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In which areas (e.g. Student Leadership, curriculum enrichment, talent development) could secondary schools or other partners support or collaborate with your school to better stretch high-progress students?

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In which areas (e.g. Student Leadership, curriculum enrichment, talent development) could secondary schools or other partners support or collaborate with your school to better stretch high-progress students?

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a. Share how your school identifies high-progress students                                                                                              b. What programmes does your school use to stretch these students

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a. Share how your school identifies high-progress students                                                                                              b. What programmes does your school use to stretch these students

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Share the challenges your school faces in supporting high-progress students

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Share the challenges your school faces in supporting high-progress students

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1. We identify them based on EOY results and use the checklists for their behavioural traits from the various programmes. We also take reference from the list given by GEB.

2. We do offer E2K programme for Mathematics and Science. We had a star writers programme last year, but it has evolved into a more mentorship programme for selected writers to create their portfolios for the Creative Writing workshop. The more able students in e2k are exposed to competitions to stretch them.

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1. Identification:

Results/ GE recommendation - EM/ GE checklist for Science

Recommendation by teachers

2. Programmes:

Languages: Translations, Debates, Public Speaking (PESA), Reading Circles, Creative Writing

E/M: E2K, Design Thinking

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Students identified from GEP screening and involved in different programmes at P4: E2K Science, Math Olympiad, and Reading Circle (EL).

They are also nominated to take part in competitions, e.g. Tan Kah Kee competition, Elementz, Math Olympiad, Wits & Words.

Within the curriculum, there is also DI. At P5, we try to stretch the HAL by banding them according to their strengths - one class with top EL scores and another class with top MA scores.

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1. Not every teacher may be effective in DI and hence will affect how teaching is done.

2. Not enough teachers are trained to take HA classes.

3. Scheduling/ Planning of classes to fit the different needs of the HA students.

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1. Identification starts at P3 through GEP round 1 selection

2. Identified students go through after-school TD programmes by academic subjects e.g. E2K Math and Science, TD for languages

3. TD programmes follow structured curriculum supported by GEB

4. Intentional efforts to expose students to national and international competitions

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1. Tr competency in DI

2. Curating of resources

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a. based on academic results, GEP screening results, parent's sharing on their child's diagnosis on giftedness

b. DI in class, IPW, E2K for Math & Sci, English literature prog for P4 & P5, Math Olympiad

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1. Finding time to engage them at the Tier 2 and Tier 3 levels as they have CCA and other school programmes.

2. Competent teachers to do DI at Tier 1

3. Some parents do not want their children to participate in E2K programmes, citing it is from Israel.

4. Need more guidance from GEB in terms of resources

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1. HQ could mount more courses/training and/or provision of resources for teachers.

2. Partnering Sec Schools/ Organizations to mount training/workshops/exposure on GE.

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1. Teacher competency in planning learning experiences to support HAL

2. Structure and resources to support the top 1% students

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1. Resources from GEB as support

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1. DI within the class. Even though we do band our students at upper primary with two better classes, the students are not equally strong in all subjects hence teachers need to do DI.

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1. Same student may be talented in multiple TD areas, hence need to assign student to appropriate area &/or cap involvement

2. Teacher competencies may not be even

3. Difficulty to cater to the TD needs of students in the classrooms which are made up of diverse abilities

4. Students may be involved in too many areas over and above other after-school programmes

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Resources (includes teacher training and materials) for curriculum enrichment

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1. Teacher's competency on DI to stretch the HP students in class and managing behavioral, emotional & social needs of HP students

2. PD of teacher in stretching the HP students, e.g. FIDLA

3. Expectation of parents on school to customise accelerated curriculum for the HP students

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Internal ST who looks into the HAL devt in school.

Tiered approach:

Tier 1: All HALs - Math Banding, DI in ESMT, infusing EiDLHA into teaching pedagogies.

Tier 2: Smaller group of HAL (Reading Circles + E&I, MA & SCI-E2K, Innovation: IVP)

Tier 3:Targeted HPL students (EL Debate enrichment+ competition, MA Olympiad and SCI Olymiad + SYSF

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1a. From GE screening and EOY exam results

1b. E2K math and science

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Existing partnerships with IHLs and external key partners such as YISS, SIT, Singapore Science Centre, etc.

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1. collaborate with secondary school/JC or higher institutions on areas such as STEM, or using their facilities, e.g. 3d printing, laser cutter

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2. Teachers' competencies in applying DI to stretch the HA students.

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a) Identification via acad results, GEP checklist, teachers' observations of students' 21CC

b) E2K Math and Science, Reading Circles. Makerspace activities and ALP (Comm) for talented students