We at Beaconhouse Newlands use inquiry as our pedagogy for engaging students in the deeper understanding and ownership of the learning. Our whole school action plan is centered on authentic inquiry democratising our learning, and we constantly seek evidence for this research.
The Beaconhouse Newlands curriculum is engaging, challenging and relevant, and actively supports the developmental differences and learning styles of the students. The curriculum 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 the important subject matter by formulating questions, proceeding with research, experimentation or observation which leads to their own responses to the issues. Technology is a key focus and our ‘digital natives are guided in their use of familiar and new technologies as one method of engaging with peers, teachers and experts beyond the classroom. The aim of the programs is to develop internationally minded people who help to create a better and more peaceful world.
At Beaconhouse Newlands the education
• Is for students from Pre-Nursery to Grade 8 (progressing one grade each year).
• Promotes in-depth guided inquiry in teaching and learning by building on students’ own knowledge and interests
• Explores the construction of knowledge through personal experience
• Is transdisciplinary, in that it fosters the development of the whole child, addressing social, physical, emotional and cultural needs
• Gives children a strong foundation in all of the major areas of knowledge: mathematics, social studies, drama, language, music, visual arts, science, personal and social education, and physical education
• Strives to help children develop an international perspective – to become aware of the points of view of people in other parts of the world
• Allows students to study an additional language (Mandarin) and gain an understanding of the cultures in which the language is spoken
• Develops attitudes that are socially responsible and that are positive learning experiences
The definition of curriculum is comprised of three interrelated components. In keeping with the commitment to inquiry, these three components are expressed in the form of the following three open-ended questions, each of which compels teachers to think deeply about their own practice with regard to student learning.
• What do we want to learn? The written curriculum: the identification of a framework of what’s worth knowing
• How best will we learn? The taught curriculum: the theory and application of good classroom practice
• How will we know what we have learned? The assessed curriculum: the theory and application of effective assessment.
The Middle Years Programme (MYP) encourages students aged 11 to 16 to make practical connections between their studies and the real world. The result is young people who are creative, critical and reflective thinkers.
The MYP aims to develop active learners and internationally-minded young people who can empathise with others and pursue lives of purpose and meaning. The programme empowers students to inquire into a wide range of issues and ideas of significance locally, nationally and globally.
This programme consists of eight subject groups, providing a broad and balanced education for early adolescents. Students who complete the MYP are well-prepared to undertake the IB Diploma Programme (DP).
We, at Beaconhouse Newlands, Multan, believe that all learners have unique needs to consider when helping them to meet or exceed their academic and non-academic potential. To provide access to the IB program in our school, we endeavor to apply approaches and support systems that address the individual needs and varied learning styles of students, including those identified with personalised needs (special education, gifted and talented) so that they can be fully integrated within mainstream classes.
Students with special education needs are entertained only with an assessment report from a certified psychologist/psychiatrist. All these students are subsequently assessed and the data collected provides a profile of the students and helps to diagnose their particular needs. With the help of this information, the relevant stakeholders work collaboratively with the Curriculum Coordinator to determine what strategies can be implemented to best address each student’s individual needs. The databank includes anecdotal and test results, which are used to support the planning of literacy learning for those students. Relevant information is routinely disseminated to classroom teachers, the Curriculum Coordinator, PLP Resource teacher, the Parents and the psychologist/therapist involved in the literacy learning of the student. Regular meetings and case conferences are held with the IB Head, Programme Coordinator, homeroom/subject teachers, parents and others in order to address the specific needs of the identified students.
At Newlands, each special needs student is provided with an Individualized Education Plan (IEP) that is tailored to the child’s individual needs both behavioral and academic. Differently-abled students may require a PLA (Personalised Learning Assistant) who focuses on only one student, assisting him or her in covering the IEP objectives while simultaneously fostering appropriate classroom behavior. Parents are provided with a regular report about their child’s progress. The Personalised Learning Coordinator assesses the student and accordingly decides how our team can support the student in progressing and making the best use of their talents.
The admissions arrangements for students with PLP fall within the usual admissions procedures for all students to the school. However, their admission tests are tailored based on individual capabilities.
After the admission is confirmed, the School may request Parents, to provide an Educational Assistant/ shadow teacher to facilitate their child’s learning at the School.