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Curriculum
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Overview
Our mission is to provide a child-centred education which empowers children to reach their full potential by moulding their personality, nurturing their talents and developing their abilities
Our learners will leave the school having acquired not only key learning skills, but also life skills involving healthy relationships, empathy for others and a sense of responsibility for the world we live in. These skills are not just to be learnt in the four walls of our classes but also by helping learners interpret the world around them and how to get the best out of it.
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Our teaching and learning is therefore centred on the following:
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Learners learn best in a safe, secure environment, filled with learning opportunities.
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Learners learn best when they are happy, listened to and feel that adults value their ideas and suggestions.
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Learning should be child-centred, with learners encouraged in their creativity and given the opportunity to explore and discover for themselves.
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Each child that comes to Akheville School has special gifts, which should be nurtured and incorporated into lessons to benefit others, leading to a community of learners.
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Learners should be given the opportunity to develop to their full potential through a comprehensive curriculum that recognises different learning styles.
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Our Strategies
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The school shall operate a well-balanced British/Nigerian curriculum. The aim is to find and use the strengths in both curricula to the benefit of our learners.
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Teachers and caregivers have been trained to develop the six 21st century core skills in our learners by integrating them into their plans.
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All forms of teaching and learning in the school are purposefully planned and cross-referenced. Schemes are drawn for such purpose and will be shared with parents for proper monitoring; and in case parents have concerns, there will always be avenues to voice their doubts and concerns.
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Every learner is important, unique and must be treated with respect. Our staff are trained to always meet the need of the learners to be fully engaged. |
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Assessments will never be used to create unnecessary competition amongst our learners. Instead, we see assessments as ways to analyse and evaluate learners’ performance to identify the best way to engage the child in future. We shall promote collaboration in most class activities. |
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We will always engage parents on the development of every child in our care and we expect parents to reciprocate by supporting our decisions. |
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We shall integrate technology to drive our teaching and learning. We will not use this to show off rather, it must be used as a tool to achieve our academic objectives. This will also make our activities more flexible and comprehensive. |
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Early Years
The Early Years represent the first break with the routines of home, the first anxieties for parents. At the Early Years, we make sure your child feels secure, has access to the best facilities and activities, and receives a gentle introduction to learning.
Our Early Years are divided into three: Pre-School, Nursery and Reception. The aim is to ensure that learners between the ages of 2 to 5 are adequately prepared for the primary curriculum in confidence and independence. About 80 percent of their programme is structured to follow the Early Years Programme of the UK. It is important for parents to know that this period is fundamental to the child’s academic path in future. Therefore, it must be carefully planned.
The following are some of our beliefs:
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There is no ‘catching up’ later for the Early Years. All learners must be grounded in what they ought to know before joining the Primary School.
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Play is an important part of the curriculum. Learners at this stage must see learning as a fun and interesting activity. As a result, we plan most of their activities and attainments via games and plays. They should never associate learning to pain. |
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Learners in Early Years must spend more of their time on Literacy and Numeracy, as these two subjects form the core of expectations later in the academic career. |
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The goals of early years are:
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To help learners feel confident in learning and develop good relationships with others.
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To support learners in developing personal pride, self-control and positive attitude towards learning. |
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To encourage learners to question and solve problems through observation and experimentation.
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To help learners develop good listening and speaking skills that will aid their learning in Key Stage 1.
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To nurture learners’ creativity and imagination in a positive learning environment.
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To enable learners to feel they belong to the school and that the school belongs to them, paving the path of transition into Key Stage 1.
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Key Stage 1
Key Stage 1 is the second stage of our academic activities. It is for learners between the ages of 5 and 7 in Years 1 and 2. At key stage 1, learners have already started showing some signs of independence and confidence in their learning. Therefore, the school at this stage will start introducing them to more serious subjects which will form the foundation for the subjects they are going to offer later in Key Stage 2 and even later in life.
Some of the goals of the Key Stage 1 curriculum are:
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To ensure learners can read easily, fluently with good understanding which makes it possible to make full sense of the materials they read.
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To ensure learners can hold simple discussion on variety of topics as well as listen and read to sieve out important information.
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To ensure learners develop the ability to see mathematical patterns and recognise such by following a simple line of enquiry, speculating relationship and generalisations.
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To introduce learners to the use of technology and how it can be used purposefully to achieve our aims.
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The following are some of the subjects at this stage:
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English |
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Mathematics |
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Science |
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Digital Literacy |
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Geography |
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Home Economics |
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Agric. Science |
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Social Studies |
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Civic Education |
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Art |
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Physical and Health Education
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Key Stage 2
Key Stage 2 is the third and last stage of academic activities in the school. It is for learners between the ages of 7 and 11 in Years 3 to 6. The learners at this stage are getting into their teenage years and are ready for their secondary education. Therefore, they ought to be fully independent and confident in their learning. It is believed that by the time they are leaving this stage, they have fully grasped the essence of learning and can do it independently.
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To help learners develop the habit of reading widely and often for pleasure and information as well as to write clearly, coherently and precisely, adapting their languages and style in and for a range of contexts, purposes and audiences. |
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To make learners competent in making formal presentations, demonstrating to others and participating in debates. |
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To make learners develop the ability to solve problems by applying their mathematics to a variety of routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. |
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To enable learners to learn to collect, analyse and communicate with a range of data gathered through the experiences of fieldwork that deepen their understanding of processes |
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To guide learners on how to use technology safely and respectfully, keeping personal information private; where to go for help and support when they have concerns about content or contact on the internet or other online technology. |
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The following are some of the subjects at this stage:
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English |
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Mathematics |
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Science and Technology |
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Digital Literacy |
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Geography |
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Home Economics |
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Agric. Science |
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Social Studies |
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French |
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Civic Education |
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Cultural and Creative Arts
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