Learn To Think, Think To Learn

Discover how the 'Learn to Think, Think to Learn' movement builds critical and creative thinking skills across all subjects, helping students become confident, lifelong learners.

Last updated 10 July 2026

Programme Objectives

‘Learn to Think, Think to Learn’ is a school-wide movement which aims to develop students into life-long learners by increasing student engagement and deepening understanding of subject content through equipping them with critical and inventive thinking skills.

Overview

Why do we focus on thinking? Firstly, we believe that learning happens as a result of thinking. We need access to students’ thinking so that we can help them improve in their learning. Secondly, we believe that equipping students with the skills and dispositions to think critically and creatively can help them in the world they will grow up into – for example, the increasing polarisation of views and prevalence of fake news.

This infographic highlights the school's Learn to Think, Think to Learn approach. The photo illustrates the various thinking programmes that develop students' critical and creative thinking skills.

Thinking is infused into our total curriculum, be it using thinking routines and Paul’s Elements of Thought to help students think critically through subject content, or in various key curricular programmes such as our ALP and Computational Thinking Enrichment Programme. Thinking enables student agency and voice. When students come to realise that their thinking matters and can have impact, they grow as confident learners, ready for the future.

Poster showing 8 Elements of Thought for critical thinkers, beside a photo of students in yellow uniforms watching a classroom presentation.

A poster displayed in every classroom, and present in every student handbook, to remind students of what critical thinkers think about. (Left) • A student stepping inside Mona Lisa’s shoes during an Art lesson to gain a better understanding of the painting by taking her point of view. (Right)

Handwritten worksheet showing the claim "1ml = 1cm³" with a sketch of a cube labeled "capacity 1ml" and the word "Maybe?"

A written record of a group activity where students attempted to justify a Maths claim by providing logical and evidence-based support.

A for/against brainstorm on paper with sticky notes debating buses versus a new train system for public transport.

Students as a class working through a dilemma in an English lesson by evaluating their options, using the Tug-of-War routine.

Hand-drawn mind map centered on "When do you think you can hear this song?" with colorful student responses branching out.

Students exploring ideas in a music lesson through the use of the Chalk Talk routine, in which all students’ thinking can be made visible for commenting

Mentimeter slide titled "I used to think ... Now I think" showing nine student response cards about sentences and writing.

Students reflecting on how their thinking has changed before and after the lesson.