High quality learning
CLIP believes that High-Quality Learning (HQL) is the outcome and the process by which: students will continuously improve and deepen their understandings, knowledge and competencies; their achievements are celebrated; and supported by teaching and learning practices and habits.
The different sections of the HQL wheel are interdependent, complementary and represent the four facets for high-quality learning at CLIP: pathways for learning, approaches to learning, reflection on learning and communities for learning.
CLIP strongly believes that learning is enriched by diverse intercultural perspectives and all students are encouraged to embrace and critically evaluate ideas from divergent beliefs in order to construct their own evaluation of personal, local and global issues.
The many co-curricular and service-learning offerings that CLIP provides to its students, also aim at make connections, grow understanding of the world beyond the school, including the reality of the job market, and ecological and social issues.
Student centred teaching
To support High-Quality Learning, teachers are also encouraged to use a diverse range of teaching strategies aligned with our Pedagogical Principles, which will:
- place students at the centre of the learning process
- naturally result in differentiation
- cater for a very wide range
Concept based inquiry
At the heart of CLIP’s Guiding Statements, in line with the definition of High-Quality Learning and leveraged on our CLIP21 competencies framework, students develop understanding, knowledge and skills through conceptual thinking.
Throughout our curriculum (Pre-kindergarten to Form 12) and by using a wide range of teaching methodologies, students are able to make connections, organise ideas and transfer knowledge to new and real-life situations in light of overarching and underpinning concepts.
The highlight of Concept-Based Inquiry for CLIP occurs in once a year, over two to three weeks, where students from Pre-Kindergarten to Form 9 deepen their understanding, analyse and evaluate interdisciplinary knowledge around one unifying concept and apply it to find solutions to local and global issues.