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Welcome to

Henry Park Primary School

P4 GEP Parents’ Briefing

- 15 January 2016

Welcome to

Henry Park Primary School

P4 GEP Parents’ Briefing

- 15 January 2016

School Vision:

A Leader in Every Child, with Talents and

Strength of Character

School Mission:

Nurturing Leaders through a

Distinctive Education in Learning and

Character Development

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School Values:

Respect

Integrity

Care

Excellence

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Introduction School Leaders

Principal : Mr Chia Soo Keng

Vice Principals : Miss Natalie Chen

Mrs Cheryl Tan

(Admin)Mrs Vijaya Ganesh

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Introduction Key Personnel

HOD GEP (Humanities) : Mrs Teo-Loh SM

(loh_sheau_mei@moe.edu.sg)

HOD GEP (MA & SC) : Mrs Irene Tan

(irene_tan_seng_chew@moe.edu.sg)

Lead Teacher (MA): Ms Theresa Heng

(heng_chor_hui_theresa@moe.edu.sg)

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English-medium Teachers

Subject Teacher

• 4I Form Teacher (FT)

• EL

• IHC

Ms Madelene Ng

• 4I co-FT

• SC

• CEP

Ms Peh Yunn Chyn

• SS

• CCE

Mr Yip Yew Fei

MA Mrs Irene Tan

Mrs Esther Ang (Jan- Apr)

IRS

• Mdm Rosaidah Ghazali

• Mrs Norah Idil

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Mother Tongue Teachers

Subject Teacher

• 4I co-FT

• HCL

Mdm Yang Lan

• CL

Mr Ng Eng Peng

• TL Mdm Meena

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Gifted Education Programme

(GEP)

•Started in 1984 in Singapore

•Meet the intellectual needs of the gifted

through the provision of an enriched

curriculum within a stimulating and

interactive environment

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POTENTIAL

Domains

Intellectual (Academic)

fluid reasoning (inductive/

deductive), crystallised verbal,

spatial, memory, sense of

observation, judgment,

metacognition.

Creative (Aesthetics)

inventiveness (problem-solving),

imagination, originality (arts),

retrieval fluency.

Socioaffective (Emotional)

intelligence (perceptiveness),

communication (empathy, tact),

Influence (leadership,

persuasion).

Sensori Motor (Sports)

Sensori: visual, auditory,

olfactive, etc.

Motor: strength, endurance,

reflexes, coordination, etc.

CATALYSTS

INTRAPERSONAL

Physical: characteristics, handicaps,

health, etc.

Motivation: needs, interests, values, etc.

Volition: will-power, effort, persistence.

Self-management; concentration, work

habits, initiative, scheduling, etc.

Personality: temperament, traits, well-

bring, self-awareness & esteem,

adaptability, etc.

DEVELOPMENTAL PROCESS Informal/formal learning & practising (LP)

Positive/

Negative impacts

ENVIRONMENTAL

Milieu: physical, cultural, social, familial, etc.

Persons: parents, teachers, peers, mentors, etc.

Provisions: programs, activities, services, etc.

Events: encounters, awards, accidents, etc.

POTENTIAL

REALIZED

Fields

Academics:

language, science,

humanities, etc.

Arts

visual, drama, music, etc.

Business

sales, entrepreneurship,

management, etc.

Leisure

chess, video games, puzzles,

etc.

Social action

media, public office, etc.

Sports

individual & team.

Technology

trades & crafts, electronics,

computers, etc.

Positive/

Negative impacts

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Emotional, Social &

Moral Development

4. To enhance aspirations for

individual excellence and

fulfillment

5. To develop a strong social

conscience and

commitment to serve

society and nation

6. To develop moral values

and qualities for

responsible leadership

Goals of the GEP

Cognitive

Development

1. To develop intellectual

depth and higher level

thinking

2. To nurture productive

creativity

3. To develop attitudes for

self-directed lifelong

learning

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The 6 Core Values (R3ICH)

MOE 21st Century Competencies

Framework

• Respect

• Resilience

• Responsibility

• Integrity

• Care

• Harmony

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Enrichment Model

Content • greater breadth

• greater depth

• infusion of moral

ethical issues

Approach • more

individualised

• strategies to

promote higher

level thinking

• independent

learning

Basic

Curriculum

Variety in

products

Environment • learner-centred

• out-of-school learning

experiences

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(P4 - P6) Enriched Subjects

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Character and

Citizenship Education • Affective Education

– Goals of the GEP include the social, moral and emotional

development of the pupils

– Discussion of values, ethics and moral issues in various

subject areas

• Character and Citizenship Education (CCE) is an enriched

subject whereby there is:

– Discussion of values, ethics and moral issues

– Values in Action (VIA)

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Classes • P5 HCL

• P4-P6 PE, Music, Art & Craft

• Intact GEP classes for EL, Maths, Science and

Social Studies

• Intermingling classes to facilitate interactions

between GEP and non-GEP pupils

- P4 – P6 PE, Art & Music & P5 HCL

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P4 GEP Assessment

Subjects CA1 CA2 SA

EL 30% 20% 50%

HCL/ CL,

Maths &

Science

35% 15% 50%

Social

Studies

45%

30% 45%

EL, HCL/CL, MA, SC & SS Assessments may include: Tests, quizzes, daily assignments, projects, portfolios, performance tasks, etc.

• GEP assessment performance for all 5

examinable subjects

(Baseline overall average of 70% is

required)

• Attitude towards learning and work

• Overall conduct should be good

P4 GEP Promotion Criteria

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Option for P5 HCL

Existing P4 GEP HCL pupils

- 70% overall, 50% HCL

Aspiring P5 GEP HCL pupils

- 70% overall, 75% for CL

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Attitude

Some characteristics pupils should strive

towards:

•Pays attention in class

•Participates actively in class

•Shows interest in learning for all subjects

•Makes an effort to do well

•Submits work on time without reminder(s)/

supervision

•Receptive to guidance and advice

•Gets along well with classmates

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School-Based Special Programmes

(SBSP)

S1 to S4

Junior College/Polytechnics JC1 to JC2

GCE ‘O’ Level Exam

Education Landscape for the Gifted

Primary 1 to 3

Regular Stream

Gifted Education Programme (GEP)

Primary 4 to 6

Identification & Selection by MOE

Integrated Programmes (IP) Y1 to Y6

School-Based Gifted Education

Programmes (SBGE)

Y1 to Y6

Primary School Leaving Examinations and/or Direct School Admission

Higher Education

GCE ‘A’ Level Exam/NUSHS Diploma/IB GCE ‘A’ Level Exam

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Individualised Study Options

P4 P5

IRS Skills Buildup

ISO by Pupils’ Interests & Teachers’ Recommendations

• Individualised Research Studies (IRS)

• Innovation Programme (IvP)

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• Compulsory for all P4s

• Guided by teacher mentors

• Mini-Projects

• Topics include: • Library & research, Interview, Experimental

Skills, Surveys and Results Analysis

P4 IRS Skills Buildup

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Computer Enrichment

Programme (CEP) • Guided by teachers and expert vendors

• useful ICT skills which can be applied to

other projects

• Topics include:

Internet (includes netiquette and

online safety), MS Office tools,

online tools, animation, programming

and coding 23

• Cognitive

- Debating

- Math Olympiad Training

• Aesthetics & Physical

• Leadership

Talent DevelopmentProgramme

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In-house Counselling (IHC)

• All P4 pupils meet IHC during non-

core curriculum time in groups/

individually

• Some areas addressed:

- transition & adjustment to GEP

- time management

- social-emotional matters

• Partnership with parents to address

areas of concern

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Modes

• E-mail (Most preferred)

Reply within 3 working days

• Pupil’s School Diary (esp when parent’s

acknowledgement is required)

• Telephone (Urgent matters)

Parent-Teacher

Communication

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Opportunities for Communication

• Parents’ Briefing (15 Jan)

• Parent-Teacher Meeting (11 Mar)

• Parent-Teacher Meeting (27 May)

Parent-Teacher

Communication

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Reports

• Teachers’ Feedback Forms

(Early Term 2 and Early Term 4 )

• Report Books

(End Term 2 and End Term 4)

• File Checks – Content Pages

Parent-Teacher

Communication

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Supporting Gifted Children

in their Learning

• Avoid anxiety when you do not understand

their work, and work with his/ her teacher

to provide advice and guidance

• Do not doubt his/ her abilities but be quick

to encourage and help him/ her manage

their time and undue stress

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Supporting Gifted Children

in their Learning

• Help him/ her develop a Growth Mindset (Carol

Dweck) and not be fixated on only things they

are good at

• Provide him/ her with opportunities to build

resilience, take calculated risks, demonstrate

commitment, etc.

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Supporting Gifted Children

in their Learning

• Help him/ her actively see a need to put

in effort in all that they do and

understand that with talents and gifts,

hard work is also required to achieve

excellence

• Encourage development in self-directed

as well as collaborative learning: ‘No

man is an island’ 31

“Parents should not shield or try to protect

children from risks or hard work. Parents

also need to allow children to experience

the tensions and stress that rise from

challenging ideas and high expectations.”

Olszewski-Kubilius, 2000

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"Parenting a gifted child is like living in a

theme park full of thrill rides. Sometimes you

smile. Sometimes you gasp. Sometimes you

scream. Sometimes you laugh. Sometimes

you gaze in wonder and

astonishment. Sometimes you're frozen in

your seat. Sometimes you're proud. And

sometimes, the ride is so nerve-wrecking, you

can't do anything but cry."

- Carol Strip & Gretchen Hirsh 33

Reminders

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ISO will be conducted during curriculum hours.

With effect from 18 January 2016,

• CCA will begin.

• CEP will be conducted on Tuesdays, 1.45 pm-

2.45 pm.

• HCL & CL(Alive) lessons will conducted on

Thursdays, 2pm- 3.30pm.

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