These programmes range from classes in literature and the arts to mathematical IQ games and competitions.

Five schools interviewed said such programmes are being run because they believe that, after the GEP absorbs the top 1 per cent of pupils from each cohort following their Primary 3 year, the next 'tier' of students should also be given more challenges to take them as far as they can go in their areas of strength.

Schools that have started such extra programmes include Rulang, Canberra and Princess Elizabeth Primary.

But some schools do not wait till Primary 4 to start these programmes. One of them identifies such high-ability pupils as early as at the end of Primary 1, two years ahead of the GEP.

At Jurong Primary, the top three classes in each level from Primary 2 to 5 are put through a more challenging curriculum which includes elements of the GEP, such as doing a project in an area of interest to hone the pupil's research and critical-thinking skills.

The neighbourhood school, which started the programme last year, targets the top 20 per cent of each cohort. It wants to 'develop passionate learners and global citizens' and inspire its pupils 'to take ownership of their learning', said vice-principal Jennifer Pang.

Jurong Primary's programmes start at Primary 2, she said, because 'the earlier they are exposed to more challenging work, the better they're developed'.

Lessons for pupils on the programme are taught at a faster clip, since they can grasp concepts more quickly. They are also fed more concepts and cover topics in greater depth and breadth.

To prepare themselves to run the programme, the school's teachers sat in on lessons in a GEP class at Nanyang Primary for an idea of how lessons are run there.

Whether in English, mathematics or science, the pupils are stretched: For instance, the Primary 2s learn the play, The Little Red Hen, the Primary 4s do Charlotte's Web and take part in Sudoku competitions, while the Primary 5s do a mini project.

These pupils are also given more opportunities for experiential learning and to conduct experiments.

During a mathematics lesson on ratios, for instance, they could be mixing batches of cordial with different quantities of water to find out which gives the 'perfect' taste. In other classes, they may compose poems or design comic strips.

Mrs Pang added that National Education is also a key part of the curriculum, to prepare for the day when these pupils are posted overseas. 'It's important for them to have roots here', she said.

West Grove Primary in Jurong West serves as the enrichment centre for high-ability pupils across the schools in the area.

Once a week, a bus picks pupils up for their maths classes, run by trainers recommended by the Education Ministry's Gifted Education Branch. Through the selection tests for the GEP in Primary 3, the branch identified these pupils as high-ability achievers.

Teaching assistant Saira Begum is mother to Nur Shamemi, 11, who is on West Grove's programme.

The 38-year-old said she was at first concerned that the expanded curriculum would be too much for her child:

'I was worried that she might be too stressed but, after a year, she seems happy and has changed from a reserved girl to one who takes part in story-telling competitions and debates.'

janeng@sph.com.sg