If children are not just passive learners, their natural curiosity and independence come to the fore. If they are given structured, meaningful strategies to search and discover for themselves, they ‘learn by doing’. The project-based learning programme at TNS fosters and exploits the innate abilities and unique potential of children to be active stakeholders in their own development and learning. With the freedom to express themselves and explore their world through experiment, experience and constructive strategies, children develop their creative intelligence, free thought and individuality.

The teacher has a very special role in this scenario and is committed to reciprocal learning; listening, observing and provoking thinking rather than simply providing information. Primarily a facilitator, the teacher is also a researcher, a resource and a guide.

The educational practices that prevail today compel students to rote learn and regurgitate information without understanding how knowledge can be applied in practical terms. At TNS, the focus is firmly on the teaching of practical, real-life skills rather than textbook theory, authentic learning activities rather than decontextualised and classroom-based tasks. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom.


Head Of School:  Clive Barnes

IB Coordinator:  Clive Barnes


Principal’s message

At TNS, we are proud to be different. The unique and distinctive academic choice we offer speaks for our commitment to provide an innovative and challenging educational pathway for our students.

Project-based learning (PBL) is the cornerstone of the TNS approach – the process by which students acquire a deeper and more engaged understanding of real-world problems and situations that prepares them for the challenges of the 21st century. We believe the International Baccalaureate is a natural progression for the PBL experience. We underwent a rigorous and intensive three-year process before becoming the first school in Lahore to be accredited to offer the Middle Years Programme and we are now officially an authorized school to offer the IB Diploma.

We are also a certified centre for the renowned Cambridge IGCSE which is the international equivalent of the CIE O Levels. The Cambridge IGCSE is compatible with the International Baccalaureate programmes and, while we will follow the IB MYP framework from Classes 6-10, the final assessment will be the IGCSE exam (and the MYP e-assessments from 2016). All our students will appear for this exam as an entry point into the IB Diploma which we have already started offering from August 2014 as an IB Diploma authorized school, or, if they choose the CIE A Levels at Newlands Beaconhouse in DHA Phase 6.

Above all, we aim to provide a caring and supportive environment where we can nurture the individual potential of your child and encourage a genuine love of learning. This aim underpins our broad and balanced academic provision and outstanding extra and co-curricular activities.   Do come and visit us and we will be happy to show you around and answer all your questions.

Clive Barnes



The physical environment of the child is often referred to as the child’s third teacher, the parents being the second and the school being the first. Our aim is to give students every opportunity to experience as much as possible in a resource-rich learning environment.

Our first campus in Gulberg was purpose-designed as a model of a sustainable and energy efficient building. Our latest Defence campus has been designed as an environmentally friendly and sustainable structure that caters to the school’s functional requirements at an international level. It is a simple, practical yet stimulating environment for both students and staff that supports the school’s ‘green’ culture.

All year levels from Nursery upwards will be available at TNS Defence from September 2012, while TNS Gulberg will function in parallel as an Early Years and Lower Primary Campus (Nursery to Year 3). All students from TNS Gulberg will transfer to TNS Defence in Year 4.

  • Both campuses offer modern, age-appropriate facilities and resources as follows:
  • Fully-resourced classrooms of international standard size
  • Climate-controlled environment
  • Music and Dance studio
  • TNS Atelier (Art Suite)
  • Age-appropriate science laboratories
  • ICT & Media Suite
  • Special Learning Needs Centre
  • Nutrition-managed Cafeteria
  • Age-appropriate, indoor heated Swimming Pool
  • Age-appropriate learning centres (libraries) including a 3-storey Learning Centre at TNS Defence
  • The Access Centre (Career Guidance Unit for older pupils) *
  • Design & Technology Studio *
  • Multi-purpose halls including an underground gymnasium/auditorium at TNS Defence
  • Underground parking (for special use) *
  • Rooftop garden *
  • Piazza (Reggio Emilia-inspired central courtyard) **
  • Elevator access (for special use) *
  • Age-appropriate school playgrounds
  • Access to Beaconhouse Sports Complex & Riding School

*             TNA DHA Campus only

**           TNS Gulberg only



TNS has a nutrition-managed kitchen which provides healthy meals every day. We support your parenting by providing education in a clean and healthy environment. Being a TNS parent means that you do not have to pack a school lunch for your child every day. We ensure a healthy diet by only serving non-fried, trans-fat-free, freshly prepared foods. To ensure that children enjoy their meal-time, we update our menu daily, providing the healthiest of both continental and local cuisine.


Technology Support

At TNS, emerging technologies are a fully-integrated and natural part of our environment. However, their use is never emphasised over and above the use of any other resource in the classroom. We believe that technology should be used where it adds ‘value’ to the learning process.


Classroom resources

Interactive whiteboards and associated technology

Personal computers including I-Mac and Netbooks


TV screens

Video cameras, digital cameras

Internet facility, printers, scanners



At TNS, we believe that examinations are not the only way of measuring a child’s progress. For this reason, there is less emphasis on conventional testing throughout the Early Years and Primary levels.

Instead, we follow the portfolio assessment approach, which is a systematic, computerised album of growth and progress, demonstrating the student\'s efforts and achievements within the framework of the curriculum. This enhances the assessment process because it reveals each student’s range of skills and allows the school to gear assessment to individual needs and goals.

However, while portfolio assessment remains the preferred method of internal assessment at TNS, especially at the Early Years and Primary levels, it is of course inevitable that students will ultimately have to appear for a public examination in order to move on to the next stage of their academic life.

Although we will follow the framework of the IB Middle Years Programme from Classes 6 to 10, the final assessment will be the IGCSE exam. All our students will appear for this exam as an entry point into the IB Diploma or, if they so choose, the CIE A Levels.

Our ultimate goal for all our students is the IB Diploma. Equivalent to the CIE A Levels, it is increasingly the preferred entrance qualification of most universities around the world. The IB is granted the requisite equivalence to local qualifications through the IBCC (Inter-Committee Board of Chairmen) in Pakistan.


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MYP Programme

The International Baccalaureate Middle Years Programme is a natural progression for the project-based learning practiced at TNS. It provides a framework of academic challenges for students aged 11 to 16 that encourage them to embrace and understand the connections between traditional subjects and the real world, and guides them towards becoming critical and reflective thinkers. The IB MYP is genuinely rigorous and is externally monitored by an independent international body whose reputation for quality is recognised around the world.

Young people at this stage of their education require an engaging and holistic curriculum that is relevant to the important real-world issues that so concern them – from the personal to the global. In preparation for further academic studies, they need to become experts at learning; the ability to locate, process, critically evaluate and communicate information is essential. As members of an international community, they need to develop intercultural awareness and an understanding of the history and traditions that underlie cultural identity.

The programme consists of eight subject groups integrated through five areas of interaction that provide a structure for learning within and across the subjects.

Students are required to study their national language, a second language, Humanities, Sciences, Mathematics, Arts, Physical Education and Technology. In the final year of the programme, students also engage in a personal project that allows them to demonstrate the understandings and skills they have developed throughout the programme.

Assessment is criterion-related, so students around the world are measured against pre-specified criteria for each subject group. Teachers may modify these criteria to be age-appropriate in the earlier years of the programme. Teachers set assessment tasks that are assessed internally in the school. External checks (either moderation or monitoring of assessment by IB examiners) are carried out on this internal assessment to ensure a worldwide consistency of standards. For schools that require official IB certification for their students, moderation is carried out every year.


Community and Service

The mission statement of the IB stresses that its programme extends beyond intellectual achievement.

TNS aims to develop a lifelong learner who is compassionate, creative, responsible, and an internationally-minded thinker, with the very real potential to become an effective global citizen and sensitive, articulate leader of tomorrow. In doing so, we expect our students to develop  personal values which will aid in guiding their own lives as caring, thoughtful and active members of our national community and the larger world.

Community and Service is excellent preparation for students aiming to continue the IB World Diploma Programme after MYP, as it is closely related to the Creativity, Action and Service (CAS) component of the IB Diploma Programme which is at the heart of the IB philosophy and both a compulsory and essential pass mark to achieve the Diploma.

Every TNS student will be required to complete a minimum of 2 hours per month of a selected C & S activity. The activities can be selected by the student, teacher and/or school. Each activity should be approved and monitored by a supervisor (preferably the teachers). Students will need to complete the C & S forms to track the stages of their selected activity. They will also complete the reflection form upon completion of the activity.

Students will be evaluated on the quality & impact of their “to make a difference service” on a scale of 0 to 5.

In doing so we would hope to ensure a focused, caring and responsible human being ready to take on the more demanding and exciting CAS programme in the final 2 years of the IB World Diploma.

This huge part of the CAS Programme is identified through school field trips to other schools and institutions for the disabled and those with learning difficulties and to such organizations as SOS Village. We want our children at all levels, but particularly at the MYP stages, to participate actively in understanding the real needs of those less fortunate than themselves.