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.

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.

Identification:

Results/ GE recommendation - EM/ GE checklist for Science

Recommendation by teachers

Programmes:

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

E/M: E2K, Design Thinking

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.

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

Not enough teachers are trained to take HA classes.

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

Identification starts at P3 through GEP round 1 selection

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

TD programmes follow structured curriculum supported by GEB

Intentional efforts to expose students to national and international competitions

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

Competent teachers to do DI at Tier 1

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

Need more guidance from GEB in terms of resources

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

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

Teacher competency in planning learning experiences to support HAL

Structure and resources to support the top 1% students

Resources from GEB as support

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.

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

Teacher competencies may not be even

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

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

Resources (includes teacher training and materials) for curriculum enrichment

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

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

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

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

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