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Teaching and Learning

This framework guides us in the planning, implementation and evaluation of our teaching and learning processes and programmes, as well as learning activities that take place within and beyond the classroom.

At the core of the framework is our distinctive AI3R (Authentic, Interactive, Independent, Integrated, Reflective) learning experience, which seeks to maximize student engagement.

(i) Authentic Learning Authentic learning involves the use of authentic materials (e.g. newspaper articles, websites), including references to real-life scenarios (cited from various sources) and settings / environments and the connections therein.
(ii) Interactive Learning 4-way communication:
  • Teacher-Student
  • Student-Teacher
  • Student-Student
  • Student-Interactive Media
(iii) Independent Learning Self-directed and autonomous learning allows students to make decisions independently, thus becoming capable, self-reliant and self-motivated learners.
(iv) Integrated Learning Learning activities that involve the infusion of skills and knowledge across more than 1 subject area and/or topic.
(v) Reflective Learning An intentional approach that tracks the progress or experiences of the learner, with the aim of enabling the learner to extrapolate and apply these learning in life. The format of “What? So What? Now What?”, adapted from Borton’s Framework, will be adopted.

  1. Real-World Learning Content consists of real, rich, complex ideas and materials, which are centred around authentic, real-world problems, applications and projects that are frequently found outside the school context. Learning becomes highly engaging as students can see the usefulness of what they are learning and when they can use relevant information to do something that has an impact on others.
  2. A range of Learner-Centred Pedagogies is used to develop learners who take ownership of their learning and for maximal engagement through the AI 3 R experiences.
  3. Assessment is integral to the learning process and must be closely aligned to curriculum objectives, content and pedagogy. Balanced Assessment consists of Formative Assessment (AfL), Summative Assessment (AoL), as well as alternative modes of assessment that are used to provide useful feedback to both learners and teachers. 

Staff Workshop 2016