Message from the Founder

Founder TPAS
B.Ed (Canada),
M.Ed (Canada)

It is my absolute privilege to welcome you all as the founder of The Peace Attitude Schools. The vision of TPAS is the result of several years and numerous journeys, including my own. After experiencing the ultimate joy of motherhood, and gaining vast international teaching experience, I dreamt of a place, a school community that would appreciate, understand, celebrate and embrace a child as they are. In 2017, I finally decided to quit my job as a teacher and move on to something more challenging. With this passion for education, I wanted to create a place for children where they could dream the impossible. I wholeheartedly believe that each child is born with immense potential and natural curiosity. By creating a stimulating, safe and respectful environment, we can empower these capable beings to realize and reach their full potential by employing their curiosity and creativity. I believe that when students’ intentions and actions are truly understood, development unfolds and students rise to their next level of learning! We take the holistic approach to child development by supporting their individual differences and learning styles.

The idea of TPAS started to grow a long time ago with a paradigm shift that took place when I started teaching PYP (Primary Years Program) in China in 2007. While teaching the PYP Learner Profile and Attitudes, I started to believe that much like other PYP Attitudes, peace could also be fostered as an attitude through education. I know there are many programs or curriculum that explicitly teach Peace Education. However, I want it to grow from within before we look at different ways to promote it outside. With this philosophy in mind, I named my school, ‘The Peace Attitude Schools.’

To me, the perfect school is the one with all the children present -- with all of their insights, passion, energy, strengths, weaknesses, and talent. I believe that as educators our foremost responsibility is to figure out different ways to meet the varied needs of our children. Their compelling life stories and varied backgrounds are the very essence of TPAS. We are trying to create history, and although it won't be easy, it will be rewarding.

Though I am not in a classroom anymore, my undying passion for education remains. I encourage you to take some time and explore our website to learn about the vision and mission of our school. I hope that once you do, you will feel, as I do, that TPAS celebrates your child as a unique individual with great potential.

Saira Bano
Founder

 

To inspire a passion for life-long learning in our students
to foster versatility of knowledge, mindfulness
and a global perspective.

 

We believe that all children are born with immense potential. They are capable of achieving their personal goals to become responsible and productive citizens. By providing a
safe and optimum learning environment and engaging all stakeholders, students
will construct their own identities and develop a strong sense of belonging
to make valuable contributions to society as future leaders.

 

 

At TPAS we believe that…

  • parents are the primary educators and caregivers for their child and their full participation is imperative in these foundational years.
  • informing parents about their child’s progress and development is very important and hence we will practice Open-door Policy. However, a proper protocol must be maintained.
  • by giving parents opportunities during the school year, we will have a stronger TPAS community.
  • by providing a flexible program, we would be able to serve the differing needs of the TPAS community.
  • the programme is designed to cater to the individual needs and developmental levels of each child. However, we are not equipped to serve children with special needs.
  • children learn best in a flexible, caring and nurturing environment that encourages children to explore and make choices independently under well-trained staff’s supervision.
  • by providing a stimulating environment, we will encourage creativity, exploration, and investigation across the curriculum.
  • all members of the teaching team (teachers and assistants) are to be respected and must be treated as valuable team members.

 

Curriculum

 

Inquiry based learning is a pedagogical approach where learners are engaged in looking for the answers to their questions.  Drawing its influence from the constructivist approach, where learners make sense of their world by interacting with their environment and construct knowledge. Inquiry is open ended in nature and may take many forms depending on age, abilities of the children, resources and topics. Through inquiry, learners explore different concepts and hence Concept based learning is about big transferable ideas that transcend time, place, situation and are universal in nature.

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Learning Outcomes

for Early Childhood Program

 

The following developmental learning outcomes are broad, long-term accomplishments for the children in our program.

The TPAS staff, in partnership with school administration and education experts, construct a curriculum with long and short-term, broad and specific goals for each child. Our schools view children as unique individual, who grow and develop both physically and emotionally on their own pace.

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Active Learning

 

Children learn when they interact with their peers in their natural environment, in a non-threatening way to construct meaning and sense of their worlds. They are naturally curious beings, wanting to learn new things, to redo and repeat. When interacting with their environment, children recall their learned behaviors, practice their skills to learn new, and combine their experiences with their feelings to construct conceptual understanding.

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 Facilities

 

Our school consists of an open-plan classroom, including a story-telling corner, sink and bathroom. Each child has designated space for their materials and to store their lunch boxes.

We have a fun, safe playground environment that stimulates students' minds and allows for their cognitive, physical, and social development.

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Learning Outcomes

for Early Childhood Program

 

The following developmental learning outcomes are broad, long-term accomplishments for the children in our program.

The TPAS staff, in partnership with school administration and education experts, construct a curriculum with long and short-term, broad and specific goals for each child. Our schools view children as unique individual, who grow and develop both physically and emotionally on their own pace.

The outcomes for TPAS are:

  • Children are more involved in their learning process when they are treated with respect.
  • Children have an innate sense of identity.
  • Children are capable beings and under nurturing supervision make a valuable contribution to their world.
  • Children thrive in an environment where their curiosity and imagination are cherished.
  • Children are effective communicators who can make sense of their worlds through different social interactions.
  • Children develop a range of physical competencies.

 

We believe that every child brings their own unique experiences that shape their understanding of the world. By appreciating these differing experiences we help our learners grow further in their journey.