Our Approach | Edopia

Our Approach

At Edopia, we can take a break to feel the wind on our face, bask in the sunshine and hear the cuckoo bird. Or we can work tirelessly to come up with engineering solutions for the energy crisis. Our day is our own canvas.

No One Is An Exemplary Edopian

Here an individual’s freedom is valued. Every child is allowed to develop into the person he would want to be, at his own pace. The child is allowed to tread on his own path to self-actualization.



At Edopia, it is believed that learning takes place best when it is connected to the needs and preferences of a child. A child is not always a passive recipient of knowledge. He co-constructs meaning with his peers and mentors. The Edopian classroom is a dynamic place, with the students moving from group work to individual work in response to their needs and the needs of the inquiries to which they have committed.

Other than the foundation classes, all classes are optional. Foundation classes is an umbrella term for ‘comprehensive’ and ‘concept’ classes. The curriculum used in the foundation classes is internationally accredited. To augment classroom learning, the school uses adaptive softwares that allow children to learn at their own pace.

Edopia is a school without walls and learning is not confined by the boundaries of the classrooms. During the choice time, a child can partake in teacher-led projects, work with friends across ages, get extra mentoring, lead independent studies, read, play..even sleep.

Periodically, children meet their mentors to reflect on their choices.


After-school classes and workshops are offered four days a week. The workshops are based on various life-skills; coding, robotics, home economics, visual arts and performing arts. The mix of classes and workshops on offer changes every semester.

Life Skills & Community Engagement Weeks

Every once in awhile, we collapse our timetable to learn life skills and engage in community service.

Last October seventy Edopians, twenty teachers, ten dads and eight
moms packed their bags for an overnight camping trip to Khanpur Lake.
For many of us, this was the first ever overnight camping experience.

During our excursion, we worked in multi-aged teams to create shelters in the wilderness and
water filtration plants. At night we marinated and barbecued chicken over chargrill. We stayed
up till late, played tug of war and sang songs by the bonfire. It was indeed a memorable trip.

Early on in December, Ma’am Jaweria announced that we will have an
intra-school business idea competition. We raised the money from the
community. The angel investors contributed PKR 50,000.

Nine teams partook in the competition. After four days of working on the product, marketing
strategy, human resource planning and financials, we presented our models to the external
judges. They were blown away with the attention to detail and complexity of our final
presentations. Two teams from Grade 4, Freaky Pops and Plant Care won the competition.

In the last week of January, we started working on our International
Diplomacy and Advocacy Week. The younger children worked on
developing their cases for child labor, child begging & zoo animal rights.

The older children worked with external mentors to partake in a Model United Nations
simulation. Two committees were formed and the participants debated over the Syrian
Crisis and Cyber Crime Laws. On the last day, awards were distributed to honor Best
Delegates and Outstanding Diplomacy.

In February, we decided to revamp the school. Working in multi-aged
teams we took charge of different areas of the school. we decluttered
and cleaned our assigned areas.

We also conducted repairs all across the school. During this week our seniors cooked
for the community. In the afternoon we learned home based skills such as folding
bedsheets, ironing, sewing buttons, hemming, polishing shoes, removing stains & knitting.

Multi-age Learning

Multi-age grouping is just one of the devices used to organize formal and informal learning at Edopia. Children are much more interested in other children than in adults. Children are drawn to older children, and older children are drawn to adolescents. Adulthood is too far off to be of much concern. That is why age-mixing is crucial to the self-education of children.

Making Learning Visible

At Edopia, making learning visible is a priority. Diagnostic tests help to identify learning gaps that require intervention. Daily observation of work and learning is the leading type of assessment. Teachers record anecdotes, voice clips and video clips that allow individuals and groups to reflect on their learning. Our small student to teacher ratio guides this ‘‘Family Observation’ and formative feedback.

For foundation courses, we have summatives and examinations. Rather being an end to themselves, these tools guide the future effort.

Role Of An Adult

We collaborate with parents as co-educators in meeting children’s needs. The role of the teacher is to facilitate connections between the student’s prior knowledge and the knowledge available through new experiences. The responsibility of teaching lies with the teacher. The responsibility for learning lies with the children. Teachers also act as mentors, guiding children in making better choices.

In an Edopian classroom, parents are welcomed as partners, with a clear role to play in supporting the community and their own children. Parents stay updated about the engagements at school via the school network.