Learn2Learn: Comprehensive School Partnership Program

We at S2S believe that the key role of schooling is to provide a conducive environment in which every child constructs their own knowledge. Learning is most effective when students become active knowledge creators instead of passive knowledge consumers. Our goal is to inspire students to be independent thinkers and learners.

Learn2Learn is our customised, year-on-year program for doing this across a whole school. We help teachers bring active, inquiry- and discovery-based learning into their classrooms while teaching their prescribed syllabus within their regular schedule, in line with the National Education Policy 2020.

Everything else on our offerings page can be taken on its own. Learn2Learn is several parts of it taken together, with the assessment and leadership work included, for schools that resonate with this philosophy and want the whole of it. Most schools that stay with us end up here.

We acknowledge the time constraints of teachers and the support they need to bring a constructivist, student-centric experience into their classrooms. A workshop on its own rarely changes what happens the following week; what does is someone alongside the teacher, every fortnight, who has already thought about the chapter they are about to teach. Through Learn2Learn we engage with everyone involved in a child's learning and work on every aspect of classroom implementation, so that it happens smoothly and lasts.

The aim is to make the teaching and learning experiences of teachers and students more meaningful, joyful and enriching.

Learn2Learn brings together four pillars, each with its own page: curriculum, assessment, teacher mentoring, and leadership and culture.

In the classroom, the program runs as a repeating cycle, one chapter at a time, through the year.

The year opens with an intense orientation phase: where the whole cycle is experienced once and the year is planned. It is combined with a goal setting cum action plan session with management, teachers and coordinators on the role each plays in the learning process. After that comes the guided phase, carried by the fortnightly rhythm of teachers' circles, mentoring meetings and classroom visits, in which the program gradually becomes teacher-driven.

Over the years we hope to develop not just conceptual understanding among students but their higher-order skills too. That asks for an attitudinal change among teachers and schools, which is a gradual process that succeeds only with the whole-hearted dedication of everyone involved. So we suggest a school runs Learn2Learn for at least three to four consecutive years. Our aim is not only to assist teachers but gradually to empower them to design and independently implement their own topics in the constructivist pedagogy, with a pool of mentor teachers who can carry it without us in the room.

Schools take Learn2Learn at one of three depths, and each one includes everything in the one before it. It is scoped to your teacher numbers and grade bands.

Learn2Learn is taken per subject, so a school can start with Maths and Science and add subjects later, or start with one grade band. How much of it a school takes on in a given year, and for how many teachers and grades, is scoped together with the school and set out in the proposal. Most schools begin with the curriculum and teacher mentoring work. From year two we deepen it: assessment inside your own cycle, and the approach settled into school culture.

Where a school wants to see how this feels before committing, Dialogue on Learning workshops, student clubs and Ponderbooks are the usual first steps, and each of them becomes part of Learn2Learn when the school is ready.

We measure the same dimensions on both sides of the classroom. When a teacher starts asking more and telling less, it builds learners' competencies.