GEP revamp to start from 2024 Pri 1 cohort: Pupils can join higher-ability programmes from Pri 4 to Pri 6

SINGAPORE — In a revamp of the Gifted Education Programme (GEP), students will now be able to join higher-ability programmes from Primary 4 to 6 instead of just one time at Pri 4. The selection process from Pri 3 onwards will also incorporate teachers’ day-to-day observations and students’ work for a “more holistic and comprehensive” understanding of their abilities.
On Monday (Aug 19), the Ministry of Education (MOE) gave these details and more on the changes after Prime Minister Lawrence Wong announced at the National Day Rally the night before that GEP in its present form will be discontinued.
One of the changes is that the first stage of the selection test involving taking English language and mathematics papers will be kept at the Pri 3 level, and the second stage of taking English language, mathematics and general ability papers will be dropped.
Under GEP now, students who are identified as higher-ability learners are exposed to an enriched curriculum in mathematics, English language and science.
With the revamp, they will be able to focus on one or two subjects they are talented in, rather than take a uniform GEP curriculum in all prescribed subjects.
The changes will begin for the Pri 1 cohort this year.
The final selection exercise for the current GEP will be held for Pri 3 students in 2025, and the last intake of Pri 4 students into one of the nine primary schools running GEP will be in 2026. 
Minister for Education Chan Chun Sing, who spoke with the media on Monday, said that this move is to get away from assessing pupils at a single point in Pri 3.
For instance, a Pri 3 student who is strong in English language and weak in mathematics may not be selected for GEP, but with the revised system, the student will get to take part in school-based English programmes for higher-ability learners and later even take up after-school modules to expand her English language skills.
Mr Chan said that this will be more “inclusive” instead of having pupils miss the one assessment window at Pri 3 for GEP.
Or, a student who is very strong in mathematics and average in English language may be selected for GEP now, but may end up struggling to cope with the English curriculum after moving to a primary school offering GEP.
Under the new approach, this student will remain in his primary school and focus on taking part in school-based programmes and after-school modules in mathematics.
Students can be identified to join these school-based programmes and after-school modules at multiple junctures from Pri 4 to 6 in their own schools.
“There may have been many more students who might have been strong in a single domain or subject and who were not able to participate in some of these higher-ability programmes. Now they will be able to do so,” Mr Chan said. 
The new selection process will also allow teachers to be much more focused and targeted in helping students in their respective areas rather than across subjects.
In terms of pedagogical practices, the new approach will be “largely similar” to the current programmes for higher-ability learners and the current GEP programme, he added. 
Introduced in 1984, GEP seeks to nurture “intellectually gifted students” and 1 per cent — or about 370 to 400 students — of each cohort are enrolled into the programme. 
Under the current system, GEP students can only study at one of nine primary schools offering the programme from Pri 4. 
MOE said that GEP has “generally benefited” these students. The revamp is a response to international research that has “increasingly shown” that intelligence and ability are developed over the course of an individual’s life and can manifest in specific areas or in several areas. 
At the same time, the changes are possible now because public schools have expanded their capacity to nurture higher-ability learners and students with specific strengths and interests over the years.
The changes to GEP will support a wide group of students who present strengths over time, and customise learning better for students who may be talented in one or two specific areas, rather than a uniform GEP curriculum. 
The ministry also said that it is has observed students “experiencing more stress” at GEP selection, with more enrolling in private classes to prepare.
The new approach will reduce the focus on the selection exercise, so that students can better enjoy their learning and discover their strengths and interests.
Using multiple sources of information, the ministry and schools will “holistically consider” a child’s readiness for school-based programmes and after-school modules.
Mr Chan said: “My first message to all parents is this… if we now understand that there are multiple points of entry and exit, there’s no need for us to hothouse our children. If anything, that will do the child more harm than good. 
“So I think we pace ourselves, let our children develop at their natural rate, and that will be the best for their long term development.” 
The new programme will see students remain in their own schools at upper primary, instead of transferring at Pri 4 to one of nine primary schools that run the current GEP. 
This builds on the existing programmes in all primary schools to develop higher-ability learners with specific strengths and interests beyond the curriculum.
Right now, around 7 per cent of the yearly cohort attend such school-based programmes. This will be extended to more students in all primary schools and benefit around 10 per cent of the cohort. 
Mr Chan said: “Today, we have about 30,000 students in every cohort. In every cohort, about 10 per cent of students will be able to participate in the higher-abilities programme, up from the previous 7 per cent, so we are talking about 3,000 students across 180 schools.” 
This means that on average, every school will have about 15 students and will form a “small, cosy class” of higher-ability learners, he added.
“Some schools may have slightly more, some schools might have slightly less, but in general, we’ll be able to have sufficient resources to distribute across all the different schools.”
Depending on the geographical concentration of students, some “regional centres” may be selected to congregate students within the same cluster.
On top of school-based programmes, students who benefit from further development can choose to attend after-school modules held at designated nearby schools.
MOE said: “As these modules will cater to students with specific strengths, more students can take these after-school modules, compared to the current GEP cohort.”
These will be held after school hours since they are not intended to replace regular curriculum.
MOE will confirm which schools will host the after-school modules at a later juncture and schools will be picked based on considerations such as geographical spread.
“There will likely be more of these schools than the current number of primary schools that offer GEP today to ensure geographical access,” it added.
The ministry is studying options in providing transportation options for students who are attending the after-school modules at designated nearby schools.
The ministry said that there may be “some reduction” in the intensity of enrichment as compared to the current GEP, but higher-ability learners will be “adequately engaged” and “hoslistically developed” through school-based programmes. 
For example, students who are identified to be strong in mathematics can join the existing Excellence 2000 Mathematics programme offered in their school, which aims to develop mathematical reasoning and conceptual understanding. 
In such lessons, students are exposed to an “inquiry based approach” and introduced to more advanced concepts such as algebraic thinking and deepen their understanding of arithmetic operations.
In response to TODAY’s queries on whether these programmes will also consider nurturing giftedness in non-academic areas such as arts or sports, the ministry pointed to existing programmes such as the Junior Sports Academy.
Similar to the school-based programmes for gifted learners, after-school modules will be designed to cultivate students’ curiosity and a “love for learning”.
They are not intended to prepare students to score in examinations, even though they have “greater breadth and depth” than the school-based programme.
For example, students who are strong in English language may attend a module where they are exposed to texts such as poetry and lyrics, and explore how rhythm shapes language. 
This may include a study of the use of “strong rhythms” in the rap genre, and how rhythm complements lyrics to produce meaning and effect. 
“The after-school modules will be rigorous and markedly different from what students experience in the academic curriculum, with a focus on developing deep curiosity and creativity. 
“These will better support our students’ intellectual and holistic development. The intensity can also pick up at secondary level and beyond, where there are opportunities for further specialisation,” MOE said.