P4 GEP Parents’ Briefing - 15 January 2016 · • All P4 pupils meet IHC during non-core...
Transcript of P4 GEP Parents’ Briefing - 15 January 2016 · • All P4 pupils meet IHC during non-core...
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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
HOD GEP (MA & SC) : Mrs Irene Tan
Lead Teacher (MA): Ms Theresa Heng
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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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