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• 1. EDUCATION AT KADUNA INTERNATIONAL SCHOOL

  1.1 History

  Kaduna International School started as Aisha Mohammed International School in 1985. The school is a fully accredited International School belonging to AISA and COBIS. KIS has been running a dual curriculum: British National and Nigerian, since inception. Facilities include a well-stocked library, art and design studio, ICT suite, WIFI access points, playground, football pitch and basketball court all set in beautiful and serene surroundings.

  KIS is an Educational trust therefore a non-profit organisation. The school supports less privileged local schools with donations and collaborations all in a bid to provide excellent education for the children in the community. The affairs of the school are decided by the board of trustees run the school in conjunction with the school Head Teacher and Administrator.

  1.2 The School aims

  The School aim to:

  • List item longer description.
  • Recognise that each child is a distinct individual requiring individual consideration in order to receive an education developing his/her individual capabilities to the highest possible degree over an optimum period of time.
  • Provide a curriculum which:
    • Promotes high levels of literacy and numeracy
    • Interests and challenges
    • Promotes understanding of concepts and skills
    • Promotes an ability to reason
    • Promotes individual creativity
    • Stimulates a desire for learning now and in the future
  • Develop the children‘s awareness of, and respect for, their own and other cultures
  • Develop positive attitudes to self and others
  • Ensure that all children feel happy and secure in school
  • Develop an awareness of the importance of protecting our natural environment
  • Develop an awareness of the importance of fitness, good health and hygiene

  1.3 Official Language of the School

  English is the official language of the school. All staff members are expected to speak English to each other and to the students. Other languages are only to be spoken while instructing in those languages, or in case one of the youngest children at preschool needs to be instructed on some issue.

• 2. SCHOOL STRUCTURE AND ACADEMIC PROGRAMME

  2.1 The Academic Programmes

  Our program is based on British National Curriculum and adapted to the Kaduna International School context. Teachers carefully design their teaching programmes with the aim of giving children the skills, values and knowledge that they need. This should lead to: -

  • Raising self-esteem and self-responsibility,
  • Inspiring them to develop a lifetime enthusiasm for learning
  • Developing their positive social skills
  • Developing their critical thinking and decision making skills
  • Training them to protect themselves from harmful influences
  • Empowering them to take charge of themselves and our planet’s future

  2.2 Teaching Methods

  The prevalent teaching style is inquiry-based learning. This method guides learning and creative thinking, and provides the opportunity to develop lasting habits of learning. Inquiry involves asking questions about the world around us and what it entails, and finding the answers to those questions.

  • Inquiry-based learning implies that the pupils are actively responsible for their own learning. The teacher’s role increasingly becomes that of facilitator. A passive model of pupil learning is not valued.
  • Inquiry-based learning implies that the pupils are able to develop and demonstrate their abilities in a variety of ways. The inquiry-based teaching method requires the students to pursue the answers but the way in which the answer is sought is open. Pupils may apply a variety of methods and means.
  • Inquiry-based assessment methods are not merely based on the right or wrong answer or a body of knowledge, but rather on the growing abilities of the pupils to formulate hypotheses, design, experiment and analyse the results.
  • Inquiry teaching is integrated across the curriculum. This implies the value not only of knowledge but equally importantly skills and values.
  • Inquiry-based learning is a social learning process. No child learns in isolation but with his or her peers and from competent facilitators such as teachers, parents and other competent people. An additional benefit of the inquiry-based method is the development of good communication skills, facilitated by the frequent exchange of ideas, interactions with each other and the sharing of the findings and the answers.

  2.3 Foundation Stage (Early Learning Phase)

  A foundation stage programme is offered to pupils from ages 2.5 – 5 years old. The language of communication is English.
  In these classes the emphasis is on developmentally appropriate instruction. Rhythm, music and movement are used to help these young children to learn to express themselves in a variety of ways. Photocopies are not used for students to work on, as children should be developing their own schema of representation and using concrete apparatus to develop concepts. In addition, the teachers use co-operative teaching strategies and teach children words to use to compliment or praise the work of another child when working together. In Reception classes vocabulary is stressed, printed words are visible on the walls and everywhere in the classroom, using the appropriate script according to school policy.
  Pupils at this level learn through structured interaction and developmental play. The curriculum provides stimulating activities for the development of communication as well as creative activities. The structure of learning is less formal but a great deal of emphasis is placed on pre-reading and pre-mathematics skills. At this level inquiry-based learning plays a very important role in the class activities.

  2.4 Key Stage 1 (Year 1 and Year 2), Key Stage 2 (Year 3, 4, 5 and 6) and Key Stage 3 (Year 7, 8 and 9). Pupils who have turned 5 on or before 1st September, may gain entry into Year 1.

  The Key Stage 1 (KS1), Key Stage 2 (KS2) and Key Stage 3 (KS3) sections follow the British National Curriculum. This curriculum has been adapted to the International Schools context in Kaduna and gives the teacher freedom to make alterations when necessary.
  Learning in Key Stage 1, 2 and 3 is through the medium of English. Teachers are encouraged to use cross curricular studies in their teaching as well as exposing the pupils to creative activities. Additional languages will be learnt at Key Stage 2 level.

  2.5 Extra Curricular Programme

  An extra-curricular programme will be offered. Teachers are expected to play a role in volunteering for activities (at least two afternoons a week if required)

• 3. COMMUNICATION WITH PARENTS

  3.1 Newsletter

  A regular newsletter is sent to the parents. This contains items of interest, school news and a diary of upcoming events. This will be sent via children or to registered e-mail addresses.

  3.2 Using the Homework Diary

  Parents MUST check the homework diary every evening (especially with younger children). Parents are welcome to send brief notes to the teacher. However should there be anything controversial or a personal issue please send this in a sealed envelope. All parent’s notes will be acknowledged and signed by the teachers to confirm receipt and action. If the teacher is going to take certain action it should be remarked in the homework notebook so that the parents will know that their requests are being taken care of.

  3.3 Parent Teacher Association (PTA)

  The PTA is managed by parents and teachers and has its own constitution. Parent pay a contribution of N2 000 every term for membership and activities of the PTA.

  3.4 Class Newsletter

  It is recommended that teachers send a regular newsletter to the parents of their classroom. It would contain the studied material, the plans for the upcoming weeks and any activities and special information that are relevant for the parents.

  3.5 Parents Evening

  Once in every term, the parents will be invited to school to visit the school and the teachers and discuss issues about their children’s education. Teachers can show the work that students have produced.
  The decisions made during the parents’ evening will be noted by staff, announced in the newsletter and followed by action as soon as possible.
  The scheduling, preparation and organization of the parents’ evening is the responsibility of the Head Teacher or Administrator. The Head Teacher or Administrator will contact other teachers involved and ensure that they will be at the meeting too.

• 4. PARENTS’ ROUTINE INFORMATION

  4.1 Protocols when visiting the school

  Parents may find it necessary to visit the school during school times. The following are the correct protocols when this happens:-

  4.1.1 Visiting teachers

  This is a "family" school and parents are welcome to visit the teachers. Parents are expected to first report to the secretary who will inform the teacher. Parents will wait in the foyer area until the respective teacher collects them for the interview or visit.

  4.1.2 Visiting the Head Teacher or Administrator

  Parents who wish to see the Head Teacher or Administrator should make an appointment with the secretary.

  4.2 Arrival at School

  Teachers will be in their classrooms from 7:45am to receive the children. Parents are requested to ensure that their children are at school by 8:00. Late-comers disrupt the programme which is unfair to those who are on time. Children who arrive later than 8:10 will not be allowed entry to school.

  4.3 On the First Day of School

  The first day of school can be a very daunting time for young children. Teachers understand this and would like to help you get your child settled as soon as possible. Some children are able to settle in very quickly and love the social interaction from the beginning. There are others that become distressed. All children are different. The good news is that our teachers are trained to deal with this and with your help, your child will settle quickly.

  4.4 Dress for school

  KIS uniform should be worn at all times. The uniform consists of:-

  • Black shoes
  • Navy blue, black or white socks (if worn)
  • Navy blue or white tights (if worn)
  • Plain white cotton shirt or blouse
  • Navy blue skirt, trousers or tailored shorts
  • Plain navy blue jersey or cardigan (if worn)
  • School tie

  In inclement weather children may arrive in a coat of their choice but it must be removed on entry. Children are not allowed to wear hats of any kind in school.
  a) Physical Education and Sport Clothes
  On the days when there is physical education and sport, pupils will be required to change into appropriate attire. Children arrive in full school uniform and change into kit before PE and out of kit after PE.
  When swimming children will go to the pool in their full uniform and change at Zaki Club. After swimming the children will change back into their full school uniform.
  b) Art Clothes
  Art is an important part of the school curriculum. Parents are requested to send an apron or better still, one of Dad’s old shirts to school, so that uniform are not spoilt by paint or any other art material.

  4.5 Lunch and snacks

  At KIS we encourage healthy eating. (This is part of the education process) Please do not send fizzy drinks, sweets (candy) or packets of crisps. We believe that the consequences of sugar and preservative overloads should be experienced at home!
  If your child would like to share a cake with friends on his or her birthday, this may be arranged with the class teacher.

  4.6 Stationery

  The school will supply exercise books, art stationery and equipment and certain other specialist materials. Parents may be requested to buy certain additional items as the year progresses. This will be communicated to you in newsletters.

  4.7 Back Pack

  Parents are asked to give their children a sturdy backpack so that they can carry their books and equipment to and from school.

  4.8 Marking of possessions

  Every school has difficulties with lost property. Parents are asked to mark indelibly any item that is sent to school so that it can be easily identified. This includes clothing.

  4.9 Homework

  From Year 1 to Year 8 all children will be given homework most evenings. Teachers will explain to you their expectations at the “Meet the teachers” evening at the beginning of the year. Every child will have a homework diary which parents are expected to sign every evening. This book is important as it serves as a good medium of communication between home and school.

  4.10 What should pupils not bring to school?

  • Toys from home unless by prior arrangement.
  • Electronic games and computers.
  • Unhealthy food. (See Lunch and snacks)
  • Mobile phones should be handed to the teacher at the beginning of every day.
  • Any valuables should be handed in for safekeeping. The school cannot accept responsibility for the damage or loss of these.
  • An unhappy face!

  4.11 What can pupils bring to school?

  • Lots of smiles.
  • Homework from the previous day.
  • Personal stationery
  • If pupils are unsure they must always ask their teacher.

  4.12 Matters of Concern

  No institution is perfect! It is our intention to address all issues as they arise. Should there be an issue the following is the communication channel:-

  4.12.1 Minor Concerns

  These can be dealt with by the teacher within the classroom. A sealed letter can be sent to the teachers concerned.

  4.12.2 Serious Concerns

  These should be addressed by the Head Teacher or Administrator of the school. The Head Teacher or Administrator will investigate the problem and will get back to parents.

  4.13 Pupil attendance

  The absence without good reason of any pupil must be investigated and the facts reported to the Head Teacher or Administrator. The Class Teacher is responsible for the school register. If a child is away for more than a day, without word from home, the parent must be telephoned by the teacher or secretary.

  4.14 Smoking

  As smoking within the school buildings and grounds is prohibited, parents are also requested not to smoke when they visit the school.

  4.15 Educational Outings

  Teachers may plan special outings with their class as part of the learning process. An excursion request form should be submitted to the Head Teacher or Administrator two weeks prior to the planned outing. Children may not leave the premises without parental consent.

• 5. SCHOOL DAY ORGANIZATIONAL INFORMATION

  5.1 Timing and routines during the School day

  Time	Monday	Tuesday	Wednesday	Thursday	Friday
  8.00am to 8.50am	Assembly Guided Reading	Lesson 1	Lesson 1	Lesson 1	Lesson 1
  8.50am to 9.40am	Lesson 1	Lesson 2	Lesson 2	Lesson 2	Lesson 2
  9.40am to 10.30am	Lesson 2	Lesson 3	Lesson 3	Lesson 3	Guided Reading Assembly
  10.30am to 11.00am	BREAK
  11.00am to 11.50am	Lesson 3	Lesson 4	Lesson 4	Lesson 4	Lesson 4
  11.50am to 12.40pm	Lesson 4	Lesson 5	Lesson 5	Lesson 5	Lesson 5
  12.40pm to 1.30pm	Lesson 5	Lesson 6	Lesson 6	Lesson 6
  1.50pm to 2.30pm	Activities	Activities	Activities

• 6. SECURITY AT SCHOOL

  6.1 Gates

  All gates are kept locked during school hours (8:10am) and after hours (2:30pm). Entry and exit is through the guarded gates.

  6.2 Collection of children from school

  Children will not be allowed to go home with friends unless the school has been informed.

  6.3 Reception

  The guards keeps a register where all visitors are registered, with their names and contact numbers.

• 7. ASSESSMENT AND STUDENT EVALUATION

  7.1 Frequent Monitoring and Student Recognition

  Pupil achievement and behaviour can soar towards excellence through frequent monitoring of their progress and positive feedback and recognition. It is not only goal orientation but also result orientation that helps monitor the students’ progress. Pupils must be evaluated both academically and behaviourally.

  7.2 Other Forms of Testing

  • Encouraging pupils to take responsibility for their classrooms
  • Encouraging pupils to help the staff with various chores around the school
  • Involving the pupils in Social Activities and Projects

  7.3 Students’ Progress Report

  It is school policy that reports are sent home on the last day of each term.

• 8. PUPILS’ CODE OF CONDUCT

  8.1 Introduction

  The general principle, on which the School Rules are based, is that pupils should at all times show respect for other people and the surroundings in which they have to live and work. Each pupil is a small part of a larger community, and the rules are made not for the convenience of each individual but for the good of the majority. Therefore all the rules below can be summarised in one GOLDEN RULE that should be followed by pupils and staff:

  "At KIS we show respect at all times. Respect for others. Respect for our surroundings. Respect for ourselves."

  8.2 Showing Respect for other People

  The following rules and code are very important: -

  • A breach of good manners is a breach of School Rules.
  • Pupils are expected to stand attentively when being addressed by staff member or another adult. Therefore pupils should not talk to a member of staff or other adult with their hands in their pockets, or while eating, or while lounging against a wall, etc.
  • Pupils should be prompt to offer simple courtesies: e.g. help in the carrying of loads, opening doors for others, etc.
  • Courtesy to members of staff includes non-teaching staff
  • Pupils must be silent when staff enter or leave any type of official gathering, and must be in order when a member of staff enters or leaves the classroom at the beginning or end of a lesson.
  • Pupils are expected to keep silent in Assembly. At other times the level of noise or talking in a classroom or in another place obviously depends on the nature of the activity but if other people are being disturbed by the level of noise, then it is too high.
  • Bad language is expressly forbidden.

  8.3 Showing Respect for Yourself

  Lack of care with personal presentation can send negative messages to other people. For this reason, we ask that students adhere to the school dress code at all times, ensure that their hair is clean and appropriately cut and that they come to school ‘well groomed’. Girls should tie up long hair.
  A school is a place that promotes responsibility, respect, civility and academic excellence in a safe learning and teaching environment.
  All pupils, parents, teachers and staff have the right to be safe, and feel safe, in their school. With this right comes the responsibility to be law-abiding citizens and to be accountable for actions that put at risk the safety of others or oneself.
  The School’s Code of Conduct sets clear standards of behaviour. It specifies the mandatory consequences for student actions that do not comply with these standards.
  These standards of behaviour apply not only to pupils, but also to all individuals involved at KIS – parents or guardians, volunteers, teachers and other staff members – whether they are on school property, on school busses or at school-authorized events or activities.

  8.4 Standards of Behaviour

  Respect, civility and responsible citizenship
  All school members must:

  • respect and comply with all applicable national, provincial and municipal laws;
  • demonstrate honesty and integrity;
  • respect differences in people, their ideas and opinions;
  • treat one another with dignity and respect at all times, and especially when there is disagreement;
  • respect and treat others fairly, regardless of their ancestry, place of origin, colour, ethnic origin, citizenship, religion, race, gender, age or disability;
  • respect the rights of others;
  • show proper care and regard for school property and the property of others;
  • dress in a manner which reflects purpose and propriety;
  • take appropriate measures to help those in need;
  • respect persons who are in a position of authority;
  • respect the needs of others to work in an environment of learning and teaching.

  8.5 Expectations for Pupils Learning and Behaviour

  Teachers plan rules and procedures before the school year begins. Teachers set high standards for learning and let pupils know they are all expected to meet them. Standards are set so they are both challenging and attainable. A list of expectations and class rules (both academically and behavioural) is issued and discussed by the teacher in each class during the first days of school.