# data[].attributes.body
CCE 2021 Syllabus

# data[].attributes.attachment_link.title
CCE Teaching and Learning Syllabus (Primary) 2021 13 Apr

# data[].attributes.body
CCE 2021 Implementation Handbook

# data[].attributes.attachment_link.title
CCE Implementation Handbook (Primary) 2021 13 Apr

# data[].attributes.headline
With enriched CCE no longer available at Tier 1 (from 2027), where can HALs find the support and learning they need? To what extent are the current CCE (FTGP) lessons adequate in supporting HALs' socio-emotional growth, such as self-awareness, self-management, and collaboration? Are there areas where CCE (FTGP) might not fully meet their needs?

# data[].attributes.subject
With enriched CCE no longer available at Tier 1 (from 2027), where can HALs find the support and learning they need? To what extent are the current CCE (FTGP) lessons adequate in supporting HALs' socio-emotional growth, such as self-awareness, self-management, and collaboration? Are there areas where CCE (FTGP) might not fully meet their needs?

# data[].attributes.headline
What lessons or strategies from our enriched CCE could help fill the gaps in CCE (FTGP) to better support HALs? Do you think these lessons or strategies could be extended to benefit the whole class, or are they best suited for HALs specifically? How can this be done, if at all?

# data[].attributes.subject
What lessons or strategies from our enriched CCE could help fill the gaps in CCE (FTGP) to better support HALs? Do you think these lessons or strategies could be extended to benefit the whole class, or are they best suited for HALs specifically? How can this be done, if at all?

# data[].attributes.headline
Based on your experience and observations, what do FTs need to understand in order to better support HALs and create more inclusive environments? What issues might FTs need to address (e.g., labeling, bullying, cliques)? In the Form Class settings, what challenges might FTs face in supporting HALs, and will they have enough opportunities to engage with and support HALs?

# data[].attributes.subject
Based on your experience and observations, what do FTs need to understand in order to better support HALs and create more inclusive environments? What issues might FTs need to address (e.g., labeling, bullying, cliques)? In the Form Class settings, what challenges might FTs face in supporting HALs, and will they have enough opportunities to engage with and support HALs?

# data[].attributes.headline
Apart from CCE (FTGP), how else can we help teachers support HALs in all our primary schools?

# data[].attributes.subject
Apart from CCE (FTGP), how else can we help teachers support HALs in all our primary schools?

# data[].attributes.headline
We encourage you to share strategies you have used to support HALs' socio-emotional growth, including those from enriched CCE or CCE FTGP. Please come prepared for future meetings to share how these strategies have worked with HALs, and include any artefacts, photos, or personal reflections.

# data[].attributes.subject
We encourage you to share strategies you have used to support HALs' socio-emotional growth, including those from enriched CCE or CCE FTGP. Please come prepared for future meetings to share how these strategies have worked with HALs, and include any artefacts, photos, or personal reflections.

# data[].attributes.body
Selected lessons can apply to the whole class but some may be more applicable to the HA group only.

Activities such as teamwork could be useful for setting the right tone for group activities for the whole class.

# data[].attributes.body
FTs can be challenged by pupils who may be HA and have different needs that some MS teachers may not be confident or have experience in handling.

Tr counsellors or HA/GE trs may have some dispositions that may enable them to be a better fit for such gifted learners. Schools may be provided with such info or resources to help allocate teachers to such pupils

# data[].attributes.body
Limited time during FTGP, more of a standard curriculum, many follow school's lesson structures and plans.

Possibly good resources from GE curriculum may be shared with MS teachers and this may be useful where teachers can pull out resources to use with their class where applicable.

Stress level in the new modality may not be as high so the issue of managing the HA pupils may be less daunting - counselling can be a means of support for pupils facing problems like time management, group therapy or counselling with some of the pupils as required.

# data[].attributes.headline
How to share packages catered for HALs to teachers for FTGP lessons 

# data[].attributes.subject
How to share packages catered for HALs to teachers for FTGP lessons 

# data[].attributes.body
This one, we need to work with CCE Branch MOE.

What can be possibility done is to INCLUDE in the CCEB FTGP packages to schools, the HAL lessons. They must in the form of a replacement of current activities. It will be a bit of an effort because we need to comb through the CCEB FTGP entire package to schools- even I don't really bother to see the overview.

Thus, for example in a recent FTGP package about using MySkillsFuture lesson with the P5s to explore Education Landscape, we can include a specific exploration of pathways for HAL students- we do not really need to talk about G1 subjects for secondary schools or MI as JC. This will replace the CCEB standard package for all students.

I find that, only when you do this, people would actually take note that you actually need to cater to HALs in FTGP lessons as well.

But I know, yah... working with CCEB is another challenge altogether :) (hahahaha!)

# data[].attributes.body
In NYPS, we are have started to implement Growth Mindset and 7 Habits of the mind as a whole school.

So in schools that do not have this, I think the Growth Mindset package form P4 to P6 is really good for HALs, or even to the general cohort of students.

# data[].attributes.headline
Labelling. The entire tone of the school needs to be set right, so it's more than just the FTs.

# data[].attributes.subject
Labelling. The entire tone of the school needs to be set right, so it's more than just the FTs.

# data[].attributes.body
In the beginning, there will definitely be some labelling for the HALs because they will already be identified for the teachers. This is an issue we face for many years in GE centres. So what we had to do as GE KPs was to deliberately role-model what we want our kids to be addressed. e.g. instead of calling them the "GE classes", we just call them the 4KL classes. It took NYPS about 4 years to get this through to all staff. (yes, it's a long time)

Thus for the 9 GE Centres, as a collective effort by all the GE Teachers and KPs over the years, I would like to think that the labelling is LESS now. Also in GE centres, we still would have some amount of GE teachers around to help monitor labelling.

What is of concern now is the non GE centres: HOW each school decides to run its HAL programmes- will they be like FSBB in primary school + MFC? or they will form a form class with HAL kids only. Would the SLs and the KP team be aware about how to reduce/ prevent the labelling issues we face of labelling and managing of behaviours of HALs?

So KP cum SL training, maybe? Could be get Principals who have run GE centres to share with OTHER principals on how to manage HALs and HAL teachers?

# data[].attributes.body
This is another that is very good to incorporate.

Different schools actually have their own way to teach leadership to appointed leaders and non-appointed leaders.

We might want to incorporate this as part of CCEB package for HALs. The videos that are chosen are actually very good to demonstrate what we want to see.

# data[].attributes.headline
Get other ideas from HAL KPs after 1 year of implementation in mainstream

# data[].attributes.subject
Get other ideas from HAL KPs after 1 year of implementation in mainstream

# data[].attributes.body
David & Marsha, don't just pick our brains lah...

we have trained many HALs trs and HAL KPs right? Pick theirs also lah. It's an entirely new Eco-system for them... (I have many mainstream teachers who are so happy to get rid of the GE kids from their class and give them to us. Now, when they need to manage them from P1 to P6. So when the children are now under their full-time care and they need to manage, I am sure they have things that they have never thought of to think about)

After 6 months of implementation, you should be able to get some feedback from them.

# data[].attributes.body
Personally, I feel to be FT of MFC, there are certain attributes one should possess to fulfil the role:

1. Be sincere and proactive to build TSR - this helps to create positive emotional bank with student (and their parents)

2. Have a collaborative attitude - this helps as you navigate and negotiate small and big issues with all stakeholders involved (students, parents and colleagues); it is not 'I', 'You' but 'Us'.

3. Adaptive and forward thinking is important especially when handling HAL students as they do not fail to surprise you with their antics on a (almost) daily basis; we grow with our charges

# data[].attributes.body
These are some lessons which I feel is impactful for all including HAL:

P4 - Time management / Organisational skills / Transition issues (making friends / teamwork)

P5 - We used to have a lesson about Automatic Negative Thoughts (ANTS - https://www.schoolbag.edu.sg/story/are-these-ants-bugging-you/) which I feel s good for students to be aware and regulate their inner thoughts.

Another useful lesson to consider is to talk about how different people learn and behave (as there are some 2e students) and what we can do to befriend and support them as a class.

P6

- Stress management (dealing with work pressure, exam pressure, peer pressure)

some HALs may have perfectionism mindset

-digital addiction and its dangers

# data[].attributes.body
It is worth considering continuing with parents workshop that were meant for GE students to include parents of HALs. Some of the issues are common and can provide parents with useful parenting tips.

These workshops may be in the form of webinar, digital books or even f2f workshops for parent groups (within school / cluster).

# data[].attributes.headline
We would like your ideas on lessons, activities and strategies that can be shared with more schools to support HAL in the refreshed GEP modality.

# data[].attributes.subject
We would like your ideas on lessons, activities and strategies that can be shared with more schools to support HAL in the refreshed GEP modality.

# data[].attributes.body
Which CCE lessons, activities or strategies did you find can be shared to benefit/develop HAL in the refreshed GEP modality? Why?

Please share any student artefacts (reflections, work samples, responses).

# data[].attributes.body
Doreen:

P6 CCE; The unit on Character Strengths is relevant. Can be further condensed while retaining the key objectives. Students identify and appreciate strengths in themselves and others. Teach about overuse and underuse of strengths, this also help students for DSA interviews.

One nice activity to do is the Origami Strength Cards. Encourage peer affirmation even in the mainstream setting.

# data[].attributes.body
Unit on Benefit Mindset

This is just my opinion. The Bomb Shelter activity contradicts the Benefit Mindset. It reduces people to their usefulness rather than valuing them intrinsically. I suggest that we remove this activity.

The Benefit Mindset is a great way to introduce VIA project, especially when the focus is on serving the less privileged. (like in NYPS, serving students of the MINDS)

# data[].attributes.body
For P6 : Building Strengths unit seemed to have quite a positive impact. Lesson 2 where real-life examples of individuals who have explored their areas of strength and the journey they have been through was a good eye-opener for the pupils, to also see how they give back to the community. In my opinion, this unit should work with the whole class, if the FT has the time to explore it.

# data[].attributes.body
Storyboard at the end of the term or semester is also a good way to get pupils to reflect on what they have gone through and how they hope to progress for the next term. The pupils in my class enjoyed working on it creatively.

# data[].attributes.body
Lessons such as Introduction to Benefit Mindset and raising awareness of Hawker Culture will greatly enhance the existing FTGP lessons. These lessons add authenticity to students' learning, enabling them to connect with the real world and share meaningful experiences with their peers and teachers. Such enriching discussions will undoubtedly invigorate FTGP lessons.

# data[].attributes.body
Schools already have established FTGP schedules and SOW. While integrating CCE into FTGP periods may present some challenges, it remains feasible if the CCE syllabus is provided before the start of the fiscal year. This would allow schools to allocate specific periods for teaching CCE topics during FTGP sessions

# data[].attributes.body
P6 unit Building Strengths covered quite a few important points which I find are beneficial to HALs.

The unit started by talking about focus. This provided a platform to talk about unwarranted cynicism, which some of the HALs display.

The portion about under/over using strengths is beneficial to HALs too. Some may under-utilise their gifts while others gained perspective that too much of a good thing may become negative too.

# data[].attributes.body
In CHSP, we try to show one movie per term/semester linked to the lessons and themes for that term/semester.

We do some reflections and sharing at the end. Usually the movies will evoke strong emotions from the children, which really help to make the post-movie discussions very authentic and meaningful.

Also helps CCE to be less preachy.

# data[].attributes.headline
What about help for GE teachers transitioning to MS?

# data[].attributes.subject
What about help for GE teachers transitioning to MS?

# data[].attributes.body
Actually, I believe there should also be conversation about levelling up our GE teachers to now handle a full form class of 40, with pupils coming from a range of backgrounds and with even more diverse needs. While perhaps not under the scope of the GEB, I believe a balanced approach may better help GEB in meeting its aims when thinking about supporting HALs in all schools.

# data[].attributes.body
Describe a situation you observed involving one or more HALs that brought out their behaviours, strengths, or challenges. How might this anecdote help other teachers better understand the cognitive and affective traits of HALs, as well as the psychosocial skills they need to develop? [Pl include your name.]

# data[].attributes.body
Refer to the last slide: What are the SEL skills to emphasise? What are the psychosocial skills that HALs need which are not addressed in CCE (FTGP)?

# data[].attributes.body
HALs can be sensitive to comments or criticism from peers as well as teachers especially when they are perceived to be wrong in their understanding or when their ideas are dismissed without reason. It may take a bit more time but is worthwhile to engage them in discussion to seek clarity or to allow them to see what needs refinement.

# data[].attributes.body
teachers need to know that HAL learners can be rigid in their set of ways and by no means have mean intentions in their verbal comments or bodily actions. The psychosocial skills to focus on is really having the ability to attempt embracing another perspective and respecting it . They do not need to accept it . Respecting it enables a lot of conflict to be defused many a times . Ashley

# data[].attributes.custom_properties.WtwX39hQ
A HAL student frequently wants to share his point of view about a topic during school assembly sessions and raises his hand at inappropriate timings in hopes that the speaker in front will give him some space to share his thoughts. This HAL student has many thoughts and opinions due to his fast cognitive processing speed and needs to have an avenue to share them.

# data[].attributes.body
Happens to one well behaved and gentle speaking boy one day over a very trivial incident with a peer. He started wailing and shouting comments to seek justice and blaming the other party for triggering his state of emotions. Even saying that everyone has a dark side, everyone.

# data[].attributes.body
Two pupils were seemingly being physically rough with each other (strangling each other/flailing their arms at each other). At the first glance, one might think that they are being hostile, aggressive or rough with each other. However, upon further clarification and speaking to the respective pupils separately, both pupils shared that that was their way of communicating and interacting with one another to show affection - and they had no resentment towards each other/mean no harm. It was their chosen way of communicating as that was considered “fun” to them. Teacher had to unpack the consequences of their actions (how it can be potentially unsafe) and help then understand how others might misinterpret their actions.

# data[].attributes.body
HAL students have advanced reasoning skills and complex thinking which allows them to process information quickly. Thus, they need opportunities for intellectual stimulation instead of rote memorisation. This could come in the form of open/extension questions or metacognition where they need to explain their thought process.

# data[].attributes.body
HAL students can be rather opinionated. They are articulate and have strong viewpoints which may cause some friction when not expressed politely or in a gracious manner. They are also very quick to point out the mistakes made by other people, including teachers' mistakes. Many are strong-willed and may demonstrate 'shark-like' behaviour. Some are sometimes full of themselves because they think they know it all. They may not have intellectual humility.

# data[].attributes.body
HAL students can be very frank. Mainstream HOD observed my class. One boy, with special needs, yelled in class. Hence, she asked the boy out of the classroom to calm him down. When the boy has calmed down, she reintroduced the boy back into the group and asked the group members to accept him. One girl in his group just said no. HOD lectured the girl, telling her she is unkind and was told to use kind words. This happened in my P4 class.

When I shared this story with my P5 GE, my P5 students supported the girl reactions. They think that she is just being honest.

# data[].attributes.body
Students A is very good at Chinese. But he was not patient with classmates who were slower. We can help him by giving him harder work and teaching him to be kind and work well with others.

# data[].attributes.body
Allows us to view the various thinking hats, accommodative or challenging perspectives of a HAL in action. Through students discussions, we can see how ideas bloom, grow and change.

Teachers can use questions posed by students to design the next lesson forward or use it as a hook to engage learners further.

Usha

# data[].attributes.body
In my wonderful school, the kids have a cafe on top of the canteen. And the cafe food is highly desirable and the queues are forever long. One of my HAL student spent many recesses arguing with the teacher on duty who disallowed him to get OTHERS to buy for him. I came to know about it because the teacherS on duty got fed-up and told me about it.

In the end, I gave him time in class to propose and air his arguments and for him to listen to feedback from his peers. Some of the other HALs tried to cheer him on in his ideas (who doesn't want longer recess?), but when I told them of the consequences of this decision, the kids shut up- they learnt that about cause and effect. Some other peers were able to point out the problems with his arguments and give him good solutions. While THE student continued to be stubborn, I indirectly used the opportunity to highlight to others what were the problems in this situation (stubborn, refuse to back down, unable to take perspectives, no respect and thought for others, understanding that there is a perspective to "fairness")

So what do HAL need to know?

they are heedless argumentative, even in the face of dissent and are very stubborn. They will aggravate you- they find your button and press it relentlessly. If my HAL kid was in any mainstream classroom, he would have standing in front of the Discipline Mistress, where he would continue to argue ceaselessly AND get his mother involved.

However when I allowed him to air is nonsense in class and allowed his peers to point out all the fatalities of his argument and subsequently gave him an ultimate term using his terms of argument (queue up or I will recommend to the Principal that ALL P5s will have no cafe in the name of fairness), his "nonsense" stopped.

Unfortunately in the mainstream, WHO will have the patience for the child to find a permanent way to stop him? He will just be standing in a corner for defiance, whereby he learns NOTHING, except to be more defiant.

# data[].attributes.body
HAL students are inquisitive individuals who often think outside the box. Hence, it is always good to probe and allow for response time. Very often, these students surprise us with their insightful perspectives. By doing that, they learn to be good listeners as they tap on each other's ideas.

# data[].attributes.body
but not be able to relate well with many others. the person that he is able to work with is another unpopular student.

original and interesting ideas when it comes to IVP / maker-type of activities.

very keen on working on his protoype, but he may seem to be inflexible to new ideas but when the "aha" moment comes, he is willing to change his prototype and zealously work on it.

# data[].attributes.body
Full of energy when they feel mentally challenged

May come across as rude when communicating their thoughts

Can be very sensitive to feedback from others. They feel judged often.

May have very strong views about some subjects/topics

Curious about learning

Many actually lack self confidence though others admire them for their intellect

High level of self-doubt with depreciating sense of humour

Misunderstood often times

[Delisa]

# data[].attributes.body
Teachers teaching HAL students might need to use wit & humour to earn their respect or trust. More often than not, I observed that HAL students are able to form better TSR with teachers with sense of humour and to a certain extent, speak their lingo.

# data[].attributes.body
HALs are v malleable. They learn quickly and are also able to adjust their behaviour to something more socially accepted. So in that sense, I believe what they need is for someone to take the time to explain to them and rationalise with them.

# data[].attributes.body
During a group project on sustainability in a Primary 6 class, I observed a HAL, Student E, who consistently demonstrated advanced reasoning skills, exceptional vocabulary, and a strong sense of curiosity. He quickly took charge, generating sophisticated ideas and organizing the team’s approach with clarity. However, his perfectionistic tendencies soon emerged—he began redoing parts of the project completed by his peers and expressing frustration when their contributions did not meet his standards.

While Student E's cognitive strengths were evident—quick processing, original thinking, and depth of understanding—this situation highlighted several affective and psychosocial challenges. His high expectations, combined with a low tolerance for ambiguity or perceived “lesser” input, created tension within the group. Two team members withdrew from participation, intimidated by his intensity. Student E, in turn, felt isolated and misunderstood, leading to emotional distress and difficulty regulating his reactions.

Recognizing this, I facilitated a guided discussion on team roles, empathy, and the value of diverse perspectives. I also provided Student E with individual feedback on leadership that balances excellence with collaboration. Over time, he began to develop more flexible thinking and improved peer relationships, learning that intellectual ability doesn’t always equate to emotional or social maturity.

# data[].attributes.body
Some HAL students have high expectations of themselves. This sometimes stem from parents' expectations of them to do well. One HAL student in my class is not well-liked by his peers because he is disruptive and no one wants to do group projects with him as he is quarrelsome. However, when I engaged him one -on-one, and told him he could do the project on his own,he was cooperative because he felt he "owned" the project.

# data[].attributes.body
MS teachers tend to jump into conclusion that GE pupils are naughty and very loud. But they just are wired very differently. They sometimes need to take the time to understand each and individual better. They also need to be openminded into embracing diversity. Put their unique traits to good use 😉

# data[].attributes.body
they will give you the darnest answer because it's fun.

e.g. in FTGP lessons when we are talking about families, one child purposefully highlighted that in the future, Dad's will be able to give birth.

# data[].attributes.body
HALs can sometimes be perceived as asking off-tangent questions, but it actually reflects deep thinking — trying to reconcile scientific definitions with real-world phenomena. When interacting with one such student, it reminded me that HALs often think conceptually and ask questions that may seem unrelated at first, but are rooted in genuine curiosity and advanced reasoning. As HAL teachers, it’s important we take a moment to unpack where these questions are coming from — they’re not off-topic, just operating on a different cognitive wavelength.

# data[].attributes.body
Sometimes, due to the speed they think/ processed info/ express their views, they could be misunderstood as being rude or that they are challenging the teacher. Need to probe further and get them to explain the thinking behind their views. chiat hwee

# data[].attributes.body
They have to patient and hear the students out. Encourage perspective-taking. They have to be fair. They have to understand that HALs can have fixed mindsets and how to move them to a growth mindset.

# data[].attributes.custom_properties.WtwX39hQ
HALs tend to grasp new concepts quickly, make connections across different domains, and show intense interest in specific topics. These learners often ask probing questions, seek deeper understanding, and may become bored with routine tasks. They also exhibit a high level of creativity, strong memory retention, and may prefer independent or self-directed learning over structured instruction.

# data[].attributes.body
1.3.3b

2.1.3c

2.2.3b

# data[].attributes.body
HAL students can be proactive and helpful in looking out for their friends. Especially when their seating partners are day-dreaming or have difficulty in catching up, they will take the initiative to stir the classmate back into reality and tell him/her what he/she had missed out

However, HALs can also have a strong sense of justice, so they will loudly point out any misgivings to the teacher in front of everybody in the class. This can cause conflicts.

# data[].attributes.body
Develop social awareness and manage

relationships for personal and social

well-being.

2.1.3a Value and express gratitude towards family, friends and others. Develop the skills of respectful communication to build relationships.

2.2.3a Be aware of social stereotyping and prejudice, and its impact on people.

2.2.3b Respect and be sensitive to the different feelings and thoughts of others.

# data[].attributes.body
VERY important. Just because they can understand it mentally, does NOT mean they understand it emotionally or are able to apply it. when things turn up.

# data[].attributes.body
To emphasise on:

2.2.3a Be aware of social stereotyping and prejudice, and its impact on people.

2.2.3b Respect and be sensitive to the different feelings and thoughts of others.

many of our pupils have strong opinions and tendency to pass comments without exercising sensitivity and care towards others' feelings

3.1.3b Seek to understand the views of others by thinking and feeling from their perspectives when

making decisions or forming opinions.

mentally aware of differing perspectives but emotionally not ready to accept different ideas and thoughts (gap between mental and emotional capacities, asynchronous development of emotional and intellectual faculties, choose to stick to fixed mindset)

# data[].attributes.body
Emphasise the following:

1.1.3a

1.2.3a

2.3.3b

2.3.3c

3.1.3a

3.1.3b

# data[].attributes.body
1.3.3b Respond positively in the face of challenges. (more towards emotional challenges instead of academic challenges)

2.2.3b Respect and be sensitive to the different feelings and thoughts of others.

2.3.3c Play a part in contributing to one’s family, school and neighbourhood community.

(linked to productive creativity)

# data[].attributes.body
SEL Skills to emphasize:

1. Be aware of social stereotyping and prejudice, and its impact on people.

2. Be aware of current local and global events, and what they may mean to us.

3. Seek to understand the views of others by thinking and feeling from their perspectives when

making decisions or forming opinions. (more in-depth exploration)

4. Psychosocial skills that need to be addressed in CCE:

5. Respect and be sensitive to the different feelings and thoughts of others eg. social issues such as school drop-outs.

6. Lack of social interaction with certain groups in the society which causes misconception and stereotyping.

# data[].attributes.body
HALs need emotional support as they can struggle with peer relationships, demonstrate heightened sensitivity and fear of failure. Teachers should foster a supportive environment and promote resilience. Build a conducive learning environment where support is readily available from both teachers and peers.

# data[].attributes.headline
Allow time for our GE packages to be taught to the HALs in CCE Lessons for HALs

# data[].attributes.subject
Allow time for our GE packages to be taught to the HALs in CCE Lessons for HALs

# data[].attributes.body
Group 5

2.3.3 (a, b and c) - To be more aware of what's happening in the world around them. HALs tend to be interested in such things and are naturally more engaged when such issues are discussed. Tap on this interest to develop a sense of national identity and civic consciousness as a citizen of the nation and a member of the global community.