Briefing P4 Parents 2.30

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Briefing P4 Parents2.30 3.30 p.m.

• Gifted Education
• School website
• www.acspri.moe.edu.sg

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• Mr Terry Tan
• HOD/GEP (Math Sc)
• Mdm Josephine See
• HOD/GEP (Humanities)

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Gifted Education Programme

• Started in 1984
• Seeks to meet the needs of the intellectually
  gifted through the provision of an enriched
  curriculum within a stimulating interactive
  environment

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Intellectual Giftedness
Gifted (top 1) -- The Singapore Ministry of
Education (MOE) formally identifies the
intellectually gifted and caters to the top 1 of
the national cohort.
High ability (top 2 to 5) in English Language,
Math and Science
Exceptionally gifted (2 to 3 per national cohort)
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Adapted from Gagne (2000)
CATALYSTS
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.
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
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Goals of the GEP

• 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
• To develop moral values and qualities for
  responsible leadership

• Cognitive Development
• To develop intellectual depth and higher level
  thinking
• To nurture productive creativity
• To develop attitudes for self-directed lifelong
  learning

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Enrichment Model
Basic Curriculum
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Enriched Subjects
(P4 - P6)
English Language Mathematics Science
Social Studies CL HCL Civics Moral Education
(CME)
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Affective education
Civics and moral education a subject Discussion
of moral issues in all subject areas Pastoral
care sessions Community Involvement Programme
AE
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Classes
CL/HCL PE
Mixed classes - interactions between GEP and
non-GEP pupils

• Learn to work with other pupils of different
  ability and background
• Widen circle of friends

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GEP CURRICULUM
P4 CA1 CA2 SA
EL, HCL/CL, Math 35 15 50
Science 30 20 50
Social Studies 40 Project CT 20 Portfolios 40
Tests, assignments, mini projects, portfolios,
quiz, etc. No ranking Baseline standard for
promotion is overall 70
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GEP PROMOTION CRITERIA

• GEP performance (P4 to mid P6)
• Attitude
• PSLE
• Pass Social Studies

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Education Landscape for the Gifted
Primary 1 to 3 Regular Stream
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The IP schools which are offering School-based
Gifted Education (SBGE) IP Track (Year 1 6)
Anglo-Chinese School (I)
Duman High School
Hwa Chong Institution
Nanyang Girls High
Raffles Girls Secondary
Raffles Institution
National University of Singapore High School of Mathematics and Science
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The IP schools with dual track (Taking the O
Level exam)
Anglo-Chinese School (I)
Catholic High School
Cedar Girls Secondary School
CHIJ St. Nicholas Girls School
Methodist Girls School
St Josephs Institution
Singapore Chinese Girls School
Victoria School
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The IP schools with dual track which are
offering School-based Special Programmes(SBSP)
Anglo-Chinese School (I)
Catholic High School
Methodist Girls School
St Josephs Institution
Singapore Chinese Girls School
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Home Support

• Be familiar with the goals of the GEP
• Give your child time to adjust to the Programme
• Ensure that your child does his/her assignments
  and homework regularly
• Help your child in time management
• Work with the school

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How do you support?

• Gifts need to be developed with effort
• A willingness to move out of comfort zone
• To improve, children must work with others who
  have similar interests, ability and drive.
• Help your child to build resilience, not to fear
  failure, work hard and value effort

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• 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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Wish List from P5 pupils One wish they would
like to ask of their parents

• Please stop buying so many assessment books as I
  do have homework to do. You will also be wasting
  your money as I do not have enough time to
  complete the books you bought.
• Parents should not focus on results, but on
  learning process.
• Parents should give priority to schoolwork
  instead of home assessments.
• I wish that my parents would send me for one less
  enrichment class to spend more time together.
• Do relax about me and dont get stressed easily.

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MATHEMATICS

• MR TERRY TAN

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P4 Math Topics

• Whole Numbers
• Factors and Multiples
• Tables and Graphs
• Fractions
• Problem Solving Heuristics
• Decimals
• Average
• Lines
• Angles
• Area and Perimeter

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P4 Math Programme

• Covering P4 mainstream content
• Difference investigation paper (25marks)
• Research Group work
• Experiential learning
• Differentiated through breadth and depth
• learning beyond the normal curriculum, e.g.
  selective enrichment topics

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Selective Enrichment

• A form of differentiation from the normal
  curriculum.
• Ancient Numeration System, Gauss Theorem and
  Magic Squares.
• Varied interest and passion stretch them
  according to their intellectual ability.

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Differentiation

• Breadth
• Looking beyond
• Depth
• Looking deeper

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SCIENCE

• MR HO SHIN HOO (4H)
• MR CHAN SUM POH (4I)

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SCHEDULE OF WORK
Topics Topics Topics Topics
TERM 1 TERM 2 TERM 3 TERM 4
Matter Observation Inference Classification Heat Experimental skills Scientific Method Bite-sized Assessment 1 Bite-sized Assessment 2 Performance Task Test 1 (14 May) Water Cycle Diversity of Living Things (online) Water cycle Bite-sized Assessment 3 Plant Parts and Function Light Materials and Classification SA (10 Oct)
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THEMES AND TOPICS

• CYCLES
• (Matter Water Cycle)
• ENERGY
• (Heat Light)
• SYSTEMS
• (Parts of Plants Functions)
• DIVERSITY
• (Materials)

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PROCESS SKILLS

• Observation
• Inference
• Classification
• Using equipment
• Planning an experiment

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ASSESSMENT
ASSESSMENT
1st Continual Assessment 1st Continual Assessment 30
Daily Work 10
Performance Task 40
Test 1 50
2nd Continual Assessment 2nd Continual Assessment 20
Daily Work 15
Bite-Sized Assessments (1, 2 3) 85
End-of-Year Exam End-of-Year Exam 50
OVERALL OVERALL 100
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ASSESSMENT

• DAILY WORK
• Quality of Work
• Well-explained answers
• Well- drawn diagrams
• Effort
• Meeting deadlines
• Corrections done properly

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ASSESSMENT

• PERFORMANCE TASK
• Pupils will be given a problem to solve based on
  a topic taught.
• Task will be conducted during curriculum time.

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ASSESSMENT
Test 1 (14 May) SA Examination (10 Oct)
Matter Heat Scientific skills Experimental design Matter Heat Water Cycle Plant Parts and Function Light Materials and Classification Diversity of Living Things Scientific skills / experimental design
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ASSESSMENT

• 3 bite-sized assignments
• Assignment given after a lesson e.g. a worksheet.

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DIFFERENCE BETWEEN MAINSTREAM GE CURRICULUM

• More group / pair work
• More hands-on activities
• Greater focus on process skills
• Greater depth and breadth of topics covered

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RESOURCES

• TEXT BOOKS (Lower Upper Block)
• TOPICAL WORKSHEETS NOTES
• TOPICAL REVIEWS
• PRACTICE ASSIGNMENTS
• E LEARN PORTAL WIZLEARN

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CME

• Gifted Education

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CME Programme

• CME programme
• Work very closely with the Gifted Education
  Branch
• Different themes every term (e.g. understanding
  giftedness in term 1)
• HOPEFUL Values
• Infuse our school values into the CME Programme
• Pastoral Care
• Small group session
• PC / CME journal

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COSI

• Involves all P4 P6 GEP pupils
• COSI talk
• Help pupils to understand the rationale behind
  it.
• 2013 COSI Programme
• Fund raising

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• CHINESE

MS DING JIA (4H HCL) MS TAM XINYI (4I HCL) MDM
TAN YOKE JOO (CL)
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GEP CHINESE CURRICULUM

• Aligned with the current MOE curriculum
• - Oral
• - Listening Comprehension
• - Composition,
• - Paper 2 (Vocabulary Reading
  Comprehension)
• Enriched Curriculum
• - Affective Education
• - Encourage Creativity
• - Arouse Students Learning Interest
• - Broader Learning Content
• - Emphasize Higher Order Thinking Skills

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GEP CHINESE CURRICULUM

• Higher Order Thinking Skills
• Pauls Reasoning Model
• Issue, Purpose, Concept, Point of View,
  Assumptions, Evidence, Inferences, Implications
• Blooms Taxonomy
• Comprehension, Application, Analysis,
  Synthesis, Evaluation
• Brainstorming
• 5 senses ( composition writing skill )

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GEP CHINESE ACTIVITIES

• P4 Chinese Alive for CL students
• - Movies
• - Songs
• - Poems
• P4 Cultural Activity
• P4 Poem Writing Recitation Competition

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GEP CHINESE/HIGHER CHINESE

• Promotion to P5 HCL
• - For P4 HCL students
• Overall 50 for HCL
• - For P4 CL students
• Overall 75 for CL
• Overall average of 70 for the other
  4
• examination subjects.

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ENGLISH LANGUAGE

• MRS SHIRLEY TOH

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Components

• Cloze
• Writing
• Grammar
• Vocabulary
• Punctuation
• Concept Units
• Reading Comprehension
• Listening Comprehension
• Oral Communication (Speaking)
• Extensive Reading Programme(ERP)

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Components

• Text Types are used for
• contextualised learning of English
• Text Types
• Narratives
• Information Texts
• Explanation Texts
• Personal Recounts
• Poetry

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Expectations

• Pupils need time to adjust to the programme as
  there is a change
• - GEP English Curriculum
• - Strategies used in the teaching and
  learning of English
• - Set Realistic targets as the work is going to
  be pitched at a higher level

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Expectations

• - Support and encourage them at home
• - Remind them to clarify with the teacher if
  they have difficulty coping with any of the
  assignments
• - Avoid imposing undue pressure in meeting
  expectations

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Expectations

• - Always insist that they do the work on their
  own parents can help during the brainstorming
  process but the write-up and presentation must be
  done by the boys themselves

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INDIVIDUALISED RESEARCH STUDY (IRS)

• Mrs Shirley Doray-Toh

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P4 Teacher- Mentors

• Mrs Karen Wong
• Ms Woon Yuet Meng
• Mdm Josephine See
• Mrs Shirley Doray-Toh
• Number of P4 pupils doing IRS 51

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OVERVIEW OF THE ISO CURRICULUM
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WHY IRS?

• Everyone has interests and/or passion
• Allow time to pursue interests and passion while
  gaining more knowledge and develop thinking skills

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When?

• From Term 1, Week 3
• on
• Tuesdays
• from
• 2pm to 3pm

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IRS Curriculum Goals

• Nurture competencies and dispositions of
  independent learners who are able to self-manage,
  self-monitor and self-modify.
• Equip pupils with the skills and knowledge of
  research to encourage productive creativity.

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P4 Skills Build-Up (11 Units)

• 1. Understanding what Research Is
• 2. Planning a Research Study
• 3. Sampling
• 4. Information Source Search
• 5. Survey
• 6. Interview Skills
• 7. Field Observation

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P4 Skills Build-Up (11 Units)

• 8. Conducting Science Experiments (Incorporated
  into P4 Science lessons)
• 9. Quantitative Analysis
• 10.Qualitative Analysis
• 11.Communicative Findings

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Expectations

• Clarify with
• Teacher-Mentors
• when in doubt

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In-House Counselling

• IHC - Mrs Shirley Doray-Toh

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Role of the IHC

• To help pupils
• adjust and cope
• in the GE programme
• To provide
• a listening ear

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Sessions

• Counselling sessions are scheduled during the
  non-core subject
• Art Craft

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Channels of Communication

• Work closely with Parents to support the pupils
  with specific concerns
• eg work attitude, time management skills
• Communicate via
• - Phone
• - E-mail
• - Meeting with teachers

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SOCIAL STUDIES

• MS WOON YUET MENG