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 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.

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 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.