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Gifted Education Programme 

Mission

To provide leadership in the education of the intellectually gifted.
We are committed to nurturing gifted individuals to their fullest potential for the fulfilment of self and for the betterment of society.


Goals of the Gifted Education Programme:

    1. To develop higher-level thinking processes commensurate with the child’s intellectual ability.
    2. To nurture creative productivity.
    3. To develop skills, processes and attitudes for self-directed lifelong learning.
    4. To enhance aspirations for individual excellence and fulfilment.
    5. To encourage the development of a social conscience and a sense of commitment to contribute to society.
    6. To develop leadership qualities.


Mrs Elaine Chong Mee Lan HOD/GEP
Mr Phan Wai Mun HOD/GEP


English Language

1. The Approach

The curriculum is enriched with the adoption of a concept and literature-based approach of teaching. Through this, pupils will be encouraged to discuss, interpret and evaluate the ideas, issues and values. The concepts allow scope for more intellectual activity and creative work. Through exploring fiction and non-fiction, pupils will pick up critical and creative thinking skills as well as literary skills. In the programme, emphasis is also placed on the formal teaching of grammar and its usage and vocabulary. Pupils will also be formally taught reading, listening comprehension and writing skills.

2. Daily Work

Materials and worksheets as required will be printed for the pupils. Pupils are encouraged to participate actively and to work consistently through the course of the programme.

3. Assessment

The following indicates the breakdown of assessments throughout the course of the year: 
    • Semester I
CA 1 (Continual Assessment) - P4 & P5
CA 1 (Continual Assessment) and SA (Semestral Assessment) - P6
    • Semester II
CA 2 (Continual Assessment) and SA (Semestral Assessment) - P4 & P5
Preliminary Exams - P6

The marks for the two Continual Assessments will be taken from the pupils' daily assignments as well as formal assessment. The grade obtained will reflect the performance of the pupils throughout the semester thus a fairer assessment of the pupils' abilities will be obtained. 

Discrete grammar items, reading, writing and listening comprehension skills will be tested in the semestral assessment.

4. Extensive Reading Programme (ERP)

The ERP seeks to expose pupils to a variety of fiction to complement class work. A reading list is supplied. Assignments will be set to monitor individual reading. 


5. Files and Exercise Books

Pupils will learn to systematically categorise and file their worksheets and notes. Parental supervision here will be greatly appreciated. These files and notes will be checked periodically.


Chinese Language

1. Aims

To teach the essential communication skills of listening, speaking, reading and writing, so that the pupils are able to communicate effectively both in speech and writing in everyday usage. 

To develop higher level thinking processes through enrichment activities so that the pupils will find the learning of Chinese interesting and challenging. 

To inculcate desirable moral and cultural values.

2. The Approach

The basic enrichment materials, including newspaper cuttings, poems, songs, fables and fairy tales, tongue twisters, cross-talk etc, are introduced through pupil-centred activities to meet their needs in learning Chinese. 

3. Worksheets/Assessment

Most of the worksheets, designed to match pupils' abilities and interests, are done in the classroom. Exercises in the workbook developed by CDIS are used selectively and the pupils are given ample time to do them at home. Besides the semestral examination, there are also 2 continual assessments per year. 

4. Out-of-class enrichment activities

Besides field trips such as visits to a tea house, activities such as Chinese New Year or Lantern Festival celebrations and Chinese Language camp will also be organised for pupils.



5. Portfolio of work

A file is needed for worksheets and other enrichment materials. It will be checked periodically.


Mathematics

1. Approach

Pupils are encouraged to communicate in mathematical language, to use various strategies for problem-solving and to appreciate the beauty of Mathematics. The pupils are taught skills and heuristics to promote mathematical thinking and to help them in mathematical investigations.

2. Work / Files

Work is done on worksheets and they consist of various heuristic approaches to mastering concepts. Files are checked regularly and reports are given at the end of the year.

3. Out-of-class activities

Field trips are conducted so as to reinforce the application of mathematical concepts in real-life situations (eg. a supermarket trip for the topic of decimals, a survey on traffic statistics for the topic of graphical representations etc)

The more able pupils are invited to join classes like Advanced Mathematics Enrichment Class (AMEC) and Primary Mathematics Masterclass (PM2).

For PM2, pupils attend a week-long camp where they are taught specific topics.


Science

1. Approach

A variety of teaching strategies are adopted in science instruction. To encourage pupils to find out things for themselves, a hands-on and activity-based approach is often used. Experiments are conducted to enable pupils to practise observational and inferential skill, and to be familiar with the use of scientific method in solving problems. While it is considered important for pupils to acquire knowledge, the teaching of thinking skills is also emphasized. Opportunities for the pupils to apply their critical thinking skills and to express their creativity are provided.

2. Materials

Worksheets are designed specially for the pupils. They do not come from any one particular book. These worksheets and other essential reading materials will be printed for the pupils. Pupils are encouraged to take down notes as they learn so teacher-prepared notes will not be necessary. At times, pupils may be asked to bring from home simple materials to be used in the Science lessons. Pupils are also encouraged to read the textbooks as this will give them a better overview of the Science topics studied. Worksheets and reading materials given to the pupils are to be filed. Parents can help by ensuring that pupils do theirfiling and complete their corrections.
 

3. Worksheets / Assessment

Most of the worksheets given are to be completed in class. Pupils who cannot complete their work in class may have to complete it at home. Occasionally, homework may be assigned. Pupils are assessed through written tests and examinations. Their daily work is also evaluated and forms a component of the continual assessment. An additional practical test is given to pupils at P4 and P5 to assess their acquisition of the practical skills in Science. The P4 pupils will also be monitored in their ability to work as a team in Term 1.

4. Field Trips

Field trips are conducted about twice a year. These trips expose pupils to different learning environments and allow them to acquire first-hand information. 


Social Studies

"Social Studies is learning about people and the various ways in which they interact with each other and with the various environments in which they find themselves". - Arthur Ellis (1991) 

Social Studies draws its content primarily from the Social Sciences [History Geography, basic Economics and Sociology]. The syllabus covers these aspects with regards to Singapore and our Southeast Asian neighbours. At the end of Primary 6, GEP pupils will have to sit for an internal Social Studies paper set by the GE branch. At least a Pass grade is needed for promotion to the secondary GEP. 

1.Materials/Syllabus

The basic syllabus of the mainstream is enriched with materials from various sources. The resource materials, notes and worksheets provided will be sufficient to meet the needs of pupils. 

2. The Approach

Learning activities emphasize four basic categories: i) knowledge and information based on current affairs and the social sciences, ii) skills - higher level thinking skills such as reflective reasoning. analytical thinking and critical judgement, - study skills and work habits such as note-taking, note-making, observation and independent learning, - interpersonal and group process skills iii) attitudes and values - topics on affective education are included to raise pupils' awareness of ethical and moral issues, iv) social participation - to mould pupils into citizens who are civic-conscious and able to contribute to society. 

3. Field Trips 

Field trips are of immense educational value to Social Studies as it gives pupils first-hand experiences on what they have heard, read and learnt. Some of the trips are scheduled in the afternoons.

4. Files

Worksheets and resource materials given by the teacher as well as collected by the pupils are kept in files that will be checked periodically.


The Approach

The curriculum is enriched with the adoption of a concept and literature-based approach of teaching. Through this, pupils will be encouraged to discuss, interpret and evaluate the ideas, issues and values. The concepts allow scope for more intellectual activity and creative work. Through exploring fiction and non-fiction, pupils will pick up critical and creative thinking skills as well as literary skills. In the programme, emphasis is also placed on the formal teaching of grammar and its usage and vocabulary. Pupils will also be formally taught reading, listening comprehension and writing skills.