In English, pupils learn to change the way they speak and write to suit different situations, purposes and audiences. They read a range of texts and respond to different layers of meaning in them. They explore the use of language in literary and non-literary texts and learn how language works.
Speaking and listening
Pupils learn how to speak in a range of contexts, adapting what they say and how they say it to the purpose and the audience. Taking varied roles in groups gives them opportunities to contribute to situations with different demands. They also learn to respond appropriately to others, thinking about what has been said and the language used.
Pupils read widely and use their knowledge of words, sentences and texts to understand and respond to the meaning. They increase their ability to read challenging and lengthy texts independently. They reflect on the meaning of texts, analysing and discussing them with others.
Pupils develop an understanding that writing is both essential to thinking and learning as well as enjoyable in its own right. They learn the main rules and conventions of written English and start to explore how the English language can be used to express meaning in different ways. They use the planning, drafting and editing process to improve their work and to sustain their fiction and non-fiction writing.
Speaking and listening
Pupils learn to speak clearly, choosing words with precision and taking into account the needs of the listeners. Group interactions promote their ability to ask questions, extend others’ ideas and give reasons for their opinions.
Pupils read aloud with correct pronunciation, expression and appropriate intonation. They explore new words and use them in their language. They read a range of materials and use their knowledge of words, sentences and text to understand and respond to meaning.
Pupils learn the main rules and conventions of written Urdu. They learn to plan, draft and edit their writing, both fiction and non-fiction.
Pupils use the number system more confidently. They move from counting reliably to calculating fluently with all four number operations. They always try to tackle a problem with mental methods before using any other approach. Pupils explore features of shape and space and develop their measuring skills in a range of contexts. They discuss and present their methods and reasoning using a wider range of mathematical language, diagrams and charts.
Pupils learn about a wide range of living things, materials and phenomena. They begin to make links between ideas and to explain things using simple models and theories. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They begin to think about the positive and negative effects of scientific and technological developments on the environment and in other contexts. They carry out systematic investigations, working on their own and with others. They use a range of reference sources in their work. They talk about their work and its significance, and communicate ideas using a wide range of scientific language, conventional diagrams, charts and graphs.
Pupils learn about significant people, events and places from both the recent and more distant past. They learn about change and continuity in the world. They look at history in a variety of ways, for example from political, economic, technological and scientific, social, religious, cultural or aesthetic perspectives. They use different sources of information to help them investigate the past both in depth and overview, using dates and historical vocabulary to describe events, people and developments. They also learn that the past can be represented and interpreted in different ways.
Pupils investigate a variety of people, places and environments in Pakistan and abroad,and start to make links between different places in the world. They find out how people affect the environment and how they are affected by it. They use geographical skills and resources such as maps, atlases, aerial photographs and ICT.
Pupils develop their creativity and imagination, control of materials, tools and techniques. They increase their critical awareness of the roles and purposes of art, craft and design in different cultures. They become confident in using visual and tactile elements and materials and processes to communicate what they see, feel and think.
Pupils perform actions and skills with increasing control. They apply rules and conventions for different activities. They learn why physical activity is good for their well-being. They play competitive net, striking/fielding and invasion games, using skills and tactics and applying basic principles suitable for attacking and defending. They learn to swim unaided over a distance of at least 25 metres using a range of recognized strokes and take part in competitions that call for precision, speed, power or stamina.
Pupils learn how to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it and checking it for accuracy. They learn how to develop and refine ideas by bringing together, organizing and reorganizing text, tables and images. They learn to be sensitive to the needs of the audience and to think carefully about the content and quality when communicating information. Working with others, they learn to explore a variety of information sources and ICT tools.
Pupils learn about Islam as a complete way of life. They learn about the basic beliefs and duties of Islam. Through stories from the life of Prophet Mohammad (p.b.u.h) children are able to appreciate the Prophet’s character and personality. They are introduced to the Islamic injunctions about family and social life. Children memorise verses from the Quran which are usually recited in prayers and learn about the background and meaning of these.
Non-Muslim children may do scripture which is a useful background to English literature later on.
We have a well-stocked library with over 20,000 books. Students are permitted to borrow three books and a magazine for an initial period of seven days. Books can be re-issued if the student needs them for a longer period. To generate interest in various genres of juvenile literature and in support of the language curriculum our students are involved in a variety of activities, such as designing book-covers and book marks, writing character sketches, making book mobiles and presenting book reports in creative ways which will encourage reading for pleasure. Our aim is to make reading an enjoyable activity.
Our fully-equipped lab develops computing skills and supports the use of ICT in subject areas.
Films, presentations and guest speakers support classroom teaching in this well-equipped room.
Tutorial classes in Mathematics and Urdu are held in the afternoon for pupils who need individual attention.
Term marks are given on an accumulation of the marks obtained in class assignments. This helps to inculcate in the child the importance of working regularly and thereby developing good study habits.
For students in Class III the Report for both the First and Second Terms is based on the marks obtained in class assignments. No examinations are held in Class III.
Classes IV to VI
The First Term Report is based on the term marks while the Second Term Report is based on the term and final examination marks.Examinations are taken in English language, Urdu and mathematics at the end of the second term in Classes IV, V and VI.