Paragon International School, Cambodia seeks to Educate, Empower and Enrich i.e mentally, physically, socially and emotionally, the local and international students who stride through its gates each day. 

We recognise the tremendous honor and privilege we have at hand – to transform impressionable young minds to knowledgeable, skilled, mature, responsible, wise, compassionate, and caring upstanding citizens who contribute to the communities they find themselves in, wherever life’s journey may take them now or in the future.

To this end, as educators, we thrive to provide high quality learning experiences to our students. 

The following is the collective agreement (Primary and Secondary Campus) on the definition of high quality learning and what it looks like in our institute.

  1. Students understand what they are learning, the process for learning and how their learning is progressing.
    • A system in place to differentiate learning, continuity, monitor and feedback to students about their learning outcomes.
  1. Teachers and students collaboratively identify barriers to learning and progressively work on removing and/or overcoming these barriers through monitoring and feedback.
  1. Students see the connection between what they already know, what they are about to learn and feel that the work they are doing has value as they progress up in grades and for their post-school life.
    • The facilitation of club activities enhances the learning experiences, social interactions and life skills
  1. Students have opportunities to take initiative towards their own learning, stretch their thinking through asking questions, contribute to the learning process by challenging them to what they discovered, and connect learning to different subject areas.
  1. Students are exposed to a variety of ways in which they are assessed i.e for work done independently and in groups.
  1. Students are explicitly guided on the process of group work and are guided on how to get better at working within groups to achieve a desired outcome.
    • Teachers use different success criteria to create different groups and for different purposes
  2. Students’ wellbeing is paramount; an emphasis on students’ voices and positive teacher-student relationships.
    • Students are actively and purposefully engaged with issues and activities that they regard as important
  1. Opportunities are created for students to relate issues in the curriculum to societies – locally, through ethnicity, internationally and to their own personal lives.
  1. Learning opportunities are created to enable students to become knowledgeable citizens who have problem-solving skills, and good interpersonal skills for collaborative endeavors.
    • Students appreciate, respect and care for the concern, views and feelings of others.
  1. The teacher’s role shifts beyond that of an all knowing provider / controller of learning to that of facilitator of learning.
    • Parents and students are actively engaged in the learning process; a tripartite partnership towards academic success and wellbeing