During my first outing as a sixth grader Science teacher, I was aghast to find out that my charges had not internalised that carbon dioxide + water + light —> sugar + oxygen in the month leading up to the high-stakes national exam. I vividly recall scolding all those who had gotten the photosynthesis question wrong for their prelim paper.

With experience comes wisdom, so this year, I have been successful in getting my current students to remember CWLSO. This required a lot of persistent drilling on my part. Each time I spotted them along the corridor — even when they were making their way home — I would stop them and make them rattle off each of the five elements.

Having helped them digest these key facts paved the way for a higher level of engagement. A asked today just where carbon dioxide comes from. From the surrounding air! I replied, pleased that she had the headspace to ponder this mystery. P asked just what the phrase “greater rate of photosynthesis” means. Sure, Sensei will be willing to help you unpack this phrase. I had assumed that everyone would understand this phrase, but since P confessed his ignorance, I now know that I need to account for literacy issues that I have not anticipated.

Hopefully this current batch will be able to get the photosynthesis question right for their Prelims. I am the one setting the examination after all.