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Home > Nanyang Experience > GEP

GEP

Our Vision  

Thinking Leaders, Leading Thinkers

善思者领之,
善领者思之

Our Mission

To develop and nurture Concerned, Critical thinkers that are able to effect positive change for the benefit of others and self

Our Values 

Nanyang Primary School (NYPS) values

Pedagogies/ Strategies

Gifted Education Programme (GEP) teachers at NYPS employ the various strategies and approaches to ensure that pupils in the GEP learn to be (i) critical thinkers who are able to make wise decisions. In addition, pupils are taught to be (ii) morally and ethically responsible individuals. In this way, both the Cognitive and Affective aspects of pupils in the GEP are developed.
  • Paul’s Reasoning & Standards
  • Habits of Mind
  • Socratic Questioning
  • Understanding by Design
  • Inductive Reasoning
  • Instruction/ Curriculum Differentiation

Assessments

Academic
Pupils are monitored with formal Academic assessments and are required to perform to a minimum Baseline expectation of 70% for every subject. This is to ensure that the GEP is value-adding to pupils’ academic development. The Baseline is a recommended guide for the reasonable performance of pupils belonging to the GEP set by the GEB.

Affective
In addition, pupils are also monitored for their Affective development through a checklist of Attitudes and Behaviours that are observed by all subject teachers who are involved in the education of the pupil. Feedback and meetings to discuss every pupil’s Academic and Affective development are conducted regularly to ensure pupils are constantly monitored.
  • Topical Tests
  • Common Tests (CT)
  • Semestral Assessments (SA)
  • Projects & Assignments
  • Attitude Ratings
  • Teacher Monitoring & Feedback

Expected Teacher Competencies

All GEP teachers in NYPS are expected to deliver lessons and guidance based on the following  pedagogies and strategies:
  • Paul’s Reasoning & Standards
  • Habits of Mind
  • Socratic Questioning
  • Understanding by Design
  • Inductive Reasoning
  • Instruction/ Curriculum Differentiation

All GEP teachers undergo three years of development and training with the guidance of the GEB to ensure that they are equipped with the necessary skills and experience. GEP teachers are expected to be able to nurture and develop GEP pupils to attain the best of their potential in terms of Academic and Affective domains.

In addition, GEP teachers are expected to be equipped with Setting and Vetting assessment papers. Curriculum meetings with peers from all GE centres are regularly held to ensure that all GEP teachers undergo continuous professional development in their respective subject matter and teaching pedagogies. They also attend conferences to ensure that they stay up to date with their craft and contribute to the knowledge and skills of their peers.