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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.
4
”
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
13
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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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