ACADEMICS POLICY

1. Curriculum Policy

The PEA curriculum offers many opportunities where students can relate and converge their diverting talents and skills. The curriculum includes interesting and relevant students’ activities in order to promote and  enhance their creativity, enterprise and innovation. Both introvert and extrovert personal trait of student would benefit from the different co-curricular activities, be they internal or external school related programmes. Students are given the chance to develop to the fullest their interpersonal skills through the activities across the curriculum and the community where the school belongs. In keeping with the socio-cultural awareness, lessons and activities depicting UAE culture, heritage and values are embedded in the curriculum in the different disciplines of learning.
The school curriculum strictly adheres towards meeting the UAE National Agenda Parameter in order to determine the extent to which the curriculum promotes the required knowledge and skills of 21st century learners need. The school curriculum is mandated by its accreditation by the Federal Board of Islamabad where the range and scope of the National curriculum operates on an international level.


The Phases of education at Pakistan Education Academy follow these four ladders of learning;

  • Phase – I …………Kindergarten (Implement early years of U.K curriculum)
  • Phase – II ………… Grade I – V  (Oxford based Pakistani curriculum)
  • Phase – III ………… Grade VI – VIII  (Oxford based Pakistani curriculum)
  • Phase – IV ………… Grade IX – XII  (Federal Board Islamabad)

The school curriculum practices the concepts of inclusion. We welcome the diversity among learners and respect all individual differences. The Learning Support department with the SEND specialist teachers who take the actions to remove obstacles and identify the barriers that restrict students’ achievement, participation and learning.

Curriculum Design and Implementation

The curriculum is designed to provide holistic opportunities to the students in developing their knowledge in the subjects’ content and hoping their interpersonal skills through various co-curricular and extra-curricular activities. Furthermore, the curriculum aims at equipping the students with competencies and fundamental concepts in science, language, mathematics, arts, technology alongwith physical and health education.

Rationale, Balance and Compliance

The children at Pakistan Education Academy are entitled to a broad and balance curriculum raising children’s literacy, numeracy, science and technology. PEA responds to calls for greater creativity and enjoyment for learners within a context that still values a performance driven agenda featuring objectives, targets, inspection and accountability, thus the inception of innovation in lesson preparation.
A well-planned choice in learning for almost all students.

  • Co-curricular activities through various school clubs and community related programs.
  • Academic choices and area of specialization is senior classes: (Pre-Engineering, Commerce, Humanities, Accounting, Home Economics, Advance Computer Technology classes and Arts).
  • Well-planned extra-curricular activities to widen student knowledge and improve their interpersonal and intra personal skills.
  • All phases of learning have a learning continuum and a curriculum guide as per area and level requirements of concepts and skills to be mastered by the end of the academic term.

Continuity and Progression

Continuity and progression are the corner stones of the curriculum. The curriculum guide with a series of revisions provide the landscape for continuity and progression with its clearly structured set of core and foundation subjects containing recognizable standards and bench marks in the different stages of learning. As students move into another cycle of learning form primary, junior to senior level, this twin approach to learning (continuity and progression) is further developed by equipping the children with the different SLO’s designed by subject leaders according  to level ladder, and this is a significant factor in raising educational standards.
The school’s SLO’s (modelled after Bloom’s Taxonomy of Education and the National curriculum of Pakistan) show how the teachers and subject leaders monitor effective patterns of continuity and progression form KG – Primary – Junior and Senior stages of children academic life through the curriculum. The revised SLO’s would provide patterns of progression and continuity within and between key stages I, II and III. Bridging work among teachers and referring to previous students’ attainment is used effectively to plan curriculum learning experiences in the primary stage and secondary stage.


The school takes the following actions to improve continuity and progression.

  • Cross curricular teaching and linking of subjects.
  • Meeting among staffs (Primary / Secondary)
  • Department meetings (weekly basis)
  • Joint projects and trainings for teachers (Mr. Abdul Wadood’s series of Trainings-Pictorials).
  • Teacher exchanges, joint programmes to develop specific pedagogic approach.
  • Attending KHDA’s sponsored workshops e.g. Whatworks
  • Subject teachers class profile, students profile for ease in transition period.
  • Lesson planning context.
  • Meetings with subject specialists and book authors.

Curricular Choices

In the 21st century, the pure academic type of education that students are introduced is steadily paving way to a whole new type of education with special focus to incorporate three major genres of education. Reasoning, psychomotor and emotional learning. At PEA, teachers are trained to integrate reasoning, psychomotor and emotional learning across the curriculum with various curricular choices for a clearer holistic development of children’s physical, intellectual and emotional well-being focusing their moral and social development. Co-curricular activities are therefore undertaken by the school curriculum side by side with curriculum outside the classroom.

The range of curricular options provides older students with ample choices that develop their talents, interests and aspirations. Curricular choices at PEA aim to build programs that would develop students’ confidence and skills and develop their ability to work in teams or in groups. Curricular choices at PEA are influenced by students characteristics and abilities and inclinations while at the same time meeting the everyday needs of classroom teaching and learning. The school in its effort to integrate different curricular choices is trying to follow a more liberalized curriculum.

The following co-curricular programs are on-going activities at PEA to cater to the interests, skills and inclinations of the students.

  • School Clubs
    • Recycling Club
    • Eco Club / Science Club
    • Speech and drama Club
    • Arabic Club
    • Various Education Club
    • Cultural Club
    • Art/Innovation Club
    • Sports Club
    • Islamic Club
    • IT/Photography Club
    • Reading Club
    • Young Writers Club
    • Homemakers Club  (G.W)
    • Mathematics Club
  • Outreach Programmes
  • Community Involvement
  • Students Community Affairs
  • School Student Leaders
  • Career Development
  • Field Trips / Educational Trips

Cross curricular links

At PEA, gone is the generation of isolated instruction. Making cross-curricular links meet the deeper learning needs of students today and tomorrow. Hence, cross- curricular link is a provision in lesson planning. Cross-curricular links require enthusiastic partners (students-parents community). Teachers should be keen and committed in providing students full access to the wheel of collaboration. Teachers collaborate with others teachers to start teaching knowledge in context with other knowledge. Collaboration with another teacher from a different department and find common topics to teach like Math/Science jointly rather than separately.

Curriculum Adaptation / Accommodation Modification

The curriculum according to subject area is modified in order to meet the students’ physical or learning disabilities that make if difficult for them to learn through traditional styles of instructions. To help these students succeed, the school offers an altered curriculum and instructional approach. Teachers plan for the modification or accommodation that reduces the difficulty and size of students work load.

Grade IX-XI Groups        


S.#

IX-AB (Science Group)

IX-C (Humanities)

IX-D (Humanities)

  •  

English

English

English

  •  

Urdu

Urdu

Urdu

  •  

Islamic Studies

Islamic Studies

Islamic Studies

  •  

Pakistan Studies

Pakistan Studies

Pakistan Studies

  •  

Physics

Computer Science / Home Economics / Economics

Home Economics / Economics

  •  

Chemistry

Civics / Food & Nutrition

Civics / Food & Nutrition

  •  

Biology

General Science

General Science

  •  

Math / Computer

General Math

General Math

 

XI-AB (Science Group)

XI-C (General Group)

XI-D (General Group)

Pre-Med

Pre-Eng

I.C.S

Commerce

Humanities (Boys)

Humanities (Girls)

Eng

Eng

Eng

Eng

Eng

Eng

Urdu

Urdu

Urdu

Urdu

Urdu

Urdu

Isl

Isl

Isl

Isl

Isl

Isl

Phy

Phy

Phy

Acc

Civics

Psy

Chem

Chem

C. Sci

P.O Eco

Eco

Edu

Bio

Math

Math

P.O Comm
B. Math

Isl. Studies

H. Eco

 

2. Teaching Policy

Faculty at PEA undertakes teaching conscientiously by remaining true to the school mission and vision which stresses upon providing a positive learning environment to the young minds and by nurturing an educational system that flourishes positivity, morality, creativity, emotional and intellectual wellbeing hence churning out well0rounded individuals who will enhance the future humanity. Teaching at PEA is closely linked to both curriculum and assessment. Syllabus is design to cater to the learning needs of the different styles of learners as well as their age groups. It is designed primarily to support teaching and learning and to make continuity and progression smooth and feasible. Teaching is done keeping the elements of innovation and enterprise as well as independent learning and team work into consideration.

Teaching for effective learning

Students cannot learn to think critically, analyze information, communicate scientific ideas, make logical arguments, work as part of a team and acquire other desirable skills unless they are permitted and encouraged to do those thing over and over in many contexts. Teaching and teachers at PEA sincerely offer to provide such an atmosphere to the young learners in which the students feel at ease incorporating their ideas. The teachers encourage progression in learning from concrete to abstract concepts. Effective learning is continuously enhanced by providing peer feedback and both students and teachers reflect on that feedback for better output, challenging yet attainable tasks are buildup over time and opportunities for supporting arguments by facts and logic are provided to students. Reinforcement of concepts is frequently done. Teachers at PEA believe in imparting curiosity and in rewarding creativity. Learning is encouraged through open communication and cooperation.

Teachers' knowledge of their subjects and how students learn them

Each PEA faculty member has the relevant expertise of his/her subject. The teachers have the required subject skills to facilitate and develop the learners’ overall growth by effectively teaching, communicating and training the young minds to think and by providing the students. With resource materials from which to acquire and deploy knowledge in an independent and self reliant manner. Students' overall learning is honed and refined in number of ways keeping the students' pace of learning, the comprehension of concepts and their application into strict account. Syllabus breakups and curriculums booklets are compiled and course topics are reviewed before each term and a sequence is maintained so as to not to overburden the learners or mislead their progress in anyway. Written and oral assignments are given according to a schedule and recorded in the teachers’ folder to manage and track the progress of the learner.

Both group and independent learning is promoted and favored. Learners self-motivation and active participation is encouraged and appreciated. Self-assessment is a must and learners’ needs are a priority with different styles of learner catered to through different teaching strategies. To ensure that the teachers are up-to-date with the knowledge of their subjects and are abiding by the KHDA approved parameters of teaching and learning they are constantly observed by their peers, departmental heads and subject leaders as well as members TEAM Assessment, Curriculum and Teaching. CPDs (internal and external) are scheduled on a regular basis. Teachers are given feedbacks on their performances through demo lessons, peer observation ad during departmental meetings.

Lesson planning, the learning environment and the use of time and resources

                Teachers are allotted timetable and assigned classes according to their areas of expertise. Every department has a subject leader for its particular phase. Allotment of lessons and periods to the faculty is managed by the section heads assisted by the timetable in charge. Lesson plans for all departments are designed and formatted keeping all key elements and requirements of the teaching and learning under consideration. Subject Leaders in conjunction with their respective departmental colleagues work extensively and meticulously on curriculum designing, planning reviewing and enriching it. Prepared lesson plans are signed by HODs every week. Lessons plans are unified and conform to a similar pattern/format to make coordination and cooperation among teachers easier and smooth. Classroom setup is to make learning fun and conducive for the learners of different ages. Knowledge and Information soft boards inside and outside the classrooms are utilized to involve and engage students.

Teachers facilitate the students and guide them towards taking charge of their own learning so that majority of the learners is self-directed and motivated. Independent learning as well as team work is encouraged through a series of strategies and planned and executed by teachers inside and outside the classrooms. STEAM and other resources rooms are located in the various wings provide easy access for the students. This has been done for the sole purpose of supporting learning adding to the innovative aspect acquiring knowledge.

Teachers student interactions including the use of questioning and dialogue

                Teachers act as facilitators to guide and direct the students through a series of questions that develop within them a sense of curiosity and enable them to show interest in the topic both inside and outside the classroom. Cross curricular links are made and reference to the students’ background knowledge about a certain topic is kept under consideration in particular at the start of a lesson. Through friendly discussions and a true regard for the students’ perspective information is build up slowly through mind mapping and brain storming. All categories of students are involved and tasks are allotted by teachers based on students’ understanding level.

Online portals such as EDMODO are frequently utilized especially for the higher grades. Links to information based websites are shared with students to do research work on their own as part of independent learning. Certain phases in the school have their own FACEBOOK page links where both students and parents of the students can give honest feedbacks and voice their queries openly and candidly. Team work is encouraged as children work on group projects for each term and subject. Role plays, experimentation and hands-on approach to learning is inculcated from the early years. Students are given oral feedback on their achievements and graded for their efforts on a regular basis. Questions are formulated by teachers as such to encourage critical thinking and innovative mindset within the young learners. The teacher ensures that students’ right to questioning and answering is employed accurately within the classroom and that the class discipline is not disturbed. Multimedia projector screens laptops, library as well as laboratory and resources room access is there for students with supervision from the teachers’ end. Extra support is given to the SEND and counseling is available.

Teaching strategies to meet the needs of individuals and groups of students

Keeping in view the fact that every learner has a different set of learning needs and requirements, the teachers’ handling of their students at PEA is also according to that prospective. Differentiation is done during the planning of lessons and a number of assignments and worksheets are prepared for the student’s topic wise. Seating arrangement and class organization is done so as to urge the different ability set of learners to intermingle, team up, coordinate and cooperate. Pairing and sharing of tasks in groups, peer correction, group presentation work is inculcated in classrooms for a collaborative approach while independently influencing students to work out things on their own. Students are given opportunities to plan and organize, monitor their own work, direct their own learning, and to self-reflect along the way.

Teaching to develop critical thinking, problem-solving, innovation and independent learning skills

Questioning technique of teachers is the key to develop critical thinking & problem solving. Teaches research their topic well in advance and utilize modern methods to frame questions that are age and grade appropriate that instill within the students the ability to critically analyze situations and scenarios, and freely debate on their pros and cons and put forward their opinions and thoughts. Innovation is highly encouraged through a series of socially relevant activities in and outside the classrooms. Learning is made fun and interesting at all age levels by involving students in games through which they pick up concepts and question the significance of applying those very ideas in their daily routine.

In their assessment of their learners a lot of focus is laid by teachers on students’ potential to critically understand and solve a particular problem. Intellectual challenges are provided to the students and they are graded accordingly. Teachers at PEA recognize the uniqueness of individual learners, the sharing and transfer of knowledge is essentially based on that and so is the feedback provided to the students it's both individual as well as group based. Teachers frequently present models and examples from real life and link the teaching learning in their subject to other subjects. Clear goals (SLOs and Objectives) are set and active participation is encouraged as well as rewarded. A learner’s pace of learning is considered as well as catered to. Teachers' flexibly handle the diverse strengths and interest levels of the students and help students make sense of their learning in an independent manner.

 

 

 

 

 

 

 

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