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Concept-based instruction is driven by “big ideas” rather than subject-specific content. By leading students to consider the context in which they will use their understanding, concept-based learning brings “real world” meaning to content knowledge and skills. It promotes open communication based on understanding and respect and encourages students to become active, compassionate, lifelong 21st-century learners.


At SOAR we introduce students to universal themes and engage them in active learning. This concept-based instruction:


  • creates connections to students’ prior experience.

  • brings relevance to student learning.

  • facilitates a deeper understanding of content knowledge.

  • acts as a springboard for students to respond to their learning with action.


There are several strategies teachers use to frame an inquiry so that the focus is conceptual and investigative. Concept-based curriculum (CBC) is a 3-dimensional approach that focuses on what students will know, do and understand.

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Once our young learners graduate from their Early Years, they step into their Primary school where teachers ignite their curiosity and a hunger for answers through Inquiry-based learning.


Inquiry-based learning is an approach to education in which students are fully engaged by asking questions, reaching for answers, making bigger-picture connections, reflecting on learning, and acting.


The intention of 'The Cycle of Inquiry' is to guide the teacher's (and learner's) thinking beyond simply coming up with activities and toward a more thoughtful process that assists students to move from the known into the unknown and engage in fruitful dialogue.


We at SOAR believe that when students participate in their learning, they are more likely to retain the information, connect it to other subjects, and understand its deeper context. The research and inquiry here are direct experiences and there are no right or wrong answers. Once the students have power over the project's outcome, it allows them to do something on their own rather than being forced to do it.

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Our language of instruction is English but an emphasis on the national language (Urdu) also has an equal impetus. At SOAR, we strongly feel that to develop well-rounded individuals we need to not only focus on an international language but also maintain a deep connection to one's roots.



Learning to create helps students explore, shape, and communicate their sense of identity and understanding of the world while developing creativity, self-confidence, resilience, and adaptability. Our curriculum for art and design supports the creative spirit of our students, empowering them to become artists, citizens, and entrepreneurs.



SEL (Social and Emotional Learning) is integrated into school-wide practices and instruction, to safeguard the personal and emotional well-being of the students while also supporting them to engage with academic learning. The school works in partnership with the parents to develop SEL competencies in the students such as self-awareness, self-discipline, responsible decision making, social awareness, and relationship skills.

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