22 July 2000

SPEECH BY DR ALINE WONG, SENIOR MINISTER OF STATE FOR EDUCATION,
ON THE OCCASION OF THE 124TH ANNIVERSARY SPEECH DAY OF VICTORIA SCHOOL
ON SATURDAY, 22 JULY 2000, 4.30 PM,
AT VICTORIA SCHOOL, 3 GEYLANG BAHRU LANE

1. My last visit to Victoria School was in January 1999. I went away truly impressed. I am very pleased to be with you again this afternoon to celebrate your 124th Anniversary Speech Day.

2. Victoria School has come a long way from its humble beginnings as an English class in Kampong Glam Malay School in 1876. Today, it is one of the top schools in Singapore. It has done very well in nurturing the total development of its pupils, as evidenced by the number of outstanding individuals it has contributed to society. Among its alumni are politicians, senior civil servants, successful entrepreneurs, academicians, and sportsmen.

3. As an autonomous school, Victoria has capitalized on the greater flexibility it has, to design programmes to meet its pupils' needs. There is now abundant opportunity for the pupils to develop their potential and excel in their areas of talent or interest.

4. Victoria has also been nimble in preparing its pupils for the changing economy. It has a strong Design and Technology Department that encourages pupils to experiment and innovate. It was also one of the 22 schools chosen to be an IT-Demo school in MOE's IT Masterplan. It has effectively used information technology to promote the pupils' learning.

5. Apart from its excellent academic track record and school environment, Victoria, which is scheduled to move closer to Victoria Junior College in 2003, will have bigger premises and state-of-the-art facilities. Its closer proximity to VJC would also facilitate meaningful integrated activities.

6. This is an appropriate occasion and I am pleased to announce a forthcoming development that will add another chapter to Victoria's illustrious history. Victoria School has been chosen as the 7th secondary school to offer the Gifted Education Programme with effect from January 2001. In its first year of implementation, it will offer 2 Secondary 1 GEP classes.

7. The Gifted Education Programme (or GEP in short) was started in 1984 in 2 primary and 2 secondary schools, with 100 pupils each at Primary 4 and Secondary 1. That was about one-quarter of a percent of the age cohort then. With the experience gained and the resources built up over the years, the GEP has been able to admit more pupils. The intake was gradually increased and by 1999, 500 Primary 4 pupils were admitted into the programme, which was about 1% of the age cohort. Now into its 17th year, the GEP is offered in 9 primary schools and 6 secondary schools. To accommodate the bigger number of primary school pupils who will be promoted to Secondary 1 next year, a new centre has to be opened. I congratulate Victoria School for being selected as the new GEP centre in 2001.

8. Pupils in the GEP enjoy an enriched curriculum that emphasizes the development of critical and creative thinking, and problem solving skills. The enriched curriculum is based on the national curriculum but is pitched at a more challenging level, commensurate with the intellectual ability of the pupils. The teaching process is more learner-centred, with many opportunities for independent learning. New initiatives by MOE are also incorporated into the GEP curriculum. National Education is infused in all subjects, and the use of information technology is common with both GEP pupils and teachers.

9. Mindful of the impact of technological advancements, the Programme's curricular goals and teaching strategies have been adjusted accordingly. Given the fact that the body of knowledge can double every few years and that pupils can also acquire knowledge in cyberspace, MOE has decided that instead of focussing on content, GEP pupils are taught to manage information, and to become independent learners. This will help them develop a passion for lifelong learning.

10. One way that pupils imbibe this passion for lifelong learning in the GEP is through the Individualised Research Study (IRS) which gives them the opportunity to explore areas that are of special interest to them, even if these areas may have nothing to do with what they are learning in the classroom. This is like project work, but more intensive in terms of the research skills and research design required.

11. To complement the instructional programme, many out-of-class enrichment activities are organized for GEP pupils. The number and range of special and mentorship programmes have grown over the years to cater to the diverse interests and abilities of the pupils. The earlier programmes catered only to those who have aptitudes in the Sciences and Creative Arts. Recent years have seen the inclusion of programmes for those inclined towards the Humanities and Social Sciences as well as those who wish to pursue the area of information technology. The attractiveness of these programmes is reflected in the growing number of pupils and mentors involved.

12. Many GEP pupils are likely to become leaders in whatever fields they pursue. It is therefore important that we imbue in these pupils, a sense of commitment to contribute to society. In this regard, GEP pupils are equally involved in community work. Many of them help out in community projects of their choice. For example, one group is working with children with Down's syndrome; another is working with elderly residents in a mature HDB estate; yet another is taking lessons in sign language in preparation for their work with hearing-impaired children. These are just some examples of the voluntary projects they have taken on over and above the 6-hour Community Involvement Programme requirement.

13. As you can see, to offer the GEP in your school is a heavy responsibility, academic as well as social. However, with its stellar record of achievements and strong tradition, I am confident that Victoria will rise to the challenge. All of you, staff and pupils, will be able to benefit from the wide array of enrichment programmes provided by the GEP, as well as the regular in-service teacher training that is characteristic of the Programme. The GEP will contribute to the school's mission to make gentlemen, professionals and sportsmen out of all Victorians.

14. Finally, I take this opportunity to congratulate Victoria School on this joyous occasion and wish it further success in the years ahead.