2023 NCHS SS PRELIM ANS KEY

4E5N Prelim Section A Suggested Answer (NCHS 2023) SBCS 1. Study Source A. What is the message of the source? Explain your answer. [5] Suggested Answer Take note: Good answers should link to concepts mentioned in BI. Success Criteria The message of the source suggests that students ’ learning during COVID-19 is dependent of their socio-economic status (SES) (ATQ). This is shown in the cartoon where in the first panel, the girl has th e support and supervision of her mother and hence is better able to cope with the demands of virtual learning, as compared to the second panel where the boy clearly has difficulties learning at home, as represented by the messiness of his home and the caption “virtually impossible ”. The sticky note also states that “home after shift ends! love mom ” (Evi), which suggests that his mother is not able to be around to support and supervise him due to her work commitments. (EXP) ● ATQ ● Evidence 1 best line ● Explanation 2. Study Sources B and C. In what ways are the sources different in showing how COVID-19 affected students’ learning in Singapore? Explain your answer. [6] Suggested Answer Note: -Infer about the impact of COVID-19 on students’ learning -Successful Cross referencing (CR) Common Criteria -For this, no highest level Success Criteria Difference Para Both Source B and Source C are different (ATQ) as they do not support each other (LOR) in showing if students ’ learning has been negatively impacted by COVID-19. Source B shows that learning has ● ATQ + Line of Reasoning (LOR) ● Common Criteria

been negatively impacted while Source C shows that learning has not been negatively impacted (CC). Source B states that “three children sharing one laptop in the living room may have more difficulty focusing on the assignments” (Evi), suggesting that learning for students with lower socio-economic status is challenging as they lack the resources and a conducive environment to do so (Exp). However (CW), Source C states the students have “become more self-directed and independent in their learning, and more resilient to disruptions” (Evi), which suggests that there have been merits to students’ learning arising from the COVID-19 pandemic (Exp). ● Comparison Word ● Evidence (x2) 1 best line ● Explanation (x2) Similarity Para Source B and C are similar (ATQ) as they support each other (LOR). Both (CW) sources agree that COVID-19 has reduced face- to-face learning (CC). Source B states that “Volunteer-run free tuition sessions for needy families have ground to a halt under the circuit breaker” (Evi), suggesting that such free tuition sessions have to be stopped to reduce interactions amongst people (Exp). Similarly (CW), Source C states that “There will be some impact on learning with the lost of conventional in-person schooling, especially the loss of CCAs and other informal interpersonal interactions ” (Evi), which suggests that lessons cannot be carried out physically (Exp). OR Source B and C are similar (ATQ) as they support each other (LOR). Both (CW) sources agree that COVID-19 has enhanced learning for some students. Source B states that “a child who has his own room may find it easier to concentrate on HBL ” (Evi), suggesting that students are able to focus more during HBL (Exp). Similarly (CW), Source C states that “Many of our students have also become more self-directed and independent in their learning, and more resilient to disruptions” (Evi), suggesting that students are able to take ownership of their own learning (Exp). ● ATQ + Line of Reasoning (LOR) ● Common Criteria ● Comparison Word ● Evidence (x2) 1 best line ● Explanation (x2)

3. Study Source D. Is Source D helpful in understanding about students’ learning during COVID-19? Explain your answer. Suggested Answer Note: -Always begin with helpful -Infer about the impact of COVID-19 on students’ learning -Successful Cross referencing (CR) requires reliability therefore useful / unreliability therefore less useful. Success Criteria Source D is helpful (ATQ) in understanding that students ’ learning was not disrupted (ATQ) as it is reliable as it is supported by Source C (LOR). Both (CW) Sources C and D suggest that students become better at managing themselves (CC). This is seen from D where the student “After that, I jump right into my homework and take a short break every hour and a half ”.(Evi) This shows how students learnt to manage their time and own learning.(Exp) Similarly (CW), Source C states that “Many of our students have also become more self- directed and independent in their learning, and more resilient to disruptions” (Evi), suggesting that students have become more self- reliant in their learning and thus useful (Exp). ● ATQ + Line of Reasoning (LOR) ● Common Criteria ● Comparison Word ● Evidence (x2) 1 best line ● Explanation (x2) Source D is less helpful (ATQ) in understanding that students’ learning was not disrupted (ATQ) as it is not reliable as it is refuted by Source B (LOR). Source D suggests that students become better at managing themselves when learning remotely while (CW) Source B suggests that students become worse at managing themselves when learning remotely (CC). This is seen from D where the student “After that, I jump right into my homework and take a short break every hour and a half ” (Evi) which shows how students learnt to manage their time and own learning (Exp). However (CW), Source B states that “For example, a child who has his own room may find it easier to concentrate on HBL, while three children sharing one laptop in the living room may have more difficulty focusing on the assignments” (Evi), suggesting that learning has been disrupted during the pandemic, especially those with lower socioeconomic status (Exp) and thus not useful. ● ATQ + Line of Reasoning (LOR) ● Common Criteria ● Comparison Word ● Evidence (x2) 1 best line ● Explanation (x2)

Possible highest levels have to include the holistic use of provenance, context and content (L5/6) Less helpful: Use of Limited Scope – need to recognize What and Whose view is represented + What and Whose view is not represented. D is less helpful (A) as it is limited (LOR), it is the positive experi ence (WHAT) of only a high school student in America (WHO), and thus cannot represent the negative experiences (What not) of other groups of students such as elementary and preschool students and students from other countries such as Indonesia (Who not) and extroverts. However, younger students may not be able to keep their focus at home, thus making learning inefficient and ineffective. Other countries such as Indonesia may not have access to high- speed Internet and advanced technological advancements for HBL to be conducted efficiently. Students who are extroverts may be deprived of social interactions and connections with others, thus affecting them socio-emotionally, which may lead to poor focus at home (What not). Hence his experience is limited, unable to fully represent that all students around the world experience remote learning positively (Exp) and thus less helpful. ● ATQ + LOR ● Who is represented ● What view is represented ● Who is NOT represented ● What view is NOT represented ● Explanation of limitation hence less useful. Less useful: Tone Source D is less helpful as it uses an overly positive tone to describe students’ learning during COVID-19. Source D states that “I jump right into my homework ” and “I was thrilled ”, which is an exaggeration of the author ’s positive feelings towards HBL. The author is probably biased as he really likes HBL and leaves out the negatives and challenges of HBL. Therefore, Source D is less helpful as it may be biased. 4. Study Sources E and F. Does Source E