Programmes

Methodology

The IB continuum of programmes is designed to develop well-rounded individuals who can respond to today’s challenges with optimism and open-mindedness. For over 50 years, the four programmes offered by IB have provided a solid, consistent framework and the flexibility to tailor students’ education according to their culture and context.

Programmes

In 21st Century Education, we embed Approaches to Teaching and Learning (ATLs) that help set students up for success across the entire curriculum to become internationally-minded citizens of the world. These approaches are designed to improve lifelong skills in: thinking, social, communication, self-management, and research. The ATLs are integrated across the IB Continuum with the IB Learner Profile (inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, reflective) and intersect with them. Students gain aptitude and agility in collaboration, critical and creative thinking, knowledge transfer, information and media literacy, and how to reflect on and organise their learning throughout their journey with us at Newlands Lahore.

PYP Curriculum Model (How PYP Works)

At Newlands, we use inquiry as our pedagogy for engaging students in deeper understanding and ownership of their learning.

The Newlands curriculum is engaging, challenging and relevant, and actively supports students’ developmental differences and learning styles. It focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It prepares students to be active participants in a lifelong journey of learning.

Structured, purposeful inquiry is at the heart of our school’s teaching philosophy. Our students actively construct meaning based on their prior knowledge and their engagement with the curriculum and Units of Inquiry. They investigate important subject matter by formulating questions, proceeding with research, experimentation, or observation, which leads to their own responses to issues. 

The aim of the programme is to develop internationally-minded people who help to create a better and more understanding world.

Early Years in PYP

The early years age range extends from 3–6 years. Experiences during the early years lay the foundation for positive social and cognitive learning in future years (McCoy et al. 2017).

Play is inquiry in the early years; through play, students learn about who they are and how they connect to those around them (Rushton, Juola-Rushton and Larkin, 2010) and to their surroundings. Through play, students learn how things work by constructing, testing, confirming, and revising their early perceptions and ideas. As this learning process evolves through individual and collaborative inquiry with peers, students build upon their prior knowledge and their ATL progress, and become more sophisticated.

Agency and Action in PYP

Action, the core of student agency, is integral to the PYP learning process and to the programme’s overarching outcome of international-mindedness. Through taking individual and collective action, students come to understand the responsibilities associated with being internationally-minded and to appreciate the benefits of working with others for a shared purpose. When students see tangible actions that they can choose to take to make a difference, they see themselves as competent, capable, and as active agents of change (Oxfam 2015).

PYP Exhibition

The PYP Exhibition is a culmination of PYP learning, which involves students working collaboratively to conduct in-depth inquiry into a real-life issue or problem that’s pertinent to them. The PYP exhibition is conducted in the 2nd Term of Grade 5. This typically involves the use of a variety of source materials: first-hand experiences, interviews, research, surveys, field visits, etc. 

At the end of the project, students host a daytime exhibition for the rest of the school and an evening exhibition for parents. This involves students using a range of media and forms of expression to communicate what they have discovered during the project. It normally includes the use of moving and still images, audio, animation, work, oral presentations and performances.

MYP Curriculum Model (How MYP Works)

The International Baccalaureate Middle Years Programme (IB MYP) is a natural progression for the IB PYP at Newlands. IB MYP provides a framework of academic challenges for students from 11 to 16 years of age. These academic challenges encourage students to embrace and understand connections between theory and practice, focusing on ‘learning by doing’. Rooted in progressive educational thinking, they provide students with opportunities to develop their potential, explore their own learning preferences, take appropriate risks, and reflect on, and develop, a strong sense of personal identity in local and global contexts.

The MYP is one of four IB programmes offered. It is designed as a five-year programme for students aged 11-16. It is equivalent to O Level GCE or IGCSE. The MYP Curriculum framework comprises eight subject groups, providing a broad and balanced education for early adolescents.

The MYP requires at least 50 hours of teaching time for each subject group in each year of the programme. In the final two years of the programme, carefully-defined subject group flexibility allows students to meet local requirements and personal learning goals. It offers a wide range of subjects and a blend of sciences and humanities, which makes for a well-rounded education and better options at university compared to opting for specialised O Level subjects.

Newlands Lahore offers the following eight subject groups:

  • Language acquisition
  • Language and literature
  • Individuals and societies
  • Sciences
  • Mathematics
  • Arts
  • Physical and health education
  • Design

Why MYP?

Research shows that students participating in the MYP:

  • build confidence in managing their own learning
  • learn by doing, connecting the classroom to the larger world
  • outperform non-IB students in critical academic skills
  • consistently have greater success in IB Diploma Programme examinations
  • thrive in positive school cultures where they are engaged and motivated to excel
  • develop an understanding of global challenges and a commitment to act as responsible

 

The MYP was revised in September 2014 to provide a more rigorous and highly flexible framework that powerfully integrates with local educational requirements. New industry-leading onscreen examinations and ePortfolios offer exciting opportunities for reliable, robust digital assessment of student achievement.

How Assessments Works

MYP offers both internal and external assessment (eAssessment).

School-based Assessment

MYP assessment focuses on tasks created and marked by classroom teachers who are well-equipped to make judgments about student achievement. These tasks are rigorous and embrace a variety of assessment strategies. MYP teachers assess the prescribed subject-group objectives using the assessment criteria for each subject group in each year of the programme.

External Assessment

In the final year of the programme, each MYP student must develop a personal project independently, which is externally validated by the IB. Producing a truly personal and creative piece of work over an extended period stands as a summative review of their ability to conduct independent work.

At the same time, students appear in external assessments (eAssessment) in all other elements of the programme. It offers students the chance to earn a formal, internationally-recognised certificate if they meet the success criteria.

eAssessment in the MYP has the following options:

  • ePortfolios of coursework, including a compulsory ePortfolio for the personal project
  • On-screen examinations, with each exam lasting between one hour and 45 minutes, and two hours

 

The graphic outlines how the two types of assessment – on-screen examinations and ePortfolios – are divided across the MYP’s various subject groups. 

Service as Action

Service as Action (SA) lies at the heart of the MYP and is a requirement and a fundamental component of the IB MYP programme. It allows the students to use the city and community as their classroom, where they can interact with public and private spaces and the living things that inhibit those spaces, including humans and animals alike. This interaction with spaces, environments, and the community, provides opportunities for students to connect and contribute to the real world that exists outside the traditional classroom, empowering them as caring global citizens.

Students at Newlands Lahore, per the IB philosophy and requirement, take action by applying what they are learning in their classrooms to bring positive change to someone’s life, an environment, or the community as a whole.

SA allows the students to:

  • become more aware of their strengths and areas for growth
  • undertake challenges that develop new skills
  • discuss, evaluate, and plan activities
  • persevere in action
  • work collaboratively with others
  • develop international-mindedness through global engagement, multilingualism, and intercultural understanding
  • consider the ethical implications of their actions

Community Project and Personal Project

MYP projects involve students in a wide range of activities to extend their knowledge and understanding, and develop their skills and attitudes. These student-planned learning activities include:

  • deciding what they want to learn about, identifying what they already know, and discovering what they will need to know to complete the project
  • creating proposals or criteria for their project, planning their time and materials, and recording developments of the project
  • making decisions, developing understanding and solving problems, communicating with their supervisor and others, and creating a product or developing an outcome
  • evaluating the product/outcome and reflecting on their project and their progress

 

The community project focuses on community and service, encouraging students to explore their rights and responsibility to implement service as action in the community. As consolidation of learning, the community project engages students in sustained, in-depth inquiry, leading to service as action in the community. At Newlands Lahore, learners of MYP 3 have to complete a community project which is internationally-assessed.

Diploma Programme

The IB Diploma Programme (DP) at Newlands Lahore proudly offers a holistic education, encouraging students to think critically, challenge assumptions, and develop their own perspectives. It enhances the personal development of young adults, enabling them to learn independently and become useful members of the community. The DP at Newlands Lahore is learner-centered, developing and implementing contemporary approaches to teaching and learning. Effective education through active teacher scaffolding and a low teacher to student ratio supports this approach, allowing Newlands Lahore to provide students with individualised attention.
The DP aims to transform students as they learn through dynamic cycles of inquiry, action, and reflection, in both curricular and co-curricular activities. Its main aims are to prepare our youth to work within local and global contexts, help them appreciate different languages and cultures, while maintaining a firm grounding in their own values and beliefs, thereby embodying a deep understanding of cultural diversity.

IGCSE - A LEVEL

Our young adults, embarking on the most important journey of their lives, are not only guided to fulfil their academic potential – but also encouraged to explore possibilities for personal growth.

Since its inception in 2011, Newlands’ A Level programme has placed great emphasis on delivering academic excellence in a supportive and vibrant atmosphere. We pride ourselves on having a wide range of enrichment activities, with a full service sports and co-curricular programme including the Duke of Edinburgh’s Award, and a professional career counsellor to guide students on their way to university.

The Early Years (TEY)

At The Early Years, we believe that the relationships and experiences that children have in the first three years of life have a profound impact on their future as the brain grows 80% during that time. At The Early Years, children are given opportunities to explore, experiment and discover.

Facilities

The Early Years is a facility custom-built to meet the needs of the growing children while their parents work. The facility has specialised corners and spaces to engage children in stimulating activities. The facility offers the following:

  • Nap Room 
  • Kitchen and Dining Area
  • Reading Area
  • Music Room 

Activities at TEY

  • Art
  • Block Play
  • Free Play
  • Events & Excursions
  • Parent Volunteer Sessions
  • Little Chef
  • Nature Walk
  • Sand an Water
  • Story Time
  • Yoga
  • Music
  • ICT
  • Theme Play

Nutritious Meals

The Early Years provides a nutritionally balanced meal. We offer lunch as well as a morning and afternoon snacks.

Achievements

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