

5. Attempt all questions.

Marking Revision Control

Question
Marks Sig Marks Sig Marks Sig
1
2
3
4
5
6

TOTAL

Signature
(HoG)

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 Marks
Question 1 (5 marks) LO: Measuring: Selecting and handling simple apparatus for various uses
AO: Knowledge & Understanding
Circle the correct answer. Topic: Water (pg 2)

1. Diagram 1 shows an instrument used to measure temperature.

This instrument is called a ___________________ .

A bulb

B switch

C tester

D thermometer Diagram 1: An instrument

2. Diagram 2 shows a man using an electric iron.

LO: State some examples of energy

transformations in everyday life.
AO: Application
Topic: Transformation of energy (pg 67)

An electric Iron

Diagram 2: Electric Iron

In an electric iron, most of the electrical energy changes into _______________.

A movement energy B light energy

C heat energy D chemical energy

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3. Which one of the following is a function of the flowers in a plant? Marks

A They attract insects for pollination. LO: State the functions of the
parts of a plant
AO: Knowledge and
B They manufacture food for the plant. Understanding
Topic: Plants around us (pg 47)

C They carry water to other parts of the plant.

D They hold the plant in the soil.

4. One way of saving water is by _______________.

A using tap water for irrigation

LO: State some measures that

B collecting rain water for watering plants we can take to save water.
AO: Application
Topic: Water
C evaporating seawater to make salt

D taking many showers every day

5. Diagram 3 shows the cactus plant.

Which one of the following helps the cactus to live in dry places?

A It has a short stem.

B It has short roots.

C It stores water in its stem.

D It stores water in its flowers.

Diagram 3: Cactus

LO: Demonstrate appreciation that most plants live in habitats that are suitable for them
AO: Knowledge and Understanding
Topic: Plants in their habitats (pg 71)

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Question 2 (8 marks) Marks
LO: Sources of energy
AO: Application/ Knowledge & Understanding
Topic: Energy (pg 37)
a) Diagram 4 shows some children playing football.

Diagram 4: Children playing football

(i) From where do the children obtain energy to play football?

_______________________________________________________ [1]

(ii) A car needs energy to move. Name a source of energy for the car.

_______________________________________________________ [1]

(iii) What is the source of energy for plants?

_______________________________________________________ [1]

(iv) Give one reason why plants need energy.

_______________________________________________________

_______________________________________________________ [2]

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b) Diagram 5 shows octopuses drying on a line. Marks

Diagram 5: Octopuses drying

What form of energy is needed to dry the octopuses?

_______________________________________________________ [1]

c) Your teacher wants the class to make a poster to show how to save energy.
In the poster below, write down two ways how you can save energy at home.
[2]

1. _____________________________________________________________

_____________________________________________________________

2. _____________________________________________________________

_____________________________________________________________

LO: State some measures that we can take to save energy

AO: Application
Topic: Transformation of energy (Pg 76)

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Question 3 (8 marks) Marks

a) Study the circuits below. Put a tick if the bulb will light up and a cross x
if the bulb will not light up. An example is given. [3]

Tick if the bulb will light up and

Electric Circuit
cross x if it will not light up

1. Electrical Bulb
Wire

Switch

2.

Electrical Wire

3.
Iron nail
Iron B

Electrical Wire
Electrical wire

4.

Electrical
Wire

Dry wood

LO: Identify components that can make a complete circuit

AO: Application
Topic: The simple electric circuit (pg 87)

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b) A material that allows electricity to flow through it is called a Marks
__________________________ of electricity. [1]

c) Study the electric circuit shown in Diagram 5 and answer the questions which follow.

Connecting wires
Bulb LO: Safe use of
electricity/ Insulators
and conductors
AO: Inquiry Skills/
Knowledge &
Understanding
Topic: The simple
electric circuit (pg 106)

Dry cell Water

Diagram 5: Electric circuit

(i) Will the bulb light up? ___________________________ [1]

(ii) Explain your answer.

_______________________________________________________

_______________________________________________________ [1]

d) Diagram 6 shows a child playing with an electrical socket.

LO: Safe use of

electricity
AO: Application
Topic: The simple
electric circuit (pg 106)

Diagram 6: A child playing with an electrical socket

(i) What danger is the child facing?

_________________________________________________ [1]

(ii) What should be done to avoid this type of danger?

_________________________________________________ [1]

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Question 4 (8 marks) LO: The water cycle Marks
AO: Knowledge & Understanding
Topic: Water (pg 21-23)
a) Study Diagram 7 which shows the water cycle.

Diagram 7: Water Cycle

Fill in the blanks in the sentences below, using the following words:

sun condenses rain wind

evaporates reservoirs

(i) Water from the surface of the sea, rivers and lakes __________________
to form water vapour.

(ii) Energy from the ____________________ changes liquid water into its
gaseous form.

(iii) As it is cold high up in the atmosphere, the water vapour ______________

into tiny droplets of water.

(iv) The liquid water falls as ____________________ .

(v) This water can be collected in ____________________ .

[5]

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b) Sam wants to investigate the effect of the water cycle on a small pond. Marks
Diagram 8 shows the pond.

Diagram 8: A small pond

He records the depth of the pond at the same place every week in the table below.

Week Depth of water in the pond

1 30 cm

2 31 cm

3 32 cm

4 34 cm

5 32 cm

6 30 cm

7 27 cm LO: The water cycle

AO: Inquiry Skills/
Application
8 26 cm Topic: Water
(pg 13-18)
9 ...........

(i) Suggest what type of weather occurred on week 4.

_______________________________________________________ [1]

(ii) On week 9, the weather was very dry and sunny. What could be the
depth of the water at the end of week 9? Circle your answer.

A 23 cm B 30 cm [1]

(iii) Explain your answer in b (ii).

_______________________________________________________

_______________________________________________________ [1]

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Question 5 (10 marks) Marks

a) Ile aux Aigrettes is a small island which has been declared a nature reserve.
It is the habitat of animals such as the Pink Pigeon, the Mauritian Fody and the
Telfair’s Skink. LO: Endangered
and rare animals.
Diagram 9 shows the island and the animals mentioned above. Measures for
protecting
endangered
animals
AO: Knowledge &
Understanding,
Application
Topic: Animals
(pg 95-102)

Ile aux Aigrettes Pink Pigeon

Mauritian Fody Telfair’s Skink
© Mauritius Wildlife Foundation

Diagram 9: Ile aux Aigrettes and some of its animals

(i) The Pink Pigeon is endemic to Mauritius. What does the term ‘endemic’ mean?
_______________________________________________________

_______________________________________________________ [1]

(ii) Why is it important to protect endemic animals?

_______________________________________________________

_______________________________________________________ [2]

(iii) Visitors are not allowed to eat and throw away food remains on the island.
Suggest one reason why.
_______________________________________________________

_______________________________________________________ [2]

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 Marks
b) The table below shows different animals and some of their characteristics.
Based on the characteristics provided, circle the most appropriate habitat
for each animal. An example is given. [3]

Animal Characteristics Habitat

1.
A African plains

It has a thick fur coat B Arctic region

which is white in colour.
C Mauritian plains
Polar bear

2.
A Cold Antarctic sea
It has a layer of fat under
B Tropical lagoons
its skin and feathers which
protect it against strong C Lake inside a forest
winds.

Emperor Penguin

3.
A Inside the bark of trees

It lays eggs in water and B Inside burrows in the soil

has powerful legs to hop.
C On land and in ponds
Frog

4.
A Sandy beaches
It can easily move in the
dark and can cling to B Caves
different things. C Wetlands
Bat

c) The habitat of the polar bear is the arctic region. How does its thick fur
help it to survive in this region?

_____________________________________________________________

_____________________________________________________________ [2]

LO: Habitats of animals, investigate the features of animals which

enable them to live in a particular place
AO: Application
Topic: Animals in their habitats (pg 87)
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 LO: - Conditions for plants to grow
- State what is soil erosion Marks
- State the functions of the parts of a plant
Question 6 (11 marks) AO: Knowledge and Understanding
Topic: Plants around us, More about plants

a) Match the three different processes shown in Column A to their definitions in

Column B.

Column A Column B

Pollination Plants take in oxygen and

give out carbon dioxide.

Erosion The pollen from the male part of a
flower is transferred to the female part.

Breathing New flowers are formed.

Loss of soil or sand often caused by

human activities.

[3]

b) Suzy carries out an experiment on the germination of lettuce seeds.

Step 1: She sows ten seeds at each of the following temperatures:

5 °C
LO: Germination
AO: Inquiry Skills
Topic: More about plants
10 °C

25 °C

Step 2: She counts the total number of germinated seeds at each

temperature from Day 1 to Day 5.

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 Step 3: She records her observations in a table as shown below. Marks

Total number of germinated seeds by the end of:

Temperature
Days 1 Days 1, 2 Days 1, 2, 3 Days 1, 2, 3, 4
Day 1
&2 &3 & 4 &5

5 °C 0 3 4 5 5

10 °C 1 5 7 8 9

25 °C 0 1 ……… 1 1

(i) According to you, how many germinated seeds were there at

25 °C on Day 3?

__________________________________________________ [1]

(ii) Which condition about the germination of lettuce seeds did Suzy
test?

__________________________________________________ [1]

(iii) Which conclusion can Suzy draw from her experiment?

A Lettuce seeds need fertile soil to germinate

B Lettuce seeds germinate best at 10 °C

C Lettuce seeds need a lot of water to germinate

[1]

(iv) Explain why only this conclusion in (b) (iii) is possible.

__________________________________________________

__________________________________________________ [2]

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PSAC | 13
 Marks
c) You want to observe the movement of water up a plant.
You use a balsam plant which you place in a coloured (red) solution as shown in
Diagram 10.
Leaves

Red coloured
veins in leaves

Stem has turned red

LO: Functions of the stem

of a plant
Red solution
AO: Inquiry Skills
Topic: More about plants
(pg 19)

Diagram 10: Balsam plant in a red solution

(i) Why do you need to use a coloured solution in this experiment?

_______________________________________________________ [1]

(ii) What does your observation tell you about the function of the stem in a plant?

________________________________________________________

________________________________________________________ [2]

14 | PSAC
 Marks

MAURITIUS EXAMINATIONS SYNDICATE

Primary School Achievement

Certificate Assessment

Science Specimen Assessment Booklet

Grade 5

Specimen Mark Scheme

Note: The specimen mark scheme is provided for guidance purposes only and does not
provide an exhaustive list of all acceptable answers. For the end of year assessment,
the mark scheme is only finalised after a rigorous sampling exercise.

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AW – accept alternative wording Marks
AVP – accept alternative valid point

Question 1

Give one mark to each correct answer:

1. D

2. C

3. A

4. B

5. C 5 x 1 = 5 marks

Question 2

a) (i) Give one mark to:

• From food/ eating food/ a source of carbohydrate
1 mark

(ii) Give one mark to:

• Fossil fuels/ petrol/ diesel/ gas/ electricity
1 mark

(iii) Give one mark to:

• The sun/ solar energy
1 mark

(iv) Give two marks to:

• To manufacture their food.
• To grow
(AVP) 2 marks

Lower weighting:
Give one mark to incomplete answers

1 | PSAC
b) Give one mark to: Marks
• Heat energy
• Accept solar energy/ movement energy
1 mark
c) Give one mark each to any two of the following ideas:
• Switch off electrical appliances when not in use.
• Switch off the lights when we are leaving a room.
• Do not switch on lights when there is daylight.
• Load the washing machine fully before running it.
• Do not leave the door of the refrigerator open.
(AVP/AW) 2 marks
Total = 8 marks

Question 3

a) Give one mark to each of the following:

2. X
3.
4. X
3 marks
b) Give one mark to:
• conductor
1 mark
c) (i) Give one mark to:
• Yes
1 mark
(ii) Give one mark to any of the following ideas:
• Water is a conductor of electricity
• Since water is a conductor of electricity it will allow the flow of electricity.
(AW)
1 mark
d) (i) Give one mark to:
• He can get an electric shock.
(AW)
1 mark
(ii) Give one mark to:
• Place all electrical equipment/ sockets/ plugs out of the
reach of children.
• Electrical wires should not be left on the floor.
(AVP/AW)
1 mark
Total: 8 marks
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Question 4 Marks

a) Give one mark to each of the following:

(i) evaporates
(ii) sun
(iii) condenses
(iv) rain
(v) reservoirs
5 x 1 = 5 marks

b) (i) Give one mark to:

• Rainy (accept rainy even if given with another weather condition)
1 mark

(ii) Give one mark to:

• A
1 mark

(iii) Give one mark to the following idea:

• (Since the weather was dry and sunny) the water has evaporated
and the depth is less than 26 cm.

(Important idea: water has evaporated) 1 mark

Total: 8 marks
Question 5

a) (i) Give one mark to:

• An animal (or plant) which is unique to a place/ which is found only
in one place/ country.
(AW)
1 mark
(ii) Give two marks to any of the following ideas:
• Because they might become extinct/ endangered
• Because they play an important role in nature/ the
environment/ the ecosystem
• Because they are beneficial/ helpful/ useful to other plants and
animals
• Since they are endemic they can easily become endangered
and risk extinction
• Because we have to preserve them for future generations
• To preserve the natural beauty
2 marks
Lower weighting:
Give one mark to incomplete answers (AVP/AW)

3 | PSAC
 (iii) Give two marks to any of the following ideas: Marks
• The food can be poisonous to the animals.
• Food remains will litter the island, making it dirty.
2 marks
Lower weighting:
Give one mark to incomplete answers

b) Give one mark to each of the following:

2. A
3. C
4. B
3 marks

c) Give two marks to:

• The thick fur protects it from the cold.
2 marks
Lower weighting:
Give one mark to incomplete answers
Total: 10 marks

Question 6

a) Give one mark to each correct matching:

Column A Column B

Pollination Plants take in oxygen and

give out carbon dioxide.

Erosion The pollen from the male part of a
flower is transferred to the female part.

Breathing New flowers are formed.

Loss of soil or sand often caused by

human activities.

3 marks

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PSAC | 4
 Marks
b) (i) Give one mark to:
• 1
1 mark
(ii) Give one mark to:
• Temperature/ effect of temperature (on the germination of seeds)
1 mark

(iii) Give one mark to:

• B
1 mark

(iv) Give two marks to any of the following ideas:

• Because in the experiment, only the effect of temperature was
being tested.
• Because we have not tested the effect of fertile soil or water on the
seeds.
(AW)
2 marks
Lower weighting:
Give one mark to incomplete answers

c) (i) Give one mark to any of the following ideas:

• To be able to observe/ to observe
(as a coloured solution will be more visible)
• Because with a coloured solution we can see the movement
of water up the plant.
1 mark

(ii) Give two marks to any of the following ideas:

• The stem distributes water to the different parts of the plant.
• The stem carries water from the root to the other parts of the plant.

2 marks
Lower weighting:
Give one mark to incomplete answers

Total: 11 marks

5 | PSAC
 Marks

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PSAC | 6
Mauritius Examinations Syndicate
PSAC specimen booklet Grade 5
2017