International Baccalaureate
The Aga Khan Academy Mombasa follows the principles of the International Baccalaureate (IB) and is an authorised IB World School.
The International Baccalaureate is a non-profit educational foundation, motivated by its mission to create a better world through education.
The three IB programmes offered at the Academy help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalising world.
The three programmes are:
Primary Years Programme
The Primary Years Programme (PYP) at the Academy, for students aged 6–10, focuses on the development of the whole child, addressing social, physical, emotional, and cultural needs, while giving students a strong foundation in all of the major areas of knowledge. Through the PYP, children become aware of and sensitive to the points of view of people in other parts of the world.
Middle Years Programme
The Middle Years Programme (MYP), for students aged 11–16, integrates the study of all the major disciplines, including languages, sciences, literature and the social sciences, mathematics, arts, technology and physical education. The MYP normally includes a service component designed to encourage students to become involved with their communities.
Diploma Programme
The Diploma Programme (DP), for students aged 16–19, is a two-year course of study that prepares students for university. All DP students study languages, a social science, an experimental science, mathematics and, usually, an arts subject.
At the same time as it provides a form of academic passport, the DP generally fulfils the requirements of a student's national education system. Each student's performance is evaluated by independent examiners and measured by his or her levels of knowledge and skills relative to set standards applied to all schools.
Aims of the IB programme
Founded in 1968, the International Baccalureate currently works with 3,423 schools in 141 countries to develop and offer their programmes to over one million students.
Their mission statement declares: "The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect."
"To this end the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right."
The IB is more than its educational programmes and certificates. At heart they are motivated by a mission to create a better world through education.
They value their hard-earned reputation for quality, for high standards and for pedagogical leadership.
They achieve their goals by working with partners and by actively involving stakeholders, particularly teachers.
For further information please visit the IB website.
Adilia Cabral: Standing Up for Inclusiveness and Respect in Classrooms
Throughout the course of her teaching journey, Adilia Cabral has valued the importance of inclusivity in creating an engaging and fruitful environment in the classroom. She shares details of her evolution during her time at Aga Khan Academy Maputo.
For the Aga Khan Academy Maputo teacher, Adilia Denise Aly Guedes Evaristo Cabral, mutual trust between teachers and students, as well as between students themselves, is of paramount importance for a thriving classroom. It is a crucial factor for any successful learning experience. And how does Adilia ensure this flourishing environment persists in her classroom in Maputo, Mozambique? By supporting students and ensuring they support and respect each other.
“I teach with love because I want to gain the trust and friendship of students. I am always available to listen to them and I want them to feel comfortable sharing their problems with me. I always try to look students in the eye and read their body language, because that's what dictates how I should react with a particular student that day,” she says, adding, “I also make sure there is a spirit of cooperation between students in the classroom.”
Listening to Adilia and the details of her background, education and experience, one feels she chose the perfect career for herself.
“When I was a young student in school, one of my aunts, who was an educator herself, told me that I should follow the teaching profession because she saw I had a passion for that calling. I am glad I listened to her. I love to teach and want to inspire and empower my students to excel in whatever they choose to do.”
Adilia was born in Mozambique in the province of Beira. She has a degree in French teaching from the Pedagogical University in Maputo, Mozambique. After graduating in 2004, she taught in private schools around the cities of Maputo and Matola. She joined the Academy in 2017 where she teaches French Language Acquisition and Portuguese Language and Literature.
The Academy’s International Baccalaureate (IB) curriculum is interwoven with the rich Aga Khan Curricular Strands of ethics, pluralism, economics for development, cultures, governance and civil society. These play a vital role in Adilia’s instruction as she incorporates them in her lessons.
“One way to ensure that in a pluralistic environment there is no discrimination or bullying is to make students respect each other regardless of colour, race or background. This is an aspect that is always reinforced within the Academy through the Aga Khan Academies' Learner Profile, in the classrooms and the way our units are designed.”
Making certain students respect each other and work together is important to Adilia. But so is independent learning. As she explains, “During my class, I prioritise teamwork, group work and peer work as well. All students must respect each other regardless of disagreements. As for training small leaders, the activities are designed so that each student takes action in the units. I always give students opportunities to become independent and look for solutions to overcome problems and obstacles. In my classes, each student contributes to the success of the group.”
Joining the Academy has been a transformative journey for Adilia. It has helped her in her personal and professional growth and has made it possible for her to become a more effective educator.
“The Academy has made me a better instructor by giving me feedback on my teaching,” she states and adds, “also, the institution offers ongoing training courses to make teachers more effective and more successful.”
Reflecting on her time at the institution, Adilia says a day that was especially rewarding and memorable for her was the day she graduated from the Academy’s Teachers Preparation Programme (TPP).
“I felt special,” she recounts with pride. “I felt recognised for what I was doing and it made me aware of how important the training was and how important the teaching profession was. The Academy was placing great trust in me. And I had to work hard for not only for myself, but for my students and for my country. That day was the beginning and not the end of a long journey.”
World Teachers' Day 2020
Lucrecia Paco
An internationally renowned Mozambican actress will be visiting Maputo Academy in the month of October.
History
In 2000, His Highness the Aga Khan initiated a programme to establish an integrated network of schools, known as the Aga Khan Academies. The aim of the Academies is to provide education to deserving students at an international standard of excellence.
The Aga Khan Academies are part of the Aga Khan Development Network (AKDN), which has been involved in education in developing countries for decades. AKDN agencies currently run more than 240 schools and educational programmes ranging from early childhood through to post-graduate education.
In 2003 the first Academy was established in the Kizingo area of Mombasa, Kenya. A facility inspired by Swahili architecture, the Aga Khan Academy Mombasa is a state-of-the-art learning institution. It is recognised as an International Baccalaureate World School. The Aga Khan Academy Hyderabad was the second to open in 2011, and the third opened in 2013 in Maputo, Mozambique.
Establishment of the Aga Khan Academy Hyderabad
Construction of the Aga Khan Academy in Hyderabad began in 2006. The first intake of students was in August 2011 for the Junior School and 2012 for the Senior School, including the residential programme. The Academy has been accredited as an International Baccalaureate World School for the Primary Years, Middle Years and Diploma Programmes. The first class of the Senior School’s Diploma Programme graduated in 2014.
The Academy's Professional Development Centre (PDC) began operating in July 2010, prior to the opening of the school. The first programme offered by the PDC was a series on Professional Learning for Educators. These are collaborative courses designed by the Aga Khan Academies with input from government and educational experts. Their aim is to improve the education of both students and teachers within the region.
A global learning community
As further Aga Khan Academies are established, the vision is for them to become an interconnected network of schools that form a global learning community. The work of the Academies is also enhanced through partnerships with other educational institutions and the agencies of the Aga Khan Development Network.
Grade 12 graduation ceremony: 6:30pm, Saturday 25th May
74 students will complete their IB Diploma Programme examinations and graduate from AKA Hyderabad in the presence of their peers, teachers and families. Congratulations!
About the Academy
The Aga Khan Academy Hyderabad is an International Baccalaureate (IB) World School and is the second in the network of Aga Khan Academies established by His Highness the Aga Khan.
The Academy features state-of-the-art facilities, a multicultural student body, and an experienced team of educators and staff. We provide students with education of the highest standard in order to prepare them for lives characterised by leadership and service.
Admission to the Academy is competitive and based on student merit, regardless of a family’s ability to pay. We consider all eligible students regardless of socio-economic status.
Mission statement
The following is the mission statement of the Aga Khan Academy Hyderabad:
"The Academy will identify and nurture exceptional young people from any background with the potential to become effective, ethical leaders. It will be a joyful community of lifelong, fearless learners who are culturally-rooted and internationally-minded. Academy graduates will be reflective, compassionate, adventurous and creative citizens empowered as stewards to make a positive contribution in a changing world."
A culture of excellence
As with all the Aga Khan Academies, we are committed to excellence in all aspects of education. This commitment includes the academic curriculum as well as the campus where students live and learn.
Our campus is architect designed and purpose built. It features state-of-the-art classrooms and resource areas, and extensive sports facilities. These outstanding facilities provide an inspiring environment for both students and staff.
At the Academy, we strive to create a balance between academic demands, sports, cultural activities, and community life. We challenge our students to be intellectually inquisitive and socially conscious. We also encourage them to respect and appreciate other people’s cultures, social structures, values and beliefs.
A rigorous academic programme
Our academic programme has been developed through the implementation of the widely-recognised International Baccalaureate. The programme is designed to challenge students of all backgrounds.
Our aims for our students include:
- promoting academic excellence
- enhancing analytical and study skills
- building leadership skills
- fostering an ethical outlook and sense of civic responsibility
- developing an understanding of global issues
- encouraging creativity.
Experienced local and international teachers lead our programmes. Faculty members are up-to-date with the best educational practices. They are committed both to their students’ learning and to their own continuing professional development.
The Aga Khan Academy Maputo celebrates its first graduating cohort
The Aga Khan Academy Maputo celebrates its first graduating cohort
Academy teachers discuss differentiation
