Home > Our Curriculum > JSPS Curriculum

JSPS Curriculum

JSPS Teaching and Learning Framework

Curriculum Framework.jpg





The curriculum at Jing Shan Primary School (JSPS) is holistic and well-rounded, providing all students the opportunity to learn in a stimulating environment. It is driven by our School Vision of “Thinker, Learner, Leader” which seeks to direct our efforts to nurture and prepare our students for the demands of a VUCA (Volatilie, Uncertain, Complex and Ambiguous) environment.

The curriculum is anchored on the Teaching & Learning (T&L) Framework which serves to guide, monitor and improve learning in the school to realise the goal of “Every Student an Engaged Learner” and inculcate the 21 st Century Competencies[1] in our students.

[1] http://www.moe.gov.sg/media/press/2010/03/moe-to-enhance-learning-of-21s.php

 
Objectives of T&L Framework in JSPS

  • Guides the formulation and translation of curriculum, pedagogy and assessment policies and plans into actual school practices 
  • Ensures greater coherence in the teaching and learning processes across the various departments and levels 
  • Ensures that the schools’ teaching and learning takes into consideration students’ profile, learning needs and interest 
  • Ensures sustainability of good teaching and learning practices through the articulation of school’s direction and focus 
  • Provides direction for departments’ action plans to support the schools’ strategic thrusts 

JSPS’s T&L Philosophy and Approach

The school’s  philosophy  for teaching and learning is:

Every Child Can Learn, with various starting points. We identify the needs and create success in learning for every child.

Every Child is Unique, with various interests and strengths. We recognise the abilities and nurture the unique potential in every child.

Every Child is Different, with various learning styles. We customise the curriculum and cater for difference in every child.

The school’s  approach  to teaching and learning is through delivering a  holistic, student-centric, and values-driven education.  

The JSPS Teaching and Learning Framework combines the essential elements of  teaching from  The Skillful Teacher [1] and the five dimensions of learning and teaching that contribute to engaged  learning  in the  PETALS TM  Framework [2].

a)       The Skillful Teacher

In order to develop the teaching and learning environment, teachers need to build their competencies in terms of knowledge and skills. The school has adopted the practices of the Skillful Teacher to build an effective system for the professional development of teachers. The school hopes to develop skillful teachers who have a repertoire of strategies and the ability to choose the appropriate strategies to cater to the learning needs of their students. The tasks of teaching are grouped into 5 main dimensions – Teachers’ Knowledge and Skills, Management, Instructional Strategies, Motivation and Curriculum Planning.

b)       PETALS TM  Framework

The school uses the PETALS TM  Framework as a guide for instructional decision-making which leads to actions that impact learning.

The PETALS TM  Framework comprises 5 dimensions of teaching and learning which contribute to engaged learning. These 5 dimensions are  Pedagogy, Experience of Learning, Tone of Environment, Assessment and Learning Content . Teachers draw on the PETALS TM  dimensions to guide their lesson planning and teaching which in turn influences the level of student engagement in the classroom.

        i)     Pedagogy

The school believes in using a repertoire of pedagogy to create diverse experiences for our students and to enhance their learning. We adopt learner-centred approaches such as Visible Thinking[3], Differentiated Instruction[4] and Cooperative Learning[5] to meet diverse student needs, enhance their learning experiences and engage them in learning. Such careful selection of the different pedagogies enables the school to match particular learning goals to our students’ learning needs. The enriched learning experiences through the various pedagogies help our students to become self-directed learners which are essential 21 st century competencies and skills to acquire in the globalised economy.

       ii)     Experience of Learning

The school creates Experience of Learning that stretches thinking, promotes inter-connectedness and develops independent learning. It is carried out through authentic tasks in Project Work and Integrated through ICT to promote self-directed and collaborative learning .

       iii)    Tone of Environment

The school creates a  T one of Environment that is safe, stimulating and which engenders trust through  Restorative Practices [6] .   The role of the teacher as a facilitator and mentor creates an open and safe positive environment for teaching and learning.  Teacher-student relationship is enhanced through classroom structures in the form of class rules and set-up, as well as platforms like Form Teacher Guidance Period, Level Assembly and Class Meeting.

The school also promotes the notion of  Environment as the third teacher  and makes use of all available spaces in the school, for example, classrooms and canteen to display students’ work and put up learning resources.  

       iv)    Assessment

Assessment of Learning is a critical process of teaching and learning. The information gathered from assessment is used to provide feedback to the teachers who in turn communicate areas for improvement to the students.  The school adopts holistic and formative assessment practices that provide information on how well students have performed and provide timely feedback to improve learning. 

       v)     Learning Content

The school selects relevant and meaningful  L earning Content that makes learning authentic for the students.  Emphasis is placed on the values, skills and attitudes that our students can learn through the various disciplines.

[1] http://www.rbteach.com/rbteach2/teach.html

[2] http://www.moe.gov.sg/media/press/2008/01/more-support-for-schools-teach.php#annex-b

[3] http://www.visiblethinkingpz.org/VisibleThinking_html_files/02_GettingStarted/02a_GettingStarted.html

[4] http://www.caroltomlinson.com/

[5] http://www.kaganonline.com/free_articles/research_and_rationale/increase_achievement.php

[6] http://www.iirp.edu/what-is-restorative-practices.php


3 Learning Phases

All students in Jing Shan will experience learning in 3 phases - ‘Exposure’, ‘Experiential’ and ‘Extension’ phases, over the course of their six years with the school. 



Exposure: P1 & P2 Experiential: P3 to P4 Extension: P5 & P6
Focus Cognitive Strong foundation in literacy and numeracy Inquiry Learning Authenticity and  Application of Learning
Socio-Emotional Self  Management
Self Awareness
Relationship  Management
Social Awareness
Responsible Decision Making
(SEL framework)
 Moral Head - Knowing the Good 
(moral knowledge)
Heart - Desiring the Good
(Moral feeling) 
 Hand - Doing the Good
(Moral Action)
 Support and Structures
  • Learning Needs Identification 
  • Talent Identification and Development 
  • Leadership Development 
  • ICT enabled environment 
  • Student well-being programmes
 Role of the teacher
  • Nurturing the child 
  • Role modelling 
  • Making meaning of learning for students 
  • Connecting knowledge to application 
  • Facilitating learning 
  • Mentoring for holistic development
 Signature Programmes
  • Programme for Active Learning 
  • Learning Support Programmes in English and Mathematics 
  • Niche Programme in Pottery and Visual Arts
  • Seamless Learning and Visible Thinking in Science 
  • Philosophy for Children 
  • Literature Programme 
  • Learning Support Programmes in English and Mathematics 
  • Project work 
  • Niche Programme in Pottery and Visual Arts 
  • Overseas trips to Malacca and Chengdu 
  • STAR Programme 
  • Education and Career Guidance 
  • Sexuality Education 
  • Project work 
  • Niche Programme in Pottery and Visual Arts




Customisation of curriculum for different learning needs


The school identifies the various segments of pupils according to their ability based on academic performance and demonstrated strengths. The curriculum is customised for the different segments of pupils through the Support-Strive-Stretch (3S) Programme in each academic area.

Support (for low progressing pupils) – Support strategies aim to level up our low progressing pupils with the requisite knowledge and skills for each subject through smaller class size and special programmes focusing on critical skills. These programmes include Learning Support Programme in English and Math at Lower Primary, School-Based Dyslexia Programme and Reading Remediation Programme in Middle Primary, and additional classes for identified pupils in Upper Primary.

Strive (for all) – Strive strategies focus on providing pupils with a holistic experience in the learning of the subject, either as part of curriculum or as enrichment.

Stretch (for high progressing pupils) – Stretch strategies emphasize the provision of learning opportunities to stretch pupils who are more able. Such strategies include banded class arrangements and extension assignments for these pupils, as well as special programmes designed by the school. These programmes are sometimes developed in collaboration with key stakeholders to provide the best developmental opportunities to our pupils. Some examples include Chinese Speech & Drama and Bilingual Classes, English Literature Programme, Math and Science Olympiad Training, and competition training and exposure for identified pupils.

Please refer to the individual department webpages for more details.