Reversi:

3ofthem:

But heard P5 can be a nightmare... :xedfingers:

I would just like to provide some insight on the life of P5 GEP. (Not sure if this will reassure parents or increase fear ) P5 is a wholly different experience compared to P4 mainly due to the increase in project work and raised expectations. By the 2nd year teachers will expect project work to be of a higher quality and standard compared to the previous year and may be less forgiving of mistakes such as tardiness, which they may have overlooked previously owing to the transition year.

I would say that the most demanding subjects in P5 are English and Social studies. The concept unit for P5 English is mystery novels and the year starts off with students having to write a mystery story complete with clues and red herrings. An average story would range about 6-8 pages but some students with a flair for writing may top over 10 pages. Parents, perhaps you could introduce your DC to mystery novels over the holidays so that they will have a better understanding of the concept when term starts? I think the most enjoyable part would be the discussions about the literature book - A Wrinkle in Time (although I know some schools are using The Giver.) Last year, we were required to reenact a court scene and debate about certain controversial aspects of the book as part of our oral grade. There are some other projects I have not mentioned such as the print advertisement oral project and the ERP book report, but this is the main gist of it. Undeniably a challenging year, yes, but also one that is memorable and exciting.

For social studies, the scariest part is having to submit 2 portfolio projects. These are commentaries about any topic that students choose, but preferably one that allows them to voice their opinions, discuss shortcomings and overall just express themselves freely. They also have to submit an artefact - a newspaper clipping/photo journal/basically anything related to the topic. The commentaries can vary in length as I am aware that some teachers set a word limit. However, if the teacher has high expectations, be prepared to write a long overflowing piece over 10 pages citing evidence and opinions. This project counts in students' final grade for social studies so there is great emphasis on it, with some students handing in multiple drafts to teachers to be further refined.

Personally, I found that P5 was exceptionally memorable. By the 2nd year, students would have mingled around each other and come to know one another better so there is no awkwardness and shyness compared to the 1st year. With the sheer amount of group work, I wouldn't be surprised if your DC formed close-knit friendships within the first semester. In fact, I would consider P5 the best year of the 3 year program.

The real nightmare will start in P6...

:hugs: Thank you very much for this detailed write up on P5 GEP! Very informative!!! P4 was indeed a year of transition for both the kid & parent.

Some may agree, GEP is widely misunderstood.
GEP is nothing glamorous, but lots of sweat and tear, esp in P4.
What is more glam if you ask me? I think staying in mainstream, breezing through exams without much effort, attending prize award ceremony yearly on stage, certainly sounds more glam in that aspect

Hence, taking up GEP's motive must be right to begin with.

All the best to the P4 GEPPERS in 2014!

metz:

mayfair:

No offence, that's what I felt and observed....
Seems like we are consoling ourselves for not opting in and yet get BETTER result than GEPpers?

But we also should not undermine those who has the courage to take up the challenge and yet not being able to score as well as mainstreamer.

Resiliency will bring you farther in life.....

Hi, none taken. It's just statistics that we are looking at.

But I am sure, with proper time management and guidance, both Mainstreamers and GEPpers can do just as well as each other.

Agreed
As parents, we give them our utmost support in whichever path they have decided on.

metz:

mayfair:

Noticed that many parents tend to bring up the point about not entering GEP and yet scoring better than Geppers during PSLE.

Personally, I think this is an interesting observation. The few GEPpers I know scored less than 270 in their respective PSLE. Whereas one student who opted out of GEP scored 276. Perhaps, the heavier GEP curriculum does deprive the GEPpers of more time to prepare for PSLE.

No offence, that's what I felt and observed....
Seems like we are consoling ourselves for not opting in and yet get BETTER result than GEPpers?

But we also should not undermine those who has the courage to take up the challenge and yet not being able to score as well as mainstreamer.

Resiliency will bring you farther in life.....

Let every kid enjoy their learning journey....

AppleCrumble:

mother777:

Hi Sleepy,
I did hear from my DD that in her school one of the student who was selected this year did go for the GEP prep classes.. Not sure how much part the GEP prep class had in his selection.. But I do know that this child is always one of the kids who get high marks for school exams..

My DD was bit upset that I did not send her for any prep (which I personally do not believe in..) :roll:, as a child she may have felt that it must be the GEP prep lessons which helped the student to be selected..
DD was not selected as such.. and I did not prep her on anything special..

I applaud your decision NOT to send your DD for any GEP prep class. Like you, I do not believe in sending my kids for any GEP prep class either. Both of them were invited for the Selection Test round. One got selected whilst the other did not. I am just glad that both of them were given an opportunity to try out the Selection Test.

A child's worth is not measured by whether if he/she is selected into GEP. GEP has its merits and those who are truly suited will thrive on the curriculum. However, if it is a 'hot-housed' case, the child will be miserable and worst, lose the 'love for learning' in the process.

GEP is indeed a very challenging curriculum but DD wanted to give it a try when she was invited to join. I was totally unprepared for her getting selected. I went for the parents' briefing session to gain a better understanding of the program. Even though it was a tough 3 years, DD loved the challenge and was truly happy to be able to be among 'like minded' friends. She had actually sheepishly shared with me after Term 1 in P4 GEP that 'at least here, when I share a joke, all my classmates laugh. In my old school, when I did the same, all look at me as if I am the 'WEIRDO'.'

I have also learned that not all kids are suited for the GEP even though they are invited to join. Some kids just don't like the curriculum and dread going to school everyday. Few even become depressed. withdrawn or rebellious (refuse to hand in projects, homework, etc) as they do not take it positively when their work is 'commented' by their teachers. Such kids may be more suited in a more 'pastoral learning environment'.

Just to give you an idea, one of DD's classmates actually commented when she was returned the of draft for her P4 project, 'In my old school (in P3), Ms XX will have given a 'star sticker' when I hand in this type of work. Now, teacher only give me more comments on how to improve my project. No 'star sticker'.' But this classmate was mature and resilient enough to accept the teacher's comments and strive to improve her project work. I am pretty sure that her parents had also given her a lot of emotional support and encouragement along the way.

So, for parents out there whose kids are selected to join the GEP, do consider carefully if your child will be happy in the program for the next 3 years. The Selection Test only shows that the child has the ABILITY to join the GEP but it does not take into consideration the 'readiness', maturity and resilience of the child in such kind of demanding environment.

You can argue that 'how can one know unless one try'. Take a moment to reflect on your child's reaction when he/she is presented with a setback/challenge. It will give you a good idea on your child may react in such a rigorous curriculum.

My kid just completed her first year of GEP this year.

Noticed that many parents tend to bring up the point about not entering GEP and yet scoring better than Geppers during PSLE.

I think we maybe missing the point here. When my child was very determined to enter GEP, she went in with the motive to broaden her learning journey, not with the intention to be a top scorer in PSLE. We all know GEPpers don't get to be prepared/drilled for PSLE as early as Mainstream. Even though some may argue, they are academically inclined to prepare in a short period of time.

My point here is, she enjoys the learning journey, finding GEP curriculum tough but fun. It was no longer like good old days where she can just browse through her books and still score 90+ easily. Here, maintaining baseline is already a struggle. But she is resilient and I am proud of her.

AppleCrumble sums it all, having the academic ability may not equate to having the resiliency, the maturity and the family support to journey this path. Only you know your child best.

Thank you to all who replied me regarding the benefit of doing HCL. Certainly worth alot to me! < not just 2 cents >

Thank you AGAIN

As we have lived overseas prior to DD's Pri 1, I have basically lost touch of all these differences.

The news has kind of sunken into us now.
We have gotten over the phase of \"to GEP or Not\" now since yesterday.
Next is to select a suitable GEP school.
We don't live paricularly near any GEP school, hence open to choices.
Hope to find out more during the briefing.
If any parents is willing to PM me to share about GEP in RGPS or NYPS, i will deeply appreciate

Question:
If DD's goal is not a SAP secondary school, perhaps, it's not necessary to do HCL if given a choice.....?

However, she is currently scoring 85-90 for her HCL though. It may be a pity to give up? Just worried with the GEP program, will it be too tough to cope with GEP HCL (i didn't even know of such!)

Appreciate any forms of thoughts

Any GEP parents with kids in RGPS or NYPS care to share about these 2 schools?

My DD is currently in a SAP school doing HCL.
I am not sure what is the great benefit to do GEP HCL. That’s why I am geared towards RGPS. But I like NYPS chinese cultures and values.

Any 2 cents worth?