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/ rhymes and outings.
In order that children grow to love Mathematics, we work with schools to see that 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 and Craft
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.
We work with schools so that this programme is followed regularly so that pupils master skills necessary to perform a variety of physical activities. By year three in school 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 instruments.
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.
Our aim is to work with schools so that Computer Studies are initiated 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