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Teaching & Learning

Philosophy

Our teachers’ beliefs about our students influence the way they interact with them, which in turn influence how our students perceive themselves and relate to others, their attitude towards school and their sense of self-worth.

The fundamental value underguiding our teachers’ beliefs is the care for our students. When we care for our students we affirm their self-worth, assure them that they are important to us, and commit ourselves to helping them ride the crest of personal transformation and improvement. Our teachers also embrace a growth mindset towards teaching our students by setting high, realistic expectations. With hard work and perseverance and support from the teachers, our students will be able to succeed.

Five fundamental beliefs of our teachers are:
Belief 1:
EVERY Crestan matters.
We will create a culture of care for every student to develop holistically and to grow in character.
Belief 2:
EVERY Crestan can learn.
We will engage and challenge every student in learning by providing a safe and conducive school learning environment.
Belief 3:
EVERY Crestan has unique strengths and talents.
We will help every student discover his/her strengths and talents and to reach his/her fullest potential.
Belief 4:
EVERY Crestan can succeed.
We will motivate and support every student to succeed in his/her strengths and talents.
Belief 5:
EVERY Crestan can make a difference in the community.
We will provide opportunities for every student to contribute to the community in meaningful ways.

Crest Teachers’ Approach

Our teachers are guided by Four Guiding Principles in their curricular and pedagogical practices, with the aim of engaging the Crestan in learning:

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a. Guiding Principle One: Customisation
Our teachers customize the curriculum to cater to our students’ learning needs and interests and learning styles, so as to enable them to achieve the learning  outcomes. Every subject (both academic and vocational) has a curriculum framework and curriculum map that detail the curriculum to be taught, including integration with other subjects, as well as learning plans that incorporate teaching strategies, learning resources and assessment tasks.  Important theories of teaching and learning used as references are:
  • Experiential Learning
  • Multiple Intelligences
  • Learning Styles
  • Differentiated Instruction

b. Guiding Principle Two: Scaffolding
Our teachers hold a growth mindset in their teaching approach. They believe that our students can improve when they apply effort in their learning, use effective strategies to support and challenge their learning, and encourage them to embrace setbacks as opportunities for learning and for growth. In the process, our teachers strengthen our students’ self-worth and resilience. In delivering the learning plan, our teachers encourage our students not to be intimidated by new learning. They scaffold their learning by building on their prior knowledge and equipping them for learning new skills and knowledge.   

c. Guiding Principle Three: Experience
Our teachers design authentic learning experiences by incorporating learning content that is meaningful, relevant and connected to the real-world. To engage our students in learning, our teachers work collaboratively across departments to integrate skills and knowledge so as to provide immersive learning experiences that are real-world relevant and supported by the school’s well-resourced teaching facilities. We also extend our students’ learning beyond the school by partnering the industry to provide opportunities for them to embark on job attachments, internships, mentorships and learning journeys.  
 
d. Guiding Principle Four: Assessment
Our teachers assess students in meaningful ways that support their learning. They deploy both summative and formative assessment modes to yield meaningful snap-shots of their progress in learning. Practical assessment, in particular, is used to scaffold students’ skills learning and enable them to achieve mastery. They also provide high-quality feedback that is timely and specific to enable them to make further improvements.