Concept-based curriculum
Concept-based instruction is driven by “big ideas” rather than subject-specific content. By helping students understand the context in which they will use their understanding, concept-based learning brings the “real world” meaning to content, knowledge and skills. Students become critical thinkers, which is essential to their ability to creatively solve problems in the 21st century.

Introducing students to universal themes and engaging them in active learning, concept-based instruction creates connections to student’s prior experiences and brings relevance to student learning. It facilitates a deeper understanding of the content knowledge and acts as a springboard for students to respond to their learning with action.

The focus is Concept based Curriculum (CBC), which is a 3-dimensional issue approach that focuses on what students will Know, Do and Understand e.g:

  • Students will identify superpowers in order to understand how 20th century continues to politically and economically impacts Pakistan today.
  • Students will compare and contrast the environmental characteristics of a country in order to understand the environmental impact on humans.

So CBC works on developing higher order thinking, encouraging students to think and operate on a conceptual level.

STEM (Science, Technology, Engineering and Mathematics) taught in an interdisciplinary and applied approach. The “Technology” element includes Design, Technology and Computing. Unlike traditional teaching models where they are taught separately, STEM integrates them into a cohesive learning paradigm based on real-world applications. It supports student’s natural curiosity and creativity, helping them understand how each discipline is connected and related to the real world.

Our STEM approach helps students make connections across subject areas and is integrated across the entire school. We focus on activities where students have the opportunity to make connections and solve real-life authentic problems. This not only helps them think critically and approach problems from perspectives, it also helps keep them highly motivated and excited to learn more.

Our language of instruction is English but an emphasis on national language (Urdu) also has an equal impetus. At Soar we strongly feel that to develop well rounded individuals we need to not only focus on an international language but also maintain a deep connection to their roots.

Learning of the arts helps students explore, shape and communicate their sense of identity and understanding of the world, while developing creativity, self-confidence, resilience and adaptability. Visual arts, music and drama are incorporated into the curriculum.

Digital literacy
At SOAR, we integrate technology into classroom activities and the curriculum in order to enrich a meaningful 21st century learning experience.
In today’s world literacy has evolved beyond its basic definition of how to read and write. Everyone is required to know how to process, deliver and receive information, to be able to compete in todays highly digitalized world. Todays definition of literacy includes components of digital literacy, which emphasizes the ability to use digital technology, communication tools and networks to locate, evaluate, use and create information. Learning experiences are made richer by the use of technology, and skills learnt are transferable to the workplace.

Emotional wellbeing
Meeting the broad needs of our learners is important. Our Principals and teachers work together to safeguard our students personal and emotional well-being. Homeroom teachers guide the students in their learning and help them develop important skills, including goal setting, self-management, study skills and conflict resolution.

We, at SOAR, believe that every child has the capacity to extend their learning beyond their expectations.
We cater to differential learning styles, hence, carefully monitoring children to provide additional support where necessary. This can be both in class support or small group support.