LITTLE ANGELS PRE-PRIMARY AND PRIMARY SCHOOL KAMWENGE
Little Angels Pre-primary and Primary School Kamwenge was founded in 2010 by Lady Kyomugisha Vanice out of her concern for children especially children from families with a poor background. By the second year, the school had 200 students.
First and most obvious is the emphasis on high-quality affordable education for rural children. With its booming information economy, Uganda is a land where a good education is often a ticket out ofpoverty, but it is also a land with extraordinary educational stratification: children with opportunity and means can get an excellent education, while the majority of children have access to poor schools with Kamwenge District being no exception.
At Little Angels Pre-primary and primary school we work to improve access and the quality of education supporting Kamwenge communities to achieve their future goals.
Since its inception in 2010, Little Angels Pre-primary and primary school has worked inKamwenge district with local guardians and stakeholders to improve educational facilities and the lives of students. We continue to work diligently towards the goals we first set out for ourselves and appreciate the support from stakeholders.
Little Angels Pre-primary and primary school Kamwenge is dedicated to improving the tomorrow of Kamwenge communities through the education of today’s children.
We believe that the only way to improve tomorrow’s options and outcomes in Kamwenge is through education today. Our institution focuses its efforts on access, quality, and success in Ugandan education. We seek to support children, families, and their communities in their educational goals and to work alongside the existing educational systems with leadership present in local communities.
Educational Access – We believe that every Kamwenge Child should have access to education. We work to identify potential roadblocks to educational attainment. We provide support, and programs to meet the identified needs and assist individuals in gaining access to education.
Educational Quality – We believe that every Kamwenge people should participate in and experience high quality education in preparation for the future. We support the work of parents and guardians through instruction, assessment, and training to enhance the educational experience.
Educational Success – We believe that every Kamwenge people should have the opportunity to achieve success through education. We work to increase school completion and attendance rates, decrease failure and dropout rates, and to promote achievement in Ugandan education.
Our aim is help every child achieve the highest degree of individual development of which he/she is capable, keeping in mind the needs and values of the society he/she is living in.
To stimulate in our pupils a sense of pride in their national heritage and culture, a respect for their environment and the ability to observe only the best of other cultures.
Development of skills, qualities of character, knowledge and physical well being.
To achieve personal satisfaction in an academic medium.
To provide learning opportunities where the child can be creative and use one’s initiative.
To foster an inquiring attitude.
To develop capacities for thought and judgment.
Social and Moral Aims
We promote social awareness of oneself and others.
The school provides the opportunity for children to interact with each other and with adults in a pleasant way, both at school and in other communities, thus becoming aware of the needs of others.
While acknowledging differences, they learn to appreciate and respect others. We try to instill a code of social and moral behavior based on religious principles.
We prepare our children for decent leisure and recreation. The school tries to make the children understand that in a democratic society each individual has duties and obligations to the community as well as rights within it.
Education is at the service of ‘human maturity’. It aims at the most complete achievement of varied activity expressing the potentialities of students in the context of their social environment.
The general objectives of religious education is to transmit, evoke and acquire knowledge, attitudes, values, skills and sensibilities according to the mind, values and sensibilities of God the creator.
Religion is used as the service of the art of life in the religious dimension.
Though the core of the religious message is not primarily the ethical dimension, yet the religious message finds its concrete expression in character formation and good behavior.
A good level of both English and Runyakitara is necessary for good communication. This interaction between sender and receiver occurs very clearly in spoken communications, yet this process characterizes itself in written communication as well. Reading is also a process of negotiation. This highly complex activity involves knowledge, abilities and skills. Children make sense of experience by learning to ask the right questions and by talking or writing about it. It is through language that children come to explore other areas of knowledge in the school curriculum by exercising the communication abilities i.e. interpretation, expression, negotiation and practice.
Initially, the teaching of English as a standard language is based also on an informal communicative approach, where we offer plenty of opportunities for learning through activity, e.g. during art and craft, Physical Education, music/ nursery rhymes and outings.
In order that children grow to love Mathematics, the subject is taught in a concrete, practical and active way as much as possible. Pupils are more likely to develop mathematical concepts that will help them for later on at school if they can associate what they learn with real life experiences. Mathematics introduces our young pupils to logical and clarity of thought.
Art is an expressive and communicative force encouraging the ability to perceive, understand and express concepts and feelings in a visual and tactile form. It heightens visual and intellectual awareness through direct participation in practical skills: drawing, painting, printing, modeling, carving, building, etc. and the handling of different media e.g. chalk, pencil, crayons, poster/water/finger colours, powder paints, paper, cardboard, plasticine, wood, stone, leaves, flowers, etc.
Art and craft leads the pupil to a more lively appreciation of the natural and man-made environment and a greater understanding of the self. It fosters in children a positive outlook, an enthusiasm to try things out and eventually reach a stage of maturity which will enable them to enjoy ideas, creating, researching and looking for beauty throughout the rest of their lives. Art gives form to thought and so renders visible those ideas which would otherwise have remained intangible notions if taught solely through literacy and numeracy.
A complete programme aiming for the acquisition of movement skills including locomotor and nonlocomotor skills, as well as manipulative skills.
Our programme is followed regularly so that pupils master skills necessary to perform a variety of physical activities. By year three each pupil should know the implications of and benefits from involvement in physical activities especially the values and contributions it gives to a healthy lifestyle.
Projected play is drama in which the whole mind is used but the body is not used so fully. Treasures (dolls, bricks, any object upon which love is provided) are used which either take on characters of the mind or become part of the place. The child stands, sits, lies prone or squats and uses the hands mainly. The main action takes place outside the body and the whole is characterized by extreme mental absorption. The object played with rather than the person playing takes on life and does the acting, though there may be vigorous use of voice. This type of Projected play is used mainly by lower primary pupils and it leads to the mastering of various skills e.g. observation, patience, concentration and organization.
Drama, proper is obvious personal play in which the whole person or self is used. It is typical movement and characterization.
Pupils experience being things and people. Dance also forms part of Drama. The child takes upon himself/herself the responsibility of playing a role.
Through drama pupils develop many skills the most important being leadership and personal control.
Through music children learn to appreciate another form of art.
Initially children listen to different types of music on various instruments and they express their feelings about particular sounds. Thus they learn to be critical and analytical. Gradually they are introduced to singing accompanied by the piano.
Music helps children express their feelings. They will also be introduced to certain rules, like standing up straight and breathing well while singing, good timing, voice control and projection.
Through musical performances children gain confidence on stage. Music also helps children develop their personality and all children benefit from it.
Computer Studies will start in primary 1 and proceed to primary 7. Lessons are aimed to provide a comprehensive guide to information technology.
By using the most popular software packages in education, lessons are planned to help children explore the unlimited potential of the computer.
Children are introduced to the concept of the following applications and then given step by step description of how to use them.
· Word processor
· Computer Graphics
· Desk Top Publisher
· Spread Sheet
Computer studies will be amalgamated with all other subjects in the curriculum. Software tackling subjects like Maths, English Language, Geography, Science, Media etc. will be used during the lesson to reinforce class explanations
Science starts in Junior 1 and goes on to Junior 6. Science is about making hypotheses and testing them out, so children are encouraged to try out things whenever possible. Many of the activities that are carried out in class are developed further, providing openings for discussion and investigation. We try to make science appeal not only to the scientifically inclined child but also as a general introduction to the subject for all children.
Social Studies start in primary 3 and continue in primary 7. This subject is made up of three components, Geography, History and Civics.
At the Primary Level, children are taught how to learn and solve problems on their own by experiencing things themselves. A good use of visual aids and educational toys help make learning more effective and interesting. Homework is given to reinforce what is done in class.
Children are continuously assessed throughout their process of education which introduces and reinforces concepts and activities as the children go from one stage to another.
All the staff works as a team so as to ensure continuity and balance between the cognitive, socio-affective and motor skills.
A child’s introduction to school is of utmost importance, as these first impressions may well influence the rest of the child’s life.
- To make our children happy at school. If children are happy in their environment, their minds will be at peace and hence open to learning and receptive to new ideas.
- To provide an all-round education. The whole child is considered to be important i.e. the physical, mental, emotional and moral aspect is emphasized. All this provides a strong foundation that will later help our pupils become eager students, self-confident and able to interact favorably with each other and with adults, both at school and in other communities.
- To make them aware of their needs and the needs of others
Playgroups (2 – 3 Year Olds)
We believe that this class is an extension of the family, with the added advantage that children can interact with each other.
In the playgroup, children learn nursery rhymes, simple prayers and various simple tasks. They play with educational toys, all leading to the gradual development of the motor skills, they integrate in groups and thus they learn how to share, wait, obey, etc. All this helps the child to adapt itself to a life in society.
Pre-primary 1(3 – 4 Year Olds)
In pre-primary level, basic training is introduced such as walking in line and table manners.
Social training in sharing, waiting, obedience and helping classmates are emphasized.
Nothing is more precious than establishing good habits and attitudes because little things established at this tender age remain for life.
Children are encouraged to express themselves orally in English and Runyakitara, to communicate through mime and art work.
Art and Craft/Projected Play
Great importance is given to art and craft, and this forms part of their daily activity. Children make use of educational toys such as building blocks, jigsaw puzzles, plasticine, etc. They learn to use pencils, paint brushes, scissors, etc. These activities stimulate the children’s imagination and promote initiative.
Numbers, Letters and Shapes
Children are introduced gradually to the world of shapes, starting with the most basic ones, such as triangles, squares, circles, rectangles and ovals.
Pupils also practice pre-mathematics skills such as sorting, matching, ordering and the like. Recognition and evaluation within 10. Through play, children are also introduced to the basic colours.
The letters of the alphabet are taught phonetically. Words are introduced so that the child can relate the phonetic sound with an actual utterance.
Children recite prayers as a class following a familiar pattern everyday; the sign of the Cross, simple children’s prayers and singing of hymns.
Pre-primary II (4 – 5 Year Olds)
The curriculum of pre-primary I is repeated and reinforced.
Additionally, pupils in pre-primary II practice more number work within 10, e.g. classifying, one to one mapping, sorting and evaluation. By now pupils can write all the numbers up to ten and relate a number to its proper value.
By the end of the year, children are familiar with the sound of each letter of the alphabet in English and they would have received enough practice in learning to form all the letters of the alphabet.
Children are prepared for “Reading Readiness”. Pictures and work-books provide material for conversation, and encourage the child’s observational technique and hand/eye co-ordination. Pictures stimulate and extend children’s language development.
Children are encouraged to speak in English about various topics in order to promote a growing ability in listening and speaking. Hence the importance of story telling, where children learn to listen to a story and later talk about what they would have listened to.
Nursery rhymes are sung and acted, using either a piano or a cassette recorder. This gives opportunities for movement, response to commands such as clapping to rhythm, singing of nursery rhymes and learning of simple action songs from music available.
Through nursery rhymes and songs, children also develop their language.
A concert is held every year. This allows the children to express their talents and creativity in music and drama.
Simple exercises, running on the spot, jumping, stretching, etc.
Different ways of moving our body: fast, slow, high and low etc.
Imitation of animals and things around us: galloping, hopping, flying etc.
All this work is done in an atmosphere of play and fun. Learning becomes an enjoyable event and hence our children are introduced to the later world of formal learning in the most enjoyable of ways.
We feel that parents should play a vital role in their children’s education and progress; therefore we try to establish close ties and co-operation between the school and the home environment.
While lots of things are important, we need to hone in on the few factors that make a big difference in learning, such as motivating our teachers and holding them accountable, and creating an environment for children that is engaging and interactive. All these are possible; there is clear evidence of success from within our school.
Little Angels pre-primary and primary school helps Parents and the Community to share experiences and knowledge about education through village meetings and school meetings and other meetings as friends of learning.
Working with parents and guardians we teach our children how to learn. Once children learn how to learn, nothing is going to narrow their mind. The purpose of education is to replace an empty, closed mind with an open one.
Parents, volunteers, teachers, community leaders, and friends of learning are called upon to engage in the learning of the children. Educating a child is an honor to the Nation, community, village, Family and the child.
Contact us at;
Email: firstname.lastname@example.org, or email@example.com, or mobile: +256772601640