The Curriculum aims to produce more independent thinkers and problem-solvers. We aim to provide a well-balanced, planned programmed of teaching with learning tailored to each individual child. In doing so, we support every pupil in realizing their full potential, helping them to become happy, confident, well-rounded individuals.The Curriculum has been developed to incorporate the thinking school mission, ASCD Whole Child Tenets and the OECD Learning Compass 2030 Framework for an Inclusive World.
Books have been carefully selected keeping Learning Objectives aligned with the National Curriculum of Pakistan. Our Academic team comprising of Subject Specialists have carried out a comparative analysis of the content available in Pakistan by local and foreign publishers, and have chosen top of the line textbooks.The Curriculum is designed in a manner that will weave around the books compelling the child to think, experiment, apply and conclude.
Key Features of The Thinking School:
The Thinking School Montessori – prepared environment contains many places for children to learn and play, in many different ways: by themselves, in pairs, in small groups, in large groups, inside, outside, at tables, on the floor.A Child-Centered Environment: All items in the environment are scaled to the child’s size, including furniture, shelves, utensils, washrooms, cleaning implements and the Montessori materials themselves. The focus of activity in the Montessori setting is on children’s learning, not on teachers’ teaching. Generally students will work individually or in small, self-selected groups. There will be very few whole group lessons.A Responsive Prepared Environment: The environment should be designed to meet the needs, interests, abilities, and development of the children in the class.There is no focal center to the classroom; this reflects that the teacher is not the focus of the children’s attention, but that they are all one community together. Bright and attractive colors, natural materials, fascinating cultural objects and interesting pictures on the wall all offer the children complex sensory and intellectual experiences. When children first enter a Montessori environment, there is an immediate and touching moment when they realize that this place is for them. A Focus on Individual Progress and Development: Within a Montessori program, children progress at their own pace, moving on to the next step in each area of learning as they are ready. Children move freely throughout the environment, choosing activities that interest them, or working with the teacher, individually, or in small groups. Their movement is unrestricted by the teacher unless it endangers themselves, other people, or their surroundings. Outdoor environments are important in Montessori schools, and offer opportunities to engage with the natural world.
Pedagogically, there are a lot of good reasons to integrate robotics into our classes, particularly as the cornerstone of a project-based-learning curriculum.In the Montessori early childhood classroom, the use of robotic manipulatives is consistent with other types of Montessori materials. Robotic manipulatives allow children to participate in creative explorations, develop fine motor skills and hand-eye coordination, and engage in collaboration and teamwork .Just like traditional Montessori manipulatives, such as pattern blocks and beads, educational robotics kits can help children develop a stronger understanding of mathematical concepts such as number, size, and shape.
Generally, in other schools, homework is given to gauge whether a child has understood a particular lesson. This is necessary when a teacher gives a lesson to twenty or thirty students at a time.Our teachers work with children individually or in groups of three or four students and Montessori materials are designed to be self-correcting. These two factors combined ensure that the teacher is completely in touch with the child’s individual comprehension of work and on-going requirements and therefore, homework is generally not necessary.However, homework, in a Montessori sense, is work that the child does at home as an extension of his or her own interests. This work should be meaningful and of high interest to the child; it should have a purpose.Homework can include a variety of activities, including household chores. It can help the child develop language skills, cultural awareness, make mathematics a real part of the home environment, and give the child a voice in family decisions. This is usually in the form of a project to be completed over a period of time. In order to be successful with homework children need to be organized with their time, skilled at prioritizing and able to focus. Because the Montessori environment utilizes these same skills on a daily basis, the child, if able to exercise these skills at school, should be well equipped to manage their homework.No education system can be successful in preparing children for a place in society without parental support. Education is, in fact, a cooperative effort that begins at home and is supplemented by the school. For these reasons it is assumed and expected that parents take an active part in choosing homework, or home activities, appropriate for the child.