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HPPS Orientation Meeting with Parents of P4 GEP Pupils - 13 January 2012

Join us for an informative meeting to learn about the Gifted Education Programme at HPPS, including the curriculum, assessment, and enrichment opportunities. Meet key personnel and engage in Q&A sessions.

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HPPS Orientation Meeting with Parents of P4 GEP Pupils - 13 January 2012

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  1. HPPS Orientation Meeting with Parents of P4 GEP Pupils - 13 January 2012

  2. PROGRAMME • Principal’s address • A GEP student’s voice • GEP @ HPPS • Subject sharing- Science • Q & A • Parent- Teacher Interaction

  3. INTRODUCTION Key Personnel Principal : Mr Ng Teng Joo Vice Principals : Mrs Maria Koh Mdm Lee Phaik Har (Admin)Mrs Vijaya Ganesh

  4. INTRODUCTION Key Personnel HOD GEP (Humanities) : Mrs Teo SM (loh_sheau_mei@moe.edu.sg) HOD GEP (MA & SC) : Mrs Irene Tan (irene_tan_seng_chew@moe.edu.sg)

  5. English-medium Teachers English : Ms Madelene Ng Math: Ms Theresa Heng Science: Mr Paul Teo Social Studies: Mrs Teo SM

  6. Mother TongueTeachers CL : Mrs Tan Siew Ngee, 戴老师 HCL_4Respect(1): Mdm Tan Ah Suan, 陈老师 HCL_4Respect(2): Mdm Yang Lan, 杨老师 Tamil: Mdm Latiffah

  7. GEP @ HPPS • Started in 1997 • Seeks to meet the needs of the intellectually gifted through an enriched curriculum within a stimulating & interactive environment • Works closely with Gifted Education Branch for curriculum, pedagogies & assessment

  8. GEP @ HPPS GEP @ HPPS • 2 classes per level in P4, P5 & P6 • 16 teachers • 2012 P4 GEP pupils - 5 girls + 36 boys = 41 pupils - P4 Respect (1) -20 pupils - P4 Respect (2)- 21 pupils

  9. Adapted from Gagne (2000) CATALYSTS INTRAPERSONAL Physical: characteristics, handicaps, health, etc. Motivation: needs, interests, values, etc. Volition: will-power, effort, persistence. Self-management; concentration, work habits, initiative, scheduling, etc. Personality: temperament, traits, well-bring, self-awareness & esteem, adaptability, etc. 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 Positive/negative impacts DEVELOPMENTAL PROCESS Informal/formal learning & practising (LP) Positive/negative impacts ENVIRONMENTAL Milieu: physical, cultural, social, familial, etc. Persons: parents, teachers, peers, mentors, etc. Provisions: programs, activities, services, etc. Events: encounters, awards, accidents, etc. 9

  10. 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 lifelonglearning 10

  11. Content • greater breadth • greater depth • infusion of moral • ethical issues • Approach • more individualised • strategies to promote higher level thinking • independent learning • Environment • learner-centred • out-of-school learning experiences Variety in products Enrichment Model Basic Curriculum

  12. GEP @ HPPS Enriched Subjects • EL • Math • Science • CL & HCL • Social Studies • CME

  13. No ranking • Baseline standard for promotion is overall 70%

  14. GEP @ HPPS Option for P5 HCL Existing P4 GEP HCL pupils - 70% overall, 50% HCL Aspiring P5 GEP HCL pupils - 70% overall, 75% for CL

  15. GEP Promotion Criteria Promotion to P5 & P6 • GEP performance • Learning attitude • A pass in Social Studies (50%) Allocation of pupils between the 2 classes gender, group dynamics, CL/HCL results

  16. GEP Promotion Criteria In P6 • GEP performance (P4 to mid P6) • Learning attitude • A pass in Social Studies (50%) • PSLE performance GEP scholarships (EESIS, Singapore-MOE Award)

  17. Learning @ HPPS • Physical Education • Sports skills • (Eg, Frisbee, basketball, floorball) • Art and Craft • - Batik painting, Animation, Acrylic painting • Music • - IT Music, Samba Percussion

  18. Learning @ HPPS Platforms • Online Learning (MCOnline & Problemsums.com) • Learning Journeys (Local & Overseas) • Competitions (National and International Levels)

  19. Intermingling efforts @ HPPS • To promote greater interaction between GEP and Mainstream pupils • Pupils from the GEP classes and Mainstream classes are grouped together to attend lessons for HCL, PE, Art & Craft and Music.

  20. Intermingling efforts @ HPPS Other interaction opportunities • Co-Curricular Activities • School Leadership Programmes • Learning Journeys (Local and Overseas) • School Camps • Interschool Competitions

  21. Special Programmes @ HPPS • Individualised Study Options (ISO) • Computer Enrichment Programme (CEP)

  22. ISO @ HPPS P5 P4 • ISO by Pupils’ Interest • Individualised Research Studies (IRS) • Innovation Programme (IvP) • Future Problem Solving Program (FPSP) IRS Skills Buildup

  23. ISO @ HPPS P4 IRS Skills Buildup • Compulsory for all P4s • Guided by teacher mentors • Mini-Projects • Topics include: • Library & research, Interview, Experimental Skills, Surveys and Results Analysis

  24. CEP @ HPPS • Guided by teachers and expert vendors • useful IT skills which can be applied to other projects • Topics include: • Internet (includes netiquette and online safety), MS office, picture editing, programming

  25. IHC @ HPPS In-house counselling- All P4 pupils meet IHC during non-core curriculum time in groups/ individually - Some areas addressed: - transition & adjustment to GEP - time management - social-behavioural issues- Partnership with parents to address areas of concern

  26. Civics & Moral Education @ HPPS • Whole-class approach • Small group activities & Heart-to-Heart sessions with teacher mentor • Pupil’s journal/ reflection • Pupil-initiated CIP

  27. Teacher-Parent Communication @ HPPS Modes of Communication • E-mail (Most preferred) • Pupil’s school diary (esp when parent’s acknowledgement is required) • Telephone (Urgent matters)

  28. Teacher-Parent Communication @ HPPS Formal Opportunities for Communication • Orientation Meeting (Early Term 1) • Semestral Teacher-Parent Meeting (End Term 2 and End Term 4)

  29. Teacher-Parent Communication @ HPPS Reports to look out for • Teachers’ Feedback Forms (Early Term 2 and Early Term 4 ) • Report Books (End Term 2 and End Term 4) • File Checks – Content Pages

  30. Child’s support @ HPPS Within Class: • All subject teachers Within School: • IHC & GE Branch Pupil Counsellor • HOD GEP • Principal

  31. Practical Matters • Bag load • Work load • Assessment books & tuition

  32. School Hours • To be in school by 7.15am • Curriculum time: • 7.30am to 1.05pm (Mon, Tue, Thu) • 1.30pm to 3pm (Mon) for HCL/CL(A) • 7.30am to 12noon (Wed), followed by • 12.30pm to 2.30pm for enrichment • 7.30am to 1.05pm, followed by 1.45pm to 4.15pm (Fri)

  33. Advice for Parents • Be familiar with the GEP goals. • Give your child time to adjust to the GEP. • Set realistic standards. Be supportive & encouraging. Don’t compare. • Ensure that your child does his/her assignments & homework regularly. Do not do work for your child.

  34. Advice for Parents • Help with general supervision • Help your child in time management. • Work closely with the school. • Allow your child to be a child yet allow for his/her growth. • Communicate with your child but respect his/her privacy

  35. “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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