Introduction

The Thinker profile have been developed to incorporate the thinking school mission, ASCD Whole Child Tenets and the OECD Learning Compass 2030 Framework for an Inclusive World. The traits of the Thinker Profile express a set of morals and visions intrinsic for school leaders, teachers, and students. It has been designed to enable a school to support their students throughout their academic years and their smooth transition from school to real world issues and responsibilities. These attributes will be consistent through the Early Years, Primary, Middle and Secondary schools. The Thinking school is a global educational community in which all members share a common commitment to be a keen observer of the happenings of the surrounding. This involves both students and staff learning how to think reflectively, critically and creatively, and employing these skills and techniques in the co-construction of a meaningful curriculum and associated activities. Successful outcomes are reflected in students across a wide range of abilities, demonstrating independent and cooperative learning skills, high levels of achievement and both enjoyment and satisfaction in learning. Benefits will be shown in ways in which all members of the community interact with and show consideration for each other and in the positive psychological well-being of both students and staff. (Burden, 2006).

The intention of the thinker profile

The purpose of Thinker Profile is to build a curriculum keeping in view the traits and morals we aim to inculcate in our students. In a rapidly changing economic world, we not only prepare students for the present but also for the time when these little ones will come out as grown-up responsible adults, who will be analyzing their surroundings and keenly reflecting upon their learning from the early years. We aim to build analytical, thinking, critical and life skills among students through our flexible curriculum which will equip them with skills to make their way successful in this demanding modern world along with respecting the social and global norms, love for the country and become a precious asset to the nation and humanity.

Execution of the thinker profile

We fundamentally believe that educational institutions should work in an organic way, not the mechanical way as trended in the last era of industrialization. In today’s world there is a presence of an abundant flow of information through digital channels, therefore it is essential that the curriculum should be flexible and powerful enough to make the thinkers capable of analyzing and questioning the authenticity of the information.

The curriculum paves the way for the teachers, school leaders and students to nurture the talents and help the thinkers pursue the careers of their interest. As Pakistan’s first whole child school, we believe that every child must be healthy, safe, engaged intellectually, supported and challenged while staying in the premises of our thinking hubs in making their dreams come true. We have talented and enthusiastic adults who are not merely conventional instructors but nevertheless act as facilitators, encouraging the students to pursue their goals.

Every teacher of The Thinking School is trained and certified, by ASCD USA, Pakistan ASCD and The Thinking School international and highly supported in professional development.

Our philosophy of curriculum is to build an environment of the greenhouse where every seed must germinate and if a seed is unable to germinate, it is the greenhouse that needs to be monitored for better outcomes not the seed to be blamed. Through our remarkable work on curriculum and teachers’ professional development, we will make sure that every child grows with their own unique qualities and life challenging skills.

The Thinkers

Grow with Core

Foundations

  1. Our Students acquire Cognitive foundations, which include literacy and numeracy, upon which digital literacy and data literacy can be built.
  2. Gain health foundations, including physical and mental health (Through ASCD Whole Child Tenet 1) and well-being.
  3.   Attain Social and emotional foundations, including moral and ethics.

Possess

Transformative

Competences

  1. To meet the challenges of the 21st century, students need to be empowered and make feel that they can play a pivotal role in shaping a world where well-being and sustainability – for themselves, for others and for the planet – is achievable.
  2. To ensure this, The Thinking School curriculum provides the opportunity for learning in which STEM education principles are taught through the arts ​ and students are developed as an entrepreneur.​
  3. The OECD Learning Compass 2030 identifies three “transformative competencies” that students need in order to contribute to and thrive in our world, and shape a better future: creating new value, reconciling tensions and dilemmas, and taking responsibility.

Enjoy Student

Agency/co agency

  1. Student agency is defined as the belief that students have the will and the ability to positively influence their own lives and the world around them as well as the capacity to set a goal, reflect and act responsibly to effect change.
  2. The student agency relates to the development of an identity and a sense of belonging. When students develop agency, they rely on motivation, hope, self-efficacy and a growth mindset (the understanding that abilities and intelligence can be developed) to navigate towards well-being. This enables them to act with a sense of purpose, which guides them to flourish and thrive in society. Our thinkers learn, grow and exercise their agency in social contexts and this is why co-agency is also crucial.
  3. Our Students develop co-agency in an interactive (ASCD WHOLE CHILD TENT 3), mutually supportive and enriching relationship with their peers, teachers, parents (ASCD WHOLE CHILD TENET 4) and communities in an organic way in a larger learning ecosystem.
Are knowledgeable
  1. The Education and Skills 2030 recognize four different types of knowledge: disciplinary, interdisciplinary, epistemic and procedural.
  2. Our students acquire knowledge through extraordinary tools of
  3. Thinking skills, Reflective Questions, Visual mapping and Collaborative Networking which are the fundamentals of any International Thinking School.
Are skilled
  1. Skills are the ability and capacity to carry out processes and be able to use one’s knowledge in a responsible way to achieve a goal. The OECD Learning Compass 2030 distinguishes three different types of skills: cognitive and metacognitive (achieved at the thinking school through ASCD Whole Child Tenet 5 framework); social and emotional (ASCD Whole Child Tenet 2 & 4 frameworks); and practical and physical (through ASCD Whole Child Tenet 1 and 3 frameworks).
  2. Our thinkers will be successful entrepreneurs able to develop their ownE-commerce Systems until they reach grade 8. Pakistan ASCD and the Thinking School will continuously support the child to start their own e-commerce and launch products at a very early age which is indeed empowering students and their families.​
Have attitudes and values
  1. Attitudes and values refer to the principles and beliefs that influence one’s choices, judgments, behaviors, and actions on the path towards the individual, societal and environmental well-being.
  2. Strengthening and renewing trust in institutions and among communities require greater efforts to develop core shared values of citizenship in order to build more inclusive, fair, and sustainable economies and societies. Through the Thinking school tenets
  3. ‘Developing Dispositions’ and ‘Structuring environment’, our thinkers emerge as humans of high moral values and integrity.

Keep growing through

Anticipation

-Action

Reflection cycle

  1. The Anticipation-Action-Reflection (AAR) cycle is an iterative learning process whereby learners continuously improve their thinking and act intentionally and responsibly.
  2. In the anticipation phase, learners become informed by considering how actions taken today might have consequences for the future. In the action phase, learners have the will and capacity to take action towards well-being.
  3. In the reflection phase, learners improve their thinking, which leads to better actions towards individual, societal and environmental well-being.

OECD LEARNING COMPASS 2030

The OECD Learning Compass 2030, a product of the OECD Future of Education and Skills 2030 project, is an evolving learning framework that sets out an aspirational vision for the future of education. It supports the wider goals of education and provides points of orientation towards the future we want: individual and collective well-being.

The metaphor of a learning compass was adopted to emphasize the need for students to learn to navigate by themselves through unfamiliar contexts, and find their direction in a meaningful and responsible way, instead of simply receiving fixed instructions or directions from their teachers. The framework offers a broad vision of the types of competencies students will need to thrive in 2030 and beyond.

It also develops a common language and understanding that is globally relevant and informed, while providing space to adapt the framework to local contexts. The components of the compass include core foundations, knowledge, skills, attitudes and values, transformative competencies and a cycle of anticipation, action and reflection. The concept of student agency is central to the Learning Compass 2030, as the compass is a tool student can use to orient themselves as they exercise their sense of purpose and responsibility while learning to influence the people, events and circumstances around them for the better.

Thinking Curriculum Development Cycle