Acorns school in uganda Mission Statement

acorns school in uganda we strive for academic

Core Principles/Values

acorns school in uganda provides a caring, nurturing educational environment, within an international setting, where all students feel safe, protected, loved, supported, encouraged and empowered in their own personalised

learning journey. The school is committed to educating the whole child by providing the very best international education programme possible.

acorns school in uganda is guided by the principles at of intercultural understanding, global mindedness, personalised development and active participation in the 21st century

society.
Furthermore, acorns school in uganda believes that all members of the learning community should demonstrate:

OUR TEACHING TEAM

Here at Acorns school in uganda we take the recruitment of all staff very seriously, demanding of 

them the very highest dedication and qualifications. All our staff are fully qualified, senior staff hold a Bachelors Degree as a minimum qualification. Teaching is one of the most complicated jobs today. It demands broad

knowledge of subject matter, curriculum, and standards; enthusiasm, a caring attitude, and a love of learning; knowledge of discipline and classroom management techniques; and a desire to make a difference in the lives of young people. With all these qualities required, it is no 

wonder that it's hard to find great teachers, but we are confident that at AIS we have done just that. Here are just some of the qualities that we expect from all our staff.

Great teachers set high expectations for all students.

They expect that all students can and will achieve in their classroom, and they don't give up on underachievers.

Great teachers are prepared and organized.

They are in their classrooms early and ready to teach. They present lessons in a clear and structured way. Their classrooms are organized in such a way as to minimize distractions.

Great teachers engage students and get them to look at issues in a variety of ways.

Effective teachers use facts as a starting point, not an end point; they ask "why" questions, look at all sides and encourage students to predict what will happen next. They ask questions frequently to make sure students are following along. They try to engage the whole class, and they don't allow a few students to dominate the class. They keep students motivated with varied, lively approaches.

Great teachers form strong relationships with their students and show that they care about them as people.

Great teachers are warm, accessible, enthusiastic and caring. Teachers with these qualities are known to stay after school and make themselves available to students and parents who need them. They are involved in school-wide committees and activities, and they demonstrate a commitment to the school.

Great teachers are masters of their subject matter.

They exhibit expertise in the subjects they are teaching and spend time continuing to gain new knowledge in their field. They present material in an enthusiastic manner and instill a hunger in their students to learn more on their own.

Great teachers communicate frequently with parents.

They reach parents through conferences and frequent written reports home. They don't hesitate to meet a parent if they are concerned about a student.

Great teachers are constantly learning.

All staff participate in Professional Development workshops throughout the year covering a broad spectrum of subjects, from ICT through to transdisciplinary skills

The PYP at Acorns school in uganda

Acorns school in uganda The three IB programmes are linked by the IB philosophy and the common usage of

the Learner Profile, a framework of ten learner attributes that represent internationally-minded attitudes and values we strive to develop in our learners. These qualities and traits are an essential component of the

Acorns school in uganda mission and vision for academic excellence at the school. The Learner Profile is a foundation of principles that encourage students to develop positive characteristics that will lead them to be successful in the future.

The Primary Years Programme (PYP) has been developed for schools around the globe for students 3-11 years in age. The PYP draws on research and best practices from a range of national systems and the learning experiences at international schools to create a relevant, engaging, challenging and significant educational framework for all children.
The curriculum framework is based on five essential elements:
Concepts
Knowledge
Skills
Attitudes
Actions

Acorns school in uganda Togther these elements encapsulate the traits of the IB Learner Profile and are implemented through an inquiry-based, concept-driven pedagogy. The PYP strives to develop an internationally

minded person. Acorns school in uganda We teach skills and lessons that are trans-disciplinary in nature and add rigor and balance to the learning experiences in the primary school.

Early Childhood

In Acorns school in uganda's Early Childhood section we aim to create a safe, secure and highly motivating

learning environment that is both warm and inviting. Through a variety of significant, relevant , challenging and engaging learning experiences, children are provided with the opportunity to develop positive attitudes to self and others, to solve problems, to make decisions, to develop confidence, independence and self esteem. They are developing the knowledge, skills, attitudes and understanding that help them learn about themselves, other people and the world around them. The Early Childhood programme builds on what the child already knows and can do and within the framework of a broad, balanced and international curriculum 

provides the opportunity for them to become active learners and inquirers.


Acorns school in uganda The I.B. Primary Years programme supports this as it aims to develop the child as a whole. The programme is child centred and integrated programming evolves naturally. Play features strongly, with the children learning naturally through guided-play so that they can explore, question, invent, construct and problem solve, all qualities of the leaders of tomorrow. Acorns school in uganda,The learning experiences provided are designed to promote the use of language early concepts of numbers and fine and gross motor skills. These activities enhance the children's love of learning and stimulate their natural curiosity and desire to explore.Acorns school in uganda, The 

children are taught by experienced Early Childhood trained teachers and are supported by teacher assistants who have a sound knowledge of early childhood development. The programme and delivery are flexible and undergo ongoing assessment to meet the needs of the children. The

programme, which follows four units of inquiry per year, is enriched by French, ICT / library studies, Physical Education, swimming and Performing Arts.

At Acorns school in uganda The Early Childhood is a busy programme of five mornings from 09:00 until 12:00. For learners who are new to the school experience there is the option of a three day programme to help them settle into the school environment.

Primary

At Acorns school in uganda we recognize how important those first years of school are. Children are welcomed

into the family and made at once to feel safe and at home in their new environment. Our primary staff have years of experience between them; a real knowledge of how to teach effectively and a genuine affinity with young children to help them develop.


Acorns school in uganda Our primary years programme focuses on the development of the whole child, not only in the classroom but also in the outside world, through a multitude of exciting learning environments. We offer a framework that meets children's spiritual, academic, social, physical, emotional and cultural needs.

The primary section starts at 8:00am and finishes at 3:15pm daily.

Homework Policy

Introduction:

Homework is anything that children do outside the normal school day and that contributes their learning in response to guidance from the school. Homework encompasses a whole variety of activities instigated by both teachers and parents and carers to support children's learning. For 

example, a parent/carer who spends time reading a story to their child before bedtime is helping with homework.

Rationale for homework:

Homework is a very important part of a child's education and can add much to a child's development. We recognise that the time and resources available limit the educational experience that any school by itself can provide; children benefit greatly therefore from the mutual support of parents/carers and teachers in encouraging them to learn both at home and at school. Indeed Acorns school in uganda we see homework as an important way of establishing a successful dialogue between teachers and parents/car

ers. One of the aims of AIS is for children to develop as independent learners. We believe that homework is one of the main ways in which children can acquire the skill of independent learning.

Homework plays a positive role in raising a child's level of attainment. Acorns school in uganda We also acknowledge the important role of play and free time in a child's growth and development. While homework is important, it should not prevent children from taking part in the wide range of out-of-school clubs and

organisations that play an important part in the lives of many children. Acorns school in uganda We are well aware that children spend more time at home than at school, and Acorns school in uganda we believe they develop their skills, interests and talents to the full only when parent/carers encourage them to make maximum use of the experiences and opportunities that are available outside of Acorns school in uganda.

Aims and objectives:

The aims and objectives of homework are:
to promote pupils self esteem
to enable pupils to make maximum progress in their academic and social development;
to help pupils develop the skills required for independent and lifelong learning;
to promote a partnership between home and school in supporting each child's learning;
to encourage children to apply learning to different situations
to encourage pupil interest in school work
to develop parental understanding of school work
to provide educational experiences not possible in scho

ol;
to consolidate and reinforce learning done in school and to allow children to practice skills taught in lessons;
to help children develop good work habits for the future.

Types of homework:

Acorns school in uganda We set a variety of homework activities including reading, writing, spelling and maths tasks. These are outlined on the Homework Grid, which is sent home fortnightly.
In addition to the set homework tasks we sometimes ask children to talk about or research a unit of 

inquiry at home prior to studying it in school. For example, in the unit on toys, (EC1)  Acorns school in uganda we ask children to bring examples into school to show the other children. Sometimes we ask children to find and collect things that we then use in their PYP lessons. Occasionally we ask children to take home work that they have started in school when we believe that they would benefit from spending further time on it. When we ask children to study a unit of inquiry or to research a particular subject, we encourage them to use the school library and the Internet and CD-ROMs if available at home.
As children move up through the school we expect them to do more tasks independently. In addition to work that supports other subjects, we set literacy and numeracy homework routinely and we expect the children to consolidate and reinforce learning in school through practice at home. We also set homework as a means of helping the children to revise modules of work to ensure that prior learning has been understood.

Amount of homework:

Acorns school in uganda We increase the amount of homework that we give the children as they move through 
school. Each cell on the Homework Grid represents 5 – 10 minutes per night. However  
this  does not include reading. As the child moves up the school more cells are added to   
grid; language, reading and mathematics will be routinely part of the work given.

Pupils with special educational:

Acorns school in uganda We set homework for all children as a normal part of school life. We ensure that all tasks set are appropriate to the ability of the child. If a child has special needs, we endeavour to adapt any task set so that all children can contribute in a positive way.

The role of parents:

Parents/carers have a vital role to play in their child's education, and homework is an important part of this process. Acorns school in uganda We ask parents/carers to encourage their child to complete the homework tasks that are set. Acorns school in uganda We invite them to help their children as they feel necessary and provide them with the sort of environment that allows children to do their best. Parents/carers can support their child by providing a good working space at h

ome, by enabling their child to visit the library regularly, and by discussing the work that their child is doing. To support parents who find this difficult Acorns school in uganda we provide a weekly homework club.

If parents/carers have any problems or questions about homework, they should, in the first instance, contact the child's class teacher. If their questions are of a more general nature, they should contact the Principal.

Monitoring and review:

It is the responsibility the senior management to agree and then monitor the school homework policy. Feedback from parents is a vital part of this process and is welcomed at all times;