JSPS Teaching and Learning Framework
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 in our students.
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  and the five dimensions of learning and teaching that contribute to engaged learning in the PETALS TM Framework .
a) The Skillful TeacherIn 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) PedagogyThe 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, Differentiated Instruction and Cooperative Learning 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 LearningThe 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  . 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.
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.
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.
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.