Did you know that Jing Shan Primary School describes its pupils as Thriving Explorers and Mindful Leaders?
That phrase sounds simple.
But it contains a surprisingly complete model of learning.
An explorer is curious enough to move.
A thriving learner has the resilience and wellbeing to keep going.
A mindful leader notices both self and others.
Jing Shan’s current curriculum architecture builds those qualities deliberately. Its Green Explorers Applied Learning Programme develops eco-stewardship through sustainability. Flourish @ JS develops character strengths, mindfulness and gratitude. Design Education develops creative, collaborative problem solving through making. The school’s BRIGHT values and MARC learning dispositions give pupils a common language for character and performance.
So what is so awesome about Jing Shan Primary School?
It is the coherence.
Independent eduKateSG profile checked on 4 October 2026. This is not a ranking or school-endorsed publication. Programme details can change; families should use current school and MOE information for cohort-specific decisions.
The Quick Answer: What Makes Jing Shan Primary School Stand Out?
- A future-ready school vision. “Thriving Explorers, Mindful Leaders.”
- Green Explorers @ JS makes sustainability a whole-school idea. Conservation, Sustainable Living, Resilient Future and Greening Our Home are the four themes.
- Flourish @ JS develops character and wellbeing together. Character strengths, mindfulness and gratitude are central.
- Design Education gives pupils maker-style experiences. Creativity, collaboration and real-world problem solving are developed through making.
- BRIGHT gives values a memorable structure. Bravery, Responsibility, Integrity and Inventiveness, Gratitude, Humility and Tenacity.
- The current school carries merged heritage. Today’s Jing Shan Primary was formed in 2019 through the merger of Da Qiao Primary and the former Jing Shan Primary.
Did You Know? Today’s Jing Shan Was Formed in 2019
The current Jing Shan Primary School was formed in 2019 through the merger of Da Qiao Primary School and the former Jing Shan Primary School.
That matters because a merged school has to do more than combine enrolment.
It has to build a new culture.
Jing Shan’s post-merger milestones show this clearly.
In 2019, the school established the vision “Thriving Explorers, Mindful Leaders” and the MARC learning dispositions.
In 2020 came the BRIGHT values, the school motto, the Total Curriculum Framework, refreshed ALP and LLP, and Design Education.
That is not just a merger.
It is a redesign.
Thriving Explorers, Mindful Leaders
Jing Shan’s vision is “Thriving Explorers, Mindful Leaders.”
The phrase is powerful because it balances movement with awareness.
Exploration encourages curiosity.
Thriving protects wellbeing.
Mindfulness slows impulsive decision-making.
Leadership turns personal growth outward.
MARC: Learning Dispositions That Travel Across Subjects
Jing Shan’s learning dispositions are MARC:
- M — Motivation
- A — Appreciation
- R — Resilience
- C — Creativity
These are useful because they are not tied to one subject.
Motivation matters in Mathematics.
Appreciation matters in Literature and Social Studies.
Resilience matters when Science experiments fail.
Creativity matters in design, writing and problem solving.
The content changes.
The dispositions remain useful.
BRIGHT: Values That Build the Learner
The school’s BRIGHT values are:
- Bravery
- Responsibility
- Integrity and Inventiveness
- Gratitude
- Humility
- Tenacity
Again, these work well because they can guide real moments.
Bravery matters when a child attempts something unfamiliar.
Humility matters when feedback shows the first idea was wrong.
Tenacity matters when the work is still not finished.
Inventiveness matters when the obvious method fails.
Green Explorers @ JS: Sustainability as Applied Learning
Jing Shan’s Applied Learning Programme is Green Explorers @ JS.
The programme develops eco-stewards through four themes:
- Conservation
- Sustainable Living
- Resilient Future
- Greening Our Home
The school integrates sustainability across curriculum, campus infrastructure, school culture and community partnerships.
That is important because sustainability is not one lesson.
It is a system.
Teach, Embed, Live
Jing Shan describes the eco-stewardship approach through three verbs: Teach, Embed and Live.
Teach gives pupils the concepts.
Embed connects them to different parts of school life.
Live asks pupils to practise the behaviours.
This is excellent curriculum design.
Knowledge becomes stronger when it survives contact with everyday behaviour.
Flourish @ JS: Character Strengths, Mindfulness and Gratitude
Jing Shan’s Learning for Life Programme is Flourish @ JS: Character Strengths, Mindfulness and Gratitude in Action.
The title is important.
Flourishing is not the same as constant happiness.
A thriving learner still encounters difficulty.
But the learner has tools for responding to difficulty.
Character strengths help with action.
Mindfulness helps with awareness.
Gratitude helps with perspective.
Why Wellbeing and Performance Should Not Be Separated
Jing Shan’s curriculum explicitly broadens the definition of success beyond marks and grades.
This does not make academic performance unimportant.
It recognises that performance depends on the learner’s machinery.
A child who cannot recover from stress learns differently.
A child who lacks motivation uses the same lesson differently.
A child who is emotionally overloaded has less capacity available for difficult thinking.
Wellbeing is therefore part of the learning system.
Design Education @ JS: Make, Test, Improve
Design Education @ JS was established as a signature programme in 2020 with a strong focus on Maker Education.
Maker-style learning is valuable because an idea has to become physical.
Once it becomes physical, the weaknesses become visible.
The bridge bends.
The model tips over.
The mechanism jams.
Reality provides feedback.
Then the learner improves the design.
An eduKateSG Example: Designing a Cooler Classroom
The following is an eduKateSG illustration, not a documented Jing Shan lesson.
Imagine pupils are asked to reduce heat in one classroom corner.
Science investigates heat transfer and materials.
Mathematics compares temperature data.
Design Education develops possible interventions.
Green Explorers connects the problem to sustainability.
English helps pupils explain the proposed solution.
Reflection asks what should change after testing.
That is connected learning.
A School-Within-School Model Across Six Years
Jing Shan’s school narrative organises the six primary years into three developmental stages:
- Lower School, Primary 1–2: Grow and Be Present
- Middle School, Primary 3–4: Strive and Be Centred
- Upper School, Primary 5–6: Flourish and Be Grateful
This is a thoughtful structure because a seven-year-old and a twelve-year-old should not receive the same developmental load.
The student changes.
The system should change with the student.
Every JingShanite a Leader and a Peer Supporter
Jing Shan established its student leadership approach in 2021 around the idea that every student can take on leadership and peer-support roles.
This is significant because leadership is not restricted to a small board of title-holders.
Leadership becomes a developmental experience.
A child can practise responsibility before receiving a major title.
Inclusion Through Partnership
In 2025, Jing Shan established a school partnership with APSN Chaoyang School.
This GenEd-SPED partnership is another meaningful part of the school’s current story.
Inclusion grows stronger when children have authentic opportunities to interact, understand difference and build empathy.
Those are not abstract values.
They are social capabilities.
What Families Can Borrow From Jing Shan’s Learning Design
- Teach dispositions, not only content. Motivation, resilience and creativity affect how knowledge is used.
- Build sustainability into daily behaviour. “Teach, Embed, Live” is a useful family model too.
- Use making to reveal thinking. Models and prototypes produce honest feedback.
- Connect wellbeing to learning. Emotional capacity affects cognitive capacity.
- Adjust expectations by developmental stage. Children need different challenges at different ages.
- Give every child leadership practice. Responsibility can begin before formal titles.
How Jing Shan Primary School Connects to the eduKateSG Singapore Graph
Jing Shan Primary School is at 5 Ang Mo Kio Street 52, Singapore 569228, with Ang Mo Kio MRT listed as the nearest MRT station.
- Awesome Schools in Ang Mo Kio
- History of Education in Singapore | An Atlas of Schools, Towns, Subjects and Learning
- Why Singaporeans Love Ang Mo Kio
- Singapore Area Learning Article Index
Frequently Asked Questions
Where is Jing Shan Primary School?
The school is at 5 Ang Mo Kio Street 52, Singapore 569228.
What is Green Explorers @ JS?
It is Jing Shan’s Applied Learning Programme in sustainability, built around Conservation, Sustainable Living, Resilient Future and Greening Our Home.
What is Flourish @ JS?
It is the school’s Learning for Life Programme, developing character strengths, mindfulness and gratitude in action.
What are the BRIGHT values?
Bravery, Responsibility, Integrity and Inventiveness, Gratitude, Humility and Tenacity.
Official References Checked for the 2026–2027 Edition
- Jing Shan Primary School — Our School History
- Jing Shan Primary School — The JS Curriculum Experience
- Jing Shan Primary School — Our School Narrative
- Jing Shan Primary School — Green Explorers @ JS
- Jing Shan Primary School — Student Development
- Jing Shan Primary School — Contact Us
So, What Is So Awesome About Jing Shan Primary School?
It is the balance.
Explore, but stay mindful.
Strive, but protect wellbeing.
Create, but stay responsible.
Lead, but remain grateful.
Did you know that this may be one of the healthiest ways to define future-readiness?
2026 Current Programme Deep Dive — Jing Shan Primary School
Thriving Explorers, Mindful Leaders
Jing Shan Primary’s current vision is to develop Thriving Explorers and Mindful Leaders.
The phrase joins curiosity with self-regulation. A pupil should be willing to explore an unfamiliar problem while learning to pause, reflect and make responsible choices.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
JS Learning Dispositions
The current learning dispositions are Motivation, Appreciation, Resilience and Creativity.
These become useful when they can be observed in behaviour: beginning a difficult task, noticing another perspective, changing strategy after failure and generating more than one possible solution.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
JS BRIGHT Values
The current JS BRIGHT Values are Bravery, Responsibility, Integrity, Inventiveness, Gratitude, Humility and Tenacity.
Values matter most when the easier choice is tempting. Integrity becomes visible when a pupil admits an error; humility appears when a capable learner accepts correction.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Strengths-Based Approach
Jing Shan’s Total Curriculum explicitly uses a strengths-based approach.
A strengths-based school does not ignore weakness. It identifies what engages the learner and uses those resources while still teaching missing skills directly. Strength becomes a bridge into difficulty rather than a reason to avoid it.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Total Curriculum Framework
The Total Curriculum connects Subject Learning and Student Development Experiences.
This gives the school a coherent way to treat academic knowledge, wellbeing, dispositions and leadership as interacting parts of one six-year journey rather than unrelated programmes.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
School-Within-School Model
The current curriculum groups development into Lower School, Middle School and Upper School stages with age-appropriate focuses.
Lower School grows and is present; Middle School strives and becomes centred; Upper School flourishes and becomes grateful. The progression helps families ask what independence should look like at each stage.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Empathetic Communicator
English is framed around becoming an empathetic communicator.
That means listening and audience awareness belong beside grammar, vocabulary and writing. A strong communicator can understand another viewpoint without automatically agreeing with it.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Original English example
A pupil writes, ‘The character was angry because he was a bad person.’
A stronger response points to textual evidence, explains a possible motive and separates inference from judgement. Empathy improves interpretation because the learner has to consider context.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Resilient Mathematical Problem-Solver
Mathematics is framed around resilient problem solving and awareness of thinking processes.
Resilience should include strategy change. Repeating the same failed method for twenty minutes is not necessarily productive persistence.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Original Mathematics example
A pupil models 36 divided by 4 as four equal groups of nine and then reverses the relationship as four times nine equals 36.
Moving in both directions shows structural understanding. The learner is less dependent on recognising one familiar question form.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Curious Young Scientist
Science develops curiosity, inquiry skills and care for living things and the environment.
Scientific curiosity should lead to questions that can be investigated and conclusions that stay within the evidence rather than quick certainty.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Original Science example
Imagine two identical containers with equal starting water volume placed under different supervised conditions.
If one loses more water, the learner should identify possible variables before explaining why. Good Science makes the conditions visible.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Imaginative Artist
Art encourages imaginative expression, observation and connection between personal experience and the wider world.
Art becomes rigorous when pupils can explain why they chose a material, colour, line or composition and how that choice affects the viewer.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Expressive Musician
Music develops performance, creation, appreciation and understanding of musical elements.
A pupil who can explain how tempo, dynamics or texture changes the effect of a piece is learning to hear and create intentionally.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Active Citizen
Social Studies frames the successful learner as an active citizen who values diversity and contributes thoughtfully.
Citizenship is not only factual knowledge. It includes perspective-taking, respectful discussion and willingness to contribute to shared life.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
JS Cycle of Learning
The current JS Cycle of Learning links learning outcomes, learning experiences, checkpoints and reports.
This makes learning a visible sequence: know the goal, experience the task, gather evidence and reflect on progress.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Triangulation of Evidence
Jing Shan uses work samples, classroom conversations and learning behaviours as complementary evidence.
A single test compresses learning. Triangulation can reveal understanding, communication and dispositions that one score may miss.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Feedback for Improvement
Current learning reports use teacher feedback, rubrics, checklists, peer feedback and self-reflection.
Feedback becomes useful only when the pupil can act on it. The best comment identifies a change that can be attempted in the next piece of work.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Green Explorers @ JS
The current ALP develops eco-stewards through Conservation, Sustainable Living, Resilient Future and Greening Our Home.
Sustainability is embedded across curriculum, campus, culture and community so environmental learning becomes a system rather than a one-day campaign.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Teach, Embed, Live
Green Explorers uses a Teach, Embed and Live approach.
Teach develops knowledge, Embed connects it across subjects and routines, and Live asks pupils to practise sustainable habits. Knowledge and action are meant to reinforce one another.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Circular Economy Thinking
The ALP is anchored in circular-economy knowledge and sustainability concepts.
Pupils learn that waste can sometimes become an input to another process and that resource use should be examined across a whole system rather than only at disposal.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Farm-to-Table Initiative
The current Green Explorers programme includes a farm-to-table initiative using hydroponics and engagement with canteen vendors.
This is valuable because pupils see food resilience as a real system involving user needs, growing conditions, harvest and community use rather than an abstract diagram.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Food Waste Composting
The current programme also includes food-waste recycling and composting.
Pupils can connect waste reduction with measurement and responsibility. Weighing compost or observing waste patterns can turn environmental concern into evidence.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Original Sustainability Example
Imagine a class notices one reusable material is often discarded.
Before launching a campaign, pupils observe where confusion occurs, redesign the collection process and compare the error rate. Action follows diagnosis.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Design Education
Jing Shan’s Design Education develops creative, collaborative pupils through hands-on making and real-world problem solving.
A good design should be useful to someone and responsive to constraints. A simpler revised idea may be stronger than an elaborate first prototype.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Maker Education
The school history identifies a strong Maker Education focus inside Design Education.
Making becomes educational when pupils plan, build, test and revise. The learner should be able to explain why the design changed.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Flourish @ JS
The current LLP develops Character Strengths, Mindfulness and Gratitude in Action.
The programme treats wellbeing as something pupils can practise. Character strengths provide resources, mindfulness supports regulation and gratitude connects the learner to relationships and contribution.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
PERMA+V
The Thriving JingShanites Framework uses Positive emotions, Engagement, Relationships, Meaning, Accomplishment and Vitality.
Wellbeing is therefore broader than happiness. Healthy habits, purposeful activity, connection and growth all support the pupil’s capacity to learn.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Mindfulness
Mindfulness appears across the current school curriculum.
For a Primary pupil, it can be practical: notice an emotion, pause, breathe and bring attention back to the current task. It is a regulation skill, not an escape from responsibility.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Wonders of Wellbeing
The current 2026 Wonders of Wellbeing programme helps pupils identify emotions, recognise body signals, manage stress and know where to seek help.
Tools such as the Feelings Thermometer, Feelings Wheel, breathing strategies and the Thoughts-Feelings-Behaviour cycle give pupils language for experiences that might otherwise feel confusing.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Gratitude in Action
Gratitude is embedded as a way of life rather than a one-off reflection.
A meaningful gratitude response names what another person contributed and can lead to appreciation, service or more thoughtful behaviour.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Growth Mindset
Growth Mindset appears in the Accomplishment domain of the wellbeing framework.
It should not be reduced to ‘try harder’. Pupils need strategies, feedback and a specific next step that makes effort more productive.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Every JingShanite a Leader
The school established Every JingShanite a Leader and Peer Supporter, moving away from a traditional Prefectorial Board.
This broadens leadership beyond a small elected group. Every pupil can practise responsibility, peer support and age-appropriate influence.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Peer Support
Peer support develops empathy, inclusion and relational responsibility.
A pupil can listen and help a classmate join an activity, but should also know when a concern is too serious for a child to manage alone and requires a trusted adult.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
GenEd-SPED Partnership
The school history records a 2025 partnership with APSN Chaoyang School.
A GenEd-SPED partnership can deepen understanding of inclusion when interaction is respectful and reciprocal. Inclusion is strongest when pupils recognise different strengths without reducing another learner to a diagnosis.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Physical Education Progression
The current PE curriculum moves pupils from fundamental movement towards more complex games, strategy, teamwork and sportsmanship.
By Upper Primary, pupils are expected to transfer skills across activities. Physical learning therefore develops adaptability as well as fitness.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Success Beyond Marks
Jing Shan’s current framework gives families several forms of evidence beyond marks: subject identities, learning dispositions, work samples, classroom conversations, learning behaviours, reflection and wellbeing.
A pupil can improve in ways that one score does not fully capture: asking a better question, recovering after feedback, including a peer, explaining a Mathematics relationship or choosing a healthier response to stress.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
Transfer Across Subjects
The most convincing evidence of learning is transfer.
If a pupil learns to compare evidence in Science, the same habit should strengthen Social Studies. If a pupil learns to revise a prototype in Design Education, the same willingness to revise should appear in writing. Portable habits turn programmes into durable capability.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
School Fit in Ang Mo Kio
Jing Shan combines sustainability, design, strengths-based learning, wellbeing and broad leadership.
Families should consider whether this integrated approach fits the child’s needs, commute, student-care arrangements, CCA interests and the family’s ability to sustain a balanced weekly rhythm.
For families, look for transfer and progression. Ask what the pupil first experiences, how the task becomes more demanding, how feedback changes the work and whether the same disposition appears in another subject. A programme becomes powerful when its habits travel.
A brief home reflection can ask for one strength used, one difficulty encountered and one strategy changed. This keeps the conversation aligned with Jing Shan’s strengths-based and growth-oriented approach.
A six-week family sample
Week 1: identify one current strength and one area where that strength could help with a difficult task.
Week 2: separate an observation, an interpretation and a question in a Science or everyday situation.
Week 3: choose a simple sustainability problem and define it before designing a solution.
Week 4: pause before a frustrating task, name the emotion and choose one next strategy.
Week 5: give one piece of peer feedback that is specific enough for another person to act on.
Week 6: compare two pieces of work and identify evidence of growth rather than relying only on the final score.
This is not a replacement curriculum. It makes strengths, wellbeing, inquiry, design and leadership visible enough for a useful family conversation.
Support and diagnostic teaching
A strengths-based approach still needs precise support. A creative thinker can have a reading gap; a resilient child can use an ineffective Mathematics strategy. Support should identify the unstable process without erasing the learner’s strengths.
For eduKate’s separate diagnostic teaching method—locating the first unstable step, rebuilding it clearly and checking transfer—see the Clementi Mathematics teaching benchmark. It describes eduKate tuition methodology, not Jing Shan Primary provision.
Ang Mo Kio context
For the current planning-area comparison, continue with Awesome Schools in Ang Mo Kio. Jing Shan’s Green Explorers, Design Education, Flourish and whole-school leadership identity should be compared on its own terms.
2026 Official References
- Jing Shan Primary School — School Narrative
- Jing Shan Primary School — JS Curriculum Experience
- Jing Shan Primary School — Student Development
- Jing Shan Primary School — Green Explorers ALP
- Jing Shan Primary School — Wonders of Wellbeing
- Jing Shan Primary School — History and Programme Milestones
2026 Update: What Is So Awesome About Jing Shan Primary School?
It is the way the school treats academic learning, dispositions and wellbeing as one connected curriculum.
Explore with curiosity. Notice strengths. Make and revise. Care for the environment. Pause before reacting. Support a peer. Then grow into a mindful leader whose learning habits travel across subjects and situations.