Primary 5 GEP Parents’ Briefing

Briefing Outline

▫ Gifted Education Programme (GEP) Goals and Values

▫ GEP Curriculum

▫ GEP Assessments▫ Partnering the School and the

Gifted Education Branch (GEB)

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1.GEP Goals and ValuesGoals and values that focus on the Holistic Development of our GEP pupils

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“The goals of the GEP

revolve around cognitive

development, as well as

social, moral and

emotional development.

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”

2.GEP Curriculum

Enriched curriculum that aims to meet both the intellectual and

affective needs of our GEP pupils

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“Future-ready students need

to exercise agency, in their

own education and

throughout life.

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”The Future of Education and Skills – Education 2030OECD 2018

P5 GEP

Experiences that

prepare students

beyond

academic

achievements

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Individualised Study Options (ISO) Build students’ research skills for project work

i. Individualised Research Study (IRS);

ii. Innovation Programme (IvP); and other

iii. School-initiated projects

Coding and Robotics (Basic/Advanced) Provide broader ICT learning enrichment

opportunities to GEP students who have

demonstrated learning interests and aptitude in

coding

Facilitate GEP students’ learning and creative

output in emerging technological fields

Friendship

beyond GEP

circle

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Actitude P5 Leadership Camp (Selected

students)

P5 Chinese Enrichment Camp

School-based Activities (school camps,

P5 NE show, VIA projects etc)

More opportunities for GEP and non-GEP

students to learn, play and work together

Balancing Rigour and Joy

The next steps to Learning for Life

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There is nothing wrong with having examinations and class tests, but we need to use them in suitable quantities. They are part and parcel of teaching and learning. They help teachers gauge their students’ learning, and students to gauge their own learning along the way.”

Education Minister Ong Ye Kung, 2018 Annual Schools Work Plan Seminar

“

P5 GEP

Assessments

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Weighted Assessments No more than 1 weighted assessment per

subject per school term, on top of any year-

end exam

May be conducted over a period in the term

Non-Weighted Assessments Scores are not counted towards overall result

in a subject but are important components in

the GEP curriculum

Conducted to check for understanding and

support pupils in achieving intended learning

outcomes

Changes to

the PSLE

Scoring

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Starting from the 2020 P5 cohort,

schools will present school-based

examination results of P5 and P6

students in ALs.

This will help familiarise students

and parents with the new AL

scoring system.

The AL reflects the mastery of a

broader curriculum, rather than for

topical or component performance.

As such, AL will not be reflected

for weighted assessments (WA).

ALRAW MARK

RANGE

1 ≥ 90

2 85 – 89

3 80 – 84

4 75 – 79

5 65 – 74

6 45 – 64

7 20 – 44

8 < 20

Grading for

GEP enriched

subjects

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ALs are meant to reflect the

standards that have been set for

mainstream subjects at the PSLE.

As the assessments for GEP

enriched subjects do not

correspond to PSLE standards, the

AL scores naturally are not

reflective of your child’s

performance at PSLE.

GEP grading for EL, MA, SC would

be differentiated from mainstream

ALs with an ‘*’ in the Holistic

Development Profile (HDP) result

slip.

ALRAW MARK

RANGE

1* ≥ 90

2* 85 – 89

3* 80 – 84

4* 75 – 79

5* 65 – 74

6* 45 – 64

7* 20 – 44

8* < 20

Guidelines for

Intervention

and Support

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GEP assessment performance for all 4

examinable subjects [English,

Mathematics, (Higher) Mother Tongue,

Science]

Support for students below baseline of

70% (overall)

Attitude towards learning should be

positive

Overall conduct should be good

Attitude

towards

Learning

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Some areas students 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

3.Partnering the School and GEBProvision of support and time to help your child adjust to the

increased demand and rigour of the programme

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“A safe space is created when children understand that their parents are willing to work alongside them towards self-improvement, regardless of their starting point.

17”Mr William Grosse, 2018

Knowing your

Child

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Work with your child’s teachers to understand his/her strengths, interests and development in academic and non-academic areas.

1. Spend time to talk about your child’sexperiences and challenges in school

2. Set realistic goals with your child andencourage your child to work towards his/hergoals through; focus on a growth mindset(Carol Dweck)i. WOOP/Other Goal Setting Tools*

3. Ask your child’s teachers and/or verifyconcerns about his/her goals and developmentat:i. Parent-Teacher-Meeting

Developing

your Child

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Partner the school and GEB in the holistic development of your child.

1. Allow your child to attempt the homeworkand assignments on his/her own; ensureyour child does them conscientiously andregularly

2. Encourage your child to approach theteacher if he/she needs help with his/herwork

3. Recognise your child’s small successes,with focus on process and efforts

4. Support intervention measures offered toyour child by school/GEB

Developing

your Child

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School and GEB seek to partner parents indeveloping each child holistically.

Support will be offered by school and GEB tonurture your child in the following:

1. Academici. Self-regulation – attention, time/work mgtii. Motivation – purpose, effort, mindset

2. Social-emotional Needs (e.g. stress, anxiety)

3. Pro-social Behavioursi. Peer relationshipsii. Anger management, emotional regulation

4. Special Learning Needsi. Suggestions for assessment and follow-up

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BC

Proactive Psycho

Education

Targeted Strategies

Stress mgt;

Gaming

addiction

Social skills;

Study skills;

Time mgt;

Work mgt

Pupils

According to

individual

child’s needs

IHC

Skills Building

Parents

Implementation of Counselling Support

Developing

your Child

Keeping in

touch with the

School

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Maintain regular communication through

official school channels.

1. Discuss with your child’s teacher on the

preferred mode of communication

i. Phone calls

ii. Messages on child’s diary

iii. Emails

2. Contact teachers during school operating

hours only, unless it is an emergency

Additional

resources

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Nurture SG: 5 Habit Hacks

For overall well-being (physical and

mental)

Resilience Booster

To develop their child’s resilience

“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 arise from challenging ideas and high expectations.

24” Olszewski-Kubilius, 2000

“Alone we can do so little, together we can do so much

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”Helen Keller

American Author

Let’s work together so that we can do more to grow

our GEP students.

Thank You!

Any questions?

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