The Primary curriculum has its foundation in the Nigeria National Curriculum and the British Curriculum, ensuring that students are able to make the transition easily. At the same time, we believe that all students should benefit from the rich experiences that life in Nigeria provides. Therefore, we have adapted some curriculum subjects like history and geography to make them relevant to our context. For example, we use local sites to develop and explore geographical skills and historical sources.
We provide a broad curriculum which includes art, music lessons, drama and plenty of sporting options. The knowledge, skills and attitudes of religion and design education are included with other areas of the curriculum. Students begin to learn French in Year 1 and continue till Year 6. There is always an emphasis on honesty, pride and integrity in the normal range of ‘English’ subjects.
Children are grouped within the class for different purposes either in ability groups or mixed ability groups depending on the objectives of each particular lesson.
The Early Years Foundation Stage (EYFS) of our Curriculum clearly identifies seven key learning areas (KLAs) used as the foundations for a nursery programme.
On-going observational assessments are completed on each student. These enable staff to identify each student’s developmental abilities, interests, and needs. It is through this information that staff implements planning for every student’s continuing development through structured and unstructured play based activities. The key learning areas are reflected in our daily programme through a variety of materials and resources in our play areas. The early learning goals defined in the key learning areas help in laying secure foundations for every student’s learning.
THE PRIME AREAS OF FOCUS
Communication and language
Listening and attention: students listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding: students follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking: students express themselves effectively, showing awareness of the listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Moving and handling: students show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Health and self-care: students know the importance of physical exercise and a healthy diet for good health, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
Personal, Social and Emotional Development(PSED)
Self-confidence and self-awareness: students are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Managing feelings and behaviour: students talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Making relationships: students play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other students.
SPECIFIC AREAS OF FOCUS
Reading: students read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Numbers: students count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measures: students use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Understanding the World (UV)
People and communities: students talk about past and present events in their own lives and in the lives of family members. They know that other students don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The world: students know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology: students recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Expressive arts and design
Exploring and using media and materials: students sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being imaginative: students use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.