TNS

Experience TNS

Gallery

16-01-2017
Mishael
16-01-2017
World Human Rights Day 2017
16-01-2017
A Winter Carnival
10-01-2017
Chess Competition 2016
10-01-2017
Global Dignity Day 2016
10-01-2017
Cardiff University
10-01-2017
Personal Projects 2016
10-01-2017
International Day for Older Persons
10-01-2017
South Asia Tour 2016
10-01-2017
Ali Zafar at TNS
06-01-2017
Little Art Competition
06-01-2017
Alzheimer’s & World Tourism Day 2016
06-01-2017
IB Learner Profile Best Student Certificates 2016
06-01-2017
Aitchison College MUN 2016
06-01-2017
Eid Ul Azha 2016
06-01-2017
Lahore Alma MUN 2016
06-01-2017
International Peace Day 2016
28-11-2016
Defense Day 2016
16-06-2016
TNS Graduation Ceremony
15-06-2016
TNS DHA School Concert 2016
02-05-2016
Labour Day/International Workers day 2016
27-04-2016
Earth Day 2016
21-04-2016
Little Blue Riding Hood
21-04-2016
Black Ops
18-04-2016
TNS Long Service Awards
18-04-2016
International Red Cross Day
18-04-2016
Dedicated to the spirit of Mathematics
13-04-2016
Mother Tongue Day 2016
13-04-2016
High Asia Trek
05-04-2016
Annual Sports Day 2016
04-04-2016
FÊTE DE LA FRANCOPHONIE 2016
04-04-2016
Personal Projects
09-02-2016
Ali Azmat Concert
26-01-2016
Winter Carnival
26-01-2016
Dua
11-11-2015
BSS 40th Birthday
11-11-2015
Global Dignity Day 2015
26-11-2014
Educating The Parent Body
12-11-2014
Matilda 2014
09-05-2014
World Autism Day
09-05-2014
World Animal Day
15-04-2014
World Jazz Day
25-03-2014
Entrepreneurial Talent
20-03-2014
Setting the Ground
27-02-2014
World Radio Day
27-02-2014
Happy Chinese New Year!!
07-01-2014
Legal Matters
January
New Year and Global Family Day
 1st January
Martin Luther King Day
3rd Monday of the month
World Religion Day
3rd January
PY Sports Day
28th January

When children first start school, they are full of curiosity about the world around them, and want to ask a million questions and to touch and feel everything. They want to explore. And this is where traditional education, which focuses on information gathering rather than understanding and contextualising, fails them. They are simply taught facts and figures: two plus two equals four, Pakistan has five rivers, Pakistan became an Islamic state after Partition. Being told that it’s important to know these facts is simply not enough. The purpose and practicality of learning pass them by. And then the inevitable happens: they become bored with school.

Project based learning (PBL) puts students at the helm of the learning process. It engages and sustains their interest and ensures a deeper understanding of a given domain. So, instead of learning a set of pre-determined and decontextualised information, students will acquire knowledge and skills that build upon their own experiences. Not only will they remember the information, they will understand how to apply it to other situations, building a lifelong habit of learning and acquiring vital workplace skills.

•     Meaningful and effective project based learning is the process by which students learn significant content, the required content set out in the curriculum.

•     Critical thinking, problem solving, collaboration, and communication are the 21st century skills required for PBL. Students need to do much more than simply remember information; they need to use higher-order thinking skills and learn to work as a team. They must listen to others and make their own ideas clear when speaking, be able to read a variety of material, write or otherwise express themselves in various modes and make effective presentations.

•     An essential component of the process of learning and creating something new is inquiry. Students ask questions, search for answers, and arrive at conclusions, leading them to construct something new.

•     PBL is organised around an open-ended driving question. This focuses students’ work and deepens their learning by framing important issues, debates, challenges or problems.

•     PBL reverses the order in which information and concepts are traditionally presented. It begins with the vision of an end product or presentation and this creates a need to know context and reason to learn and understand the information and concepts.

•     PBL accommodates student voice and choice.   Students learn to work independently and take responsibility when they are asked to make choices. The opportunity to make choices, and to express their learning in their own voice, also helps to increase students’ interest and engagement.

•     The process includes revision and reflection. Students learn to give and receive feedback in order to improve the quality of the work they create, and are asked to think about what and how they are learning.

•     Students present their work to other people, a public audience beyond their classmates and teacher. This increases their motivation and is an incentive to do high-quality work, as well as adding to the authenticity of the project.

Preparing a project

In standard schooling, the curriculum tends to be detached from the realities of a dynamic classroom. At TNS the link between the curriculum and school life is maintained by keeping no set prescription of what to do at every stage and constantly evolving and improving, with the experiences and learning of the classroom feeding right back into the curriculum. The project, and the learning derived from it, can be taken in many directions because no particular direction has been predetermined.

The project cycle

Each project takes place within a seven-phase cycle during which teachers keep reinforcing a key learning objective defined by the curriculum.

Proposal: the teacher provides a stimulus; an idea that excites young minds into action.

Discussion: the teacher encourages critical thinking in students and, through discussion, discovers how much background knowledge children have.

Representation: children express their understanding of the discussion by drawing a picture, writing an essay, making a model, or even creating a short film or computer animation depending on their age.

Investigation: this may involve field trips or visits from relevant members of the community like doctors, architects, or social workers. The teacher’s role is to facilitate the process by providing the required resources and asking questions to direct the investigation.

Reflection: through discussion or drawings/writings/models/short films etc. children share what was interesting in the investigation; how they felt about the experience and how they could build on that experience. By engaging children in reflection, the teacher encourages them to go beyond merely reporting what they did and helps them become aware of what they learned in the process.

Refinement: children revisit their representations and refine them. This process cultivates the ability to assess one’s own work.

Presentation: to develop public speaking and teamwork skills, children present their understanding, representations and reflections to the rest of the class, the school, parents, or the wider community.

Contact Us
TNS Defence Campus
483/3, Sector G, Phase - V,
DHA Lahore
042-37176241-44
TNS Gulberg Campus
1H, Jail Road,
Gulberg II
042-111867867
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