Why Do Marks Drop When Students Move from Primary 2 to Primary 3 Composition?
- Sabreena Nazimudeen
- 1 day ago
- 6 min read
Why Do Marks Drop When Students Move from Primary 2 to Primary 3 Composition?
Every year, we receive the same concerned question from parents:
“My child was doing well in Primary 2. Why are the marks suddenly lower in Primary 3?”
If this sounds familiar, take a deep breath.
In most cases, this is not regression.It is transition.
Let us explain what is really happening.
1️⃣ The Structural Difference Between Primary 2 and Primary 3
Primary 2 Composition
In Primary 2, students are usually given:
3–4 sequential pictures
Pictures that clearly link to one another
Helping words or guiding phrases
A predictable storyline
The child’s task is to:
Describe what they see
Follow the sequence
Add simple details
The structure is already provided for them.
Because of this, many students perform well - even without deeply understanding story logic.
Primary 3 Composition
Primary 3 is where the shift begins.
Even though some schools may still use sequential pictures, many have already adopted the PSLE-style format early.
In this format:
Students are given 3 pictures that may not appear directly linked.
They are given a theme (e.g. “A Proud Moment”).
They may choose 1, 2 or all 3 pictures.
The pictures do not need to connect visually — the story must connect logically.
This is a major cognitive jump.
Students are now expected to:
Create a clear beginning, middle and end
Build a problem and resolution
Ensure every character and object serves the storyline
Write according to the theme (not just describe pictures)
Maintain coherence throughout
This requires logical sequencing ability, which is still developing around the age of nine.
It is completely normal for students to struggle during this adjustment period.
2️⃣ A Real Example of a Primary 3 Transition Draft
Below is a simplified transcription of a Primary 3 draft written on the theme:
“A Proud Moment.”
📝 Original Student Draft (Transcribed)
The sun was as round as a ball of cheddar. My name is Jasmine and my science teacher told me and my friends, Riley, Jingyan, Nigel and Gurudev to make a presentation about making a volcano.
We did not know how to make the volcano, so we decided to research how to make a volcano. We found out that we needed these materials: clay, lime juice, baking soda, water and dye. We collected the materials and assembled our volcano without the dye.
On the day of the presentation, Gurudev forgot to bring the dye for the volcano. Lila is sick and couldn’t join the presentation and she was supposed to be the main presenter.
There is only thirty minutes more before we present. I knew there was no time to waste so I took out my box of oil pastels and decided to carve out some powder with the red and orange oil pastels with a thin ruler. I mixed the powder with water to create the dye then we poured it into the hole of the volcano.
Then I presented our project with clear scientific answers from our research. At the end of school, our science teacher praised our team to have the best presentation. This is the proudest moment in my life.
3️⃣ What Is the Issue Here?
Let’s analyse this calmly and structurally.
Problem 1: Too Many Characters
Riley.Jingyan.Nigel.Gurudev.Lila.
Five supporting characters.
For a Primary 3 narrative, this creates clutter. None of them are developed meaningfully. They are mentioned but do not drive the story forward.
At this level, students should focus on:
One main character
Possibly one supporting character
One clear central problem
Problem 2: The Story Is About a Volcano — Not a Proud Moment
The theme is “A Proud Moment.”
But most of the composition focuses on:
Materials
Research
Oil pastel dye solution
Scientific explanation
The emotional journey is weak.
Primary 3 assessment is not asking:
Can you explain a science experiment?
It is asking:
What challenge did you overcome that made you proud?
The emotional arc is underdeveloped.
Problem 3: The Climax Is Technical, Not Emotional
The tension moment is:
Making dye from oil pastels
Solving a procedural issue
But emotionally?
No fear.
No internal conflict.
No escalation.
No personal struggle.
The success feels procedural - not earned.
4️⃣ How We Would Restructure the Story
Now let us show how the same idea can be reshaped to meet Primary 3 expectations.
Step 1: Clarify the Core Problem
Instead of focusing on volcano materials, we focus on:
➡ Stage fright.
Now the story matches the theme.
Step 2: Reduce Unnecessary Characters
Remove:
Riley
Jingyan
Nigel
Lila
Keep:
Jasmine
Gurudev (one supporting friend)
Cleaner. Stronger. Focused.
Step 3: Rebuild the Narrative Around Emotional Growth
Here is the improved version:
✏️ Revised Version
Jasmine had always been afraid of speaking in front of the class. Whenever her name was called, her palms would turn clammy and her heart would pound like a drum. So when her teacher announced that she had to present her science project, she felt like a tiny mouse trapped in a cage.
“I’m scared,” she whispered to her teacher.
“If you overcome your fear,” her teacher replied gently, “that will be something to be proud of.”
Luckily, she was supposed to present with her best friend, Gurudev. She thought she could hide behind him.
However, on the day of the presentation, Gurudev fell sick.
Her worst nightmare had come true.
As she walked to the front of the class alone, her legs felt like jelly. Her heart thumped wildly against her chest. When she began speaking, her voice trembled and a few classmates giggled.
For a moment, she wanted to run back to her seat.
But she remembered her teacher’s words.
She clenched her fists, took a deep breath and tried again.
This time, her words flowed smoothly. She explained their volcano experiment clearly and confidently. The class listened attentively.
When she finally finished, the classroom burst into applause.
“I am so proud of you,” her teacher said with a wide smile.
At that moment, Jasmine realised she had overcome her greatest fear.
That was her proudest moment.
5️⃣ What Changed?
Original Draft | Revised Draft |
Multiple side characters | One clear supporting character |
Focus on materials | Focus on emotional struggle |
Procedural climax | Emotional climax |
Theme loosely mentioned | Theme clearly developed |
Event listing | Structured escalation |
This is what Primary 3 expects.
6️⃣ Why Marks May Dip in the First Term
In Primary 2, students are rewarded for:
Following sequence
Adding details
Describing pictures clearly
In Primary 3, they are assessed on:
Logical sequencing
Thematic relevance
Narrative control
Emotional development
Coherence
This is not a small upgrade.
It is a structural shift.
During the first 3–6 months, many capable students experience:
Slight mark drops
Overcrowded storylines
Confusion about what to cut
Difficulty building emotional arcs
This does not mean the child is weak.
It means the brain is learning a new framework.
7️⃣ A Note to Parents: Patience Is Key
Education at this stage is not just about content.
It is about teaching the brain to:
Filter relevance
Sequence events logically
Build cause-and-effect
Develop emotional progression
These are higher-order thinking skills.
They take time to internalise.
A temporary dip in marks is often part of growth - not failure. We hope this answers your question - Why Do Marks Drop When Students Move from Primary 2 to Primary 3 Composition?
8️⃣ Our Approach
At The Write Tribe, we:
Expose students to higher-level themes early
Maintain honest evaluation
Avoid inflating marks
Focus on structural clarity
Because real competence matters more than short-term comfort.
Students who adjust to this structure early build strong foundations for upper primary and PSLE.
If your child is transitioning from Primary 2 to Primary 3 and experiencing some difficulty, know this:
It is normal.It is developmental.It is temporary - with the right guidance.
With patience, structure, and honest feedback, improvement will follow.
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