Schole International Academy

Schole International Academy is located in Clifton, Karachi, at D-116 Block 2 Clifton near Aga Khan Hospital. Clifton is a central Karachi neighbourhood with public transport options and road links nearby.

Schole offers all three IB programmes: the Primary Years Programme (EY–Grade 5), the Middle Years Programme (Grades 6–10), and the Diploma Programme (Grades 11–12). The school is authorized to deliver the complete IB continuum.

Schole is a private, co-educational day school.

Public information about the mix of nationalities represented, or the ratio of local to international students, is not published.

Public information on Additional Learning Needs (SEN) provisions is not listed in Schole's public materials. For details about learner support, contact the admissions office.

Pakistan.

Not specified.

School days run Monday to Friday, with the regular day from 8:00 a.m. to 2:00 p.m.

No public information about a school bus service is listed.

Schole International Academy offers a continuum of International Baccalaureate programs: Primary Years Programme (EY–Grade 5), Middle Years Programme (Grades 6–10), and Diploma Programme (Grades 11–12). The curriculum is inquiry-based and concept-driven, supported by IB-certified staff to foster independent learning, critical thinking and international-mindedness. Instruction is delivered in English and Urdu, with Diploma Programme subjects including Biology, Physics, Chemistry, Mathematics, English Language/Literature (LAL), Urdu Language Acquisition (LA), Design, Visual Arts, Interdisciplinary, Integrated Humanities, and the Personal Project. IB authorizations were achieved progressively: PYP in May 2021, MYP in January 2023, and DP in May 2025, confirming full continuum accreditation. The program structure is organized through dedicated IB tracks—Early Years, Primary Years Programme, and Middle Years Programme—as part of the IB Curriculum.

Schole International Academy addresses the intellectual, social, emotional and physical well-being of students holistically as part of the Middle Years Programme. The programme uses inquiry-based and concept-driven teaching with an emphasis on developing social-emotional skills and collaboration among teachers, peers and parents to support student well-being. Service as Action, a structured IB component, connects classroom learning with community projects to foster empathy, self-confidence and responsibility. The school describes its learning environment as enabling personal development through a broad range of co-curricular activities and a well-equipped Learning Center. Through IB-aligned pedagogy and stakeholder collaboration, Schole supports students' social and emotional growth.

The school does not publicly disclose information regarding Special Educational Needs (SEN) provision. The site does not identify Schole as a specialist SEN institution. The Admission Policy outlines assessments for placement but does not specify SEN-related accommodations or services. There is no explicit SEN staffing or facility information publicly available.

Schole International Academy provides instruction in English and Urdu, as indicated by its IB language of instruction. Naz Ayaz serves as EY Coordinator and is Certified Teaching of English to Speakers of Other Languages (CTESOL), with experience teaching English to students of other languages, which signals dedicated EAL-related support within the school. The presence of bilingual instruction and CTESOL-qualified staff suggests a structured approach to meeting EAL needs. English language capability is supported within the early years and IB framework as part of overall language provisions.

Schole's Middle Years Programme explicitly addresses the intellectual, social, emotional and physical well-being of students holistically. The IB framework includes Service as Action to promote personal growth, resilience and community engagement, contributing to students' mental wellbeing. A broad range of extracurricular activities and a well-equipped Learning Center support personal development and social engagement. These elements reflect an integrated approach to wellbeing within the IB-informed teaching and learning environment.

The school does not publicly disclose information regarding safeguarding or child protection policies. No explicit safeguarding policy page is evident in the site navigation, and the Admission Policy does not reference safeguarding procedures. Therefore, there is no publicly available evidence of a dedicated safeguarding framework on the school's site.

1. The admissions process is transparent and clearly explained to all parents at registration. The admission procedure is the same across programmes. After the parent/applicant understands the admissions procedure and shows interest, the child is given a date for the assessment followed by an interview. Assessments cover language acquisition, Language & Literature, and Mathematics and are aligned to the grade level to determine placement, and the school may require a day of attendance for further evaluation if needed.

2. Class placement is based on the assessment and interview results to place the child in an age-appropriate year group. The placement includes the Primary Years Programme (PYP) and Middle Years Programme (MYP). The aim is to ensure the child benefits from the curriculum.

3. Age on 1 August determines class and programme placement. Students are placed in age-appropriate year groups and tracks, including IB Primary Years Programme (PYP) and IB Middle Years Programme (MYP). The chart lists placements from Play Group through Year 10 with corresponding programme designations. Final placement aligns with both age and assessed capabilities.