Primary 4 GEP Parents’ Briefing

Briefing Outline

▫ Gifted Education Programme (GEP) Goals and Values

▫ GEP Curriculum▫ 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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”

Goals of the

GEP

Cognitive Goals Affective Goals

To develop

intellectual depth and

higher level thinking

To nurture productive

creativity

To develop attitudes

for self-directed

lifelong learning

To enhance the

child’s aspirations for

individual excellence

and fulfilment

To develop a strong

social conscience

and commitment to

serve society and

nation

To develop moral

values and qualities

for responsible

leadership

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The 6 Core

Values

(R3ICH)

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Respect

Resilience

Responsibility

Integrity

Care

Harmony

GEP Values

2.GEP Curriculum

Enriched curriculum that aims to meet both the intellectual and

affective needs of our GEP pupils

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“Content mastery, creativity, and character are all equally important, and cannot be substituted one for the other. Their effects are multiplicative and not separate.

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”Dr Rena Subotnik, 2018

The GEP

Enrichment

Model

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Mainstream

Core Curriculum

Innovation & Creative Expression;

Honouring Passion & Personal Voice;

Real-World, Open-Ended Tasks

(Individual & Collaborative)

Greater Depth and Breadth

in Concept Development;

Interdisciplinary Connections, Cross-Cultural

Perspectives & infusion of moral and ethical

issues

Collaborative learning experiences;

Out-of-school learning experiences;

Meaningful Interaction with different peers

in an Inclusive Environment

Sustained Use of Inquiry-Based Approaches;

Critical and Creative Thinking; Questioning;

Independent & Interest-Based Research Study

Enriched

Subjects (P4

to P6)

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Character and

Citizenship

Education

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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: Explicit teaching of values and learning of

social-emotional competencies

Values in Action (VIA) allows pupils to act on

values taught

Friendship

beyond GEP

circle

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GEP pupils attend lessons with their

mainstream schoolmates in subject lessons

such as PE, Art, Music, and Higher Chinese

Language.

There will only be intact GEP classes for

English Language, Maths, Science, CCE and

Social Studies

More opportunities for GEP pupils to have

meaningful learning and interaction with

friends outside of the GEP

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

“

P4 GEP

Assessments

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Weighted Assessments No more than 1 weighted assessment per

subject per school term, on top of any mid-

year or 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

Guidelines for

Intervention

and Support

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GEP assessment performance for all 4

examinable subjects [English,

Mathematics, Higher Chinese, Science]

Support for pupils 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

programme and adapt to the changes

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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.

19”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’s experiences

in school

2. Set realistic goals with your child and encourage

your child to work towards his/her goals through;

focus on a growth mindset (Carol Dweck)

i. WOOP/Other Goal Setting Tools*

3. Ask your child’s teachers and/or verify concerns

about his/her goals and development at:

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.

26”Olszewski-Kubilius, 2000

Responses from P5 pupils

One wish they would like to ask of their parents …

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• I wish that my parents would not expect the

same or similar results as when I was in the

mainstream.

• Dear Mom and Dad, please give me less

work and more time to buckle down and hit

the hay.

• I wish my parents will give me a break from

assessments. Nagging at me really does not

help in my studies or sports.

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• Please stop buying so many assessment

books as I do have homework to do. I do not

have enough time to complete the books

you bought.

• Parents should not focus on results, but on

the learning process.

• Parents should give priority to schoolwork

instead of home or tuition assignments.

• I wish that my parents would send me for

one less enrichment class to spend more

time with them.

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• I would like to spend more time with my

parents. I would like them to show more

care and concern.

• I wish that my parents could spend more

time with me. I think that they only care

about my studies. They only care about my

homework and spend most of the time they

spent with me to assist me in my studies.

Most times when I ask them to play chess

with me, or play badminton or table-tennis,

they give me an excuse not to play with me.

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Sharing by HOD/GE

Big Fish in a

Small Pond

Effect

Small Fish in

a Big Pond

Effect

▫ Different environment

▫ Different culture – SAP school

▫ Different curriculum

▫ Different pedagogies

▫ Different assessment modes

▫ More rigorous, more homework (‘NO’

homework day on Thu for EL, MA, CL but not

SC and SS)

Growth Mindset

vs

Fixed Mindset

by Dr Carol

Dwerk

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Most of the important things in the

world have been accomplished by

people who have kept on trying

when there seemed no hope at all. –

Dale Carnegie

Quotes on ‘Growth Mindset’

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Quotes on ‘Growth Mindset’

Failure is so important. It is the

ability to resist failure or use

failure that often leads to greater

success. – J.K. Rowling

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Quotes on ‘Growth Mindset’

A person who never made a

mistake never tried anything

new. – Albert Einstein

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Quotes on ‘Growth Mindset’

Would you like me to give you a

formula for success? It’s quite

simple, really. Double your rate of

failure. – Thomas Watson

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Carol Dwerk

Fear makes us defensive when we

live in fixed mindset, but, it makes

us adaptive in Growth mindset.

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Students generally fear failure when

they first join GEP. Some do not try

because they are afraid of making

mistakes.

What can parents do to help your

child develop a growth mindset?

Know your child

What is your child’s Love

Language?

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Success is never final,

Failure is never fatal,

It’s courage that counts.

- unknown

“Coming together is a beginning; staying together is progress; working together is success.

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” Henry Ford

Let’s work together to grow our GEP students.

Thank You!

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