High Ability Learners (HAL)

Discover how BLGPS identifies and supports High Ability Learners through enrichment programmes and inquiry-based lessons to stretch their potential.

Last updated 7 September 2026

High Ability Learners (HAL)

Our Goal

In BLGPS, we have a school-based identification process to identify our High Ability Learners (HALs). Our HALs are curious, inquisitive, have high reasoning skills and enjoy problem solving by nature.

Our goal is to nurture our HALs to grow in their ability (Gagne, 2003), to remain engaged and challenged (Reis & Renzulli, 2004; Maker, 2009), to cultivate a love for learning (Gallagher & Gallagher, 1994) and develop their socio-emotional skills (Neihart, 2007).

Our Approach

To support our HALs, we have curated structured enrichment programmes and Inquiry-Based Learning (IBL) lessons to challenge, enrich and empower our HALs with the autonomy to construct their learning in a real-world context. These learning experiences have developed our high ability learners’ critical and inventive thinking skills which are important 21st century competencies which prepare them to be future ready.

Provision of Enrichment Programmes

Our HALs enrichment programmes such as the Reading & Inquiry programme, the Bicultural programme, Excellence 2000 (E2K) Science and E2K Mathematics help to stretch our HALs' strength in Languages, Math and Science. In addition, we also have the Innovation Programme (IvP) and Community Problem Solving (CmPS) to strengthen our HALs in creative problem-solving and thinking skills. These programmes deepen their interest in areas of passion, as well as develop their domain strengths and capacity to make a positive difference to their fields of study and community.

Two photos of students in a classroom: one group discussing, another pair working on a laptop together.

Four photos show students in a Bicultural Programme presentation and E2K Science experiments with lab equipment.

Two pairs of school boys in uniforms working on math worksheets at desks, with colorful blocks visible nearby.

Provision of IBL Lessons during Curriculum Time

During lessons, our teachers adopt Inquiry-Based Learning (IBL) as our key pedagogical approach to design and facilitate open-ended, interactive and generative lessons for our HALs. These lessons motivate our HALs to learn. They also have autonomy over their learning pace and the freedom to make choices in their learning. Furthermore, their social interaction and collaborative problem-solving is enriched through IBL. These lessons also provide platforms for our HALs to engage in discussions on topics of interest, fostering social interaction and collaborative problem-solving.

Students collaborate on real-world math tasks and build solar cooker prototypes in classroom and outdoor settings.

Professional Development for Teachers

We have a comprehensive professional development (PD) structure to equip our teachers with the skills and knowledge to meet our HALs’ learning needs, and to maximise their potential.

We also have a series of school-based professional development platforms for our teachers to convene regularly to share innovative lesson ideas and enriched activities to meet the learning needs of HALs. Our teacher also receive mentorship support from our ST/ Learning Needs (HAL).

Five photos of teachers in workshops, discussing and presenting with laptops and a projector in a modern room.

Two classroom scenes showing a teacher helping small groups of students working at desks with papers and a laptop.

Good stories:

Click on the links below to read the news report on how BLGPS supports our HALs, featuring Ms Grace Phang, ST/ Learning Needs (HAL) and her students from Boon Lay Garden Primary School:

· https://www.zaobao.com.sg/news/singapore/story20240820-4510918 (opens in new tab)

· https://www.youtube.com/watch?v=rC4x9QoUP7E (opens in new tab)

· https://www.youtube.com/watch?v=raNUVyUtG94 (opens in new tab)

A teacher stands at a table where several young students sit and work together in a classroom setting.