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.

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

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

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!)

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.

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?

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.

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.

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

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

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

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.

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)

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.

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.

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.

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

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

Usha

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.

• 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.

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]

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.

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.

2.1.3c

2.2.3b

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.

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)

1.1.3a

1.2.3a

2.3.3b

2.3.3c

3.1.3a

3.1.3b

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)

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.

   
   

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.