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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)
2
1.GEP Goals and ValuesGoals and values that focus on the Holistic Development of our GEP pupils
3
“The goals of the GEP
revolve around cognitive
development, as well as
social, moral and
emotional development.
4
”
2.GEP Curriculum
Enriched curriculum that aims to meet both the intellectual and
affective needs of our GEP pupils
5
“Future-ready students need
to exercise agency, in their
own education and
throughout life.
6
”The Future of Education and Skills – Education 2030OECD 2018
P5 GEP
Experiences that
prepare students
beyond
academic
achievements
7
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
8
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
9
10
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
12
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
21
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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