Have you been keeping up with the news surrounding our Gifted Education Programme, better known as the GEP?

For background knowledge, the Big Read from Today is a good place to start. It features interviews with past students from the programme, as well as insights from educators and experts on identifying and supporting exceptionally bright children. The article also maps out how the GEP has evolved over the years, and what the next big change will be.

Here’s the most important thing you need to know: Currently, just one percent of each year’s primary school cohort — around 370 to 400 students — is selected for the GEP, after two rounds of testing. Apart from the GEP, primary schools also have “enriched” programmes for higher-ability kids, and these programmes are estimated to benefit seven percent of the cohort.

In the change that’s coming up, the GEP will be revamped so that it can benefit 10 percent of the cohort, and every primary school will be equipped to identify and develop its high-ability students. 

The new selection process will begin in 2026 for Primary 3 students. In other words, those starting Primary 4 in 2027 will be the first batch of students under the new programme. Instead of going through two stages of testing, students will only go through one stage of tests, to be assessed on their English and Maths capabilities. Schools can also identify students for the programme based on other measures such as day-to-day observations or schoolwork. Beyond the official selections, students can still be offered placements at multiple points between Primary 4 and 6. 

This approach is much more flexible, and allows schools to cater for diverse learning profiles. Apart from in-school programmes, there will also be programmes that children can attend in other schools.

Although the revamped GEP programme will benefit more students, some parents may worry: What if my child is still not selected? Will they be left out of these valuable opportunities for learning? 

Read on to find out what we think!

Focus on Growth, Not Labels: Not Getting into High-Ability Programmes Isn’t a Failure

In Singapore, there is a tendency to let labels define us. As adults, we often judge ourselves based on our income levels, career progression, whether we attended brand-name universities, and much more. Similarly, we may look for markers to assess the children in our lives, saying things like “My niece is in a good school, but my child is in a neighbourhood school.” 

Even the most well-intentioned parents are not immune to making statements that can be damaging for the children who interact with us. This is especially so if your own children have had fairly smooth-sailing academic journeys, and have received a lot of validation through school representation opportunities, awards, and invitations to join special programmes. If you fall in this category, do be mindful that you will not be able to truly understand what it feels like to raise a struggling learner. The best thing you can do is refrain from giving advice, and focus on listening more, as well as providing empathy and emotional support.

Conversely, if you are anxious about your child not being ‘good enough’ for a high-ability programme, here’s what you should know.

First, it’s essential to recognise outcome bias, where we tend to judge success based solely on a final outcome. In the context of high-ability programmes, some parents might view their child’s value through the lens of whether they get into a prestigious programme. A mindset shift involves understanding that the process — how your child learns, engages, and grows — is what matters in the long run. When you stop equating selection with success, you free yourself from outcome bias and can focus on nurturing your child’s overall development.

Second, although giftedness requires an innate level of intellect, neuroscience research into neuroplasticity reveals that the brain continues to grow and change throughout life, particularly when faced with new challenges. By shifting your perspective away from a fixed window of opportunity, such as getting into the GEP by a certain age, you’ll realise that your child’s potential is not capped by their ability to meet a specific standard at an early age. Remind yourself that learning and cognitive development are ongoing processes, and a child who isn’t selected now can still excel later in life with the right support and opportunities.

Finally, do address your social comparison bias, which is a natural but often unproductive tendency to compare your child to others. This is especially common in competitive academic environments like Singapore. Frequent social comparison can lead to increased stress and anxiety for both you and your child. If you shift the focus to celebrating your child’s personal gains, this will create a healthier and more supportive environment for your child to thrive on their own terms.

Nurturing Your Child’s Potential Without Special Programmes

Are there any learning traits that current or ex-GEP students display, which you can try to develop in your child? 

If you know of such individuals in your social circle, observe them to see how they learn, even in casual situations like figuring out a new game. If you’re working alongside someone who used to be in the GEP, you can also observe what they do better than most people. These are insights that you can use to identify skills that would benefit your child.

From our personal observations, these are some learning traits that high-ability children and adults might have, which can be nurtured in anyone:

Active Summarising: Some high-ability learners have the habit of recapping key points after someone explains something to them, often asking, “Is this what you meant?” This habit ensures clarity and reinforces understanding. To develop this skill in your child, encourage them to restate what they’ve heard after conversations or lessons. You can ask: “Can you explain that in your own words?” This helps your child to process information and check for understanding. Practising this regularly, whether after reading or during discussions, strengthens their ability to grasp key concepts and improves communication skills.

Asking Questions: Many high-ability learners are eager to ask questions to deepen their understanding. Some children feel comfortable approaching a teacher after class, or asking knowledgeable adults about topics they’re curious about. For introverted children, they may use tools like ChatGPT instead. To encourage a similar habit in your child, ask them after school or during meals: “What made you curious today?” or “Is there something you want to know more about?” This encourages reflection and helps them open up. You can also suggest they jot down questions during class or while reading, and get them to think about who would be the best person to answer these questions. 

Connecting Ideas: Many high-ability learners naturally connect new information to what they already know, allowing them to see patterns and relationships between concepts more easily. To encourage this skill in your child, prompt them to think about how new ideas relate to things they’ve learned before. You can ask, “Does this remind you of something else you know?” or “How is this similar or different from what you’ve learned before?” This practice helps them build a deeper understanding of new material, and strengthens critical thinking skills.

Seeking Feedback: Some high-ability learners see feedback as essential for growth and actively seek it out. To nurture this in your child, create a positive environment around feedback by emphasising its role in learning and improvement. Acknowledge that feedback can sometimes feel intimidating, but if one asks for specific and actionable steps to improve, the resulting feedback can be easier to process. (Instead of “Do you think this is good?”, ask “How can I make this part better?”) Encourage your child to make a habit of getting feedback, reinforcing the idea that feedback is a tool for progress, not judgement. 

Curiosity-Driven Learning: Many high-ability learners display strong curiosity by exploring topics in depth and asking detailed “why” or “how” questions to deepen their understanding. To nurture this in your child, you could create a system where they write down their questions or topics of interest, and choose one each week to explore. You can guide them in finding resources like books or documentaries to investigate these topics, encouraging them to share what they’ve learned with you. Consider setting aside daily time for independent exploration, allowing your child to focus on a specific interest and track their discoveries in a journal. If they express strong interest in a particular subject, help them connect with experts by drafting emails to professionals or visiting places like museums. This kind of engagement helps to transform their curiosity into deeper knowledge and practical learning experiences.

Goal Setting: Students of all abilities will benefit from setting clear goals, which helps them focus their curiosity and efforts. Establishing both short-term and long-term goals allows them to channel their interests into achievable tasks, fostering a sense of progress and accomplishment. To nurture goal setting in your child, encourage them to set specific and measurable goals related to their interests. For example, if they’re curious about a particular topic, they could aim to read a certain number of books or complete a project within a set time. Help them break down large goals into smaller steps, and regularly check on their progress. This not only keeps them motivated, but also teaches important skills like planning, time management, and self-discipline. Over time, goal setting will help them turn curiosity into sustained learning and success.

Want to discuss the GEP with other parents? Join the conversation on the KSP forum!