Areesh Rehmani: Exploring diverse cultures through languages and science
Thriving on the principles of linguistic diversity, pluralism and academic excellence, the Aga Khan Academy Maputo is the third Academy of the 18 Academies planned worldwide. Its rich atmosphere not only nourishes students to be active learners, but also encourages young minds on how to maintain a balance between sports, academics and cultural activities.
Areesh Rehmani, a grade 6 student at the Academy in Maputo, is one such determined and dedicated student. An active learner and passionate sportsperson, he is significantly involved with academic, leadership and sports activities. Not only is Areesh curious to learn about scientific innovations and technological growth, he is also enthusiastic to learn new languages and gain knowledge about diverse cultures.
One of the languages Areesh is learning is Portuguese. He proudly shares, “Learning Portuguese has had a very good impact on my life. I am now able to communicate well and when visitors come to my school I can converse in both languages (English and Portuguese).” Speaking both languages not only helps Areesh communicate with the local community, but also allows him to deepen his knowledge and learn from members of other communities as the Academy receives many visitors from Britain, Spain, Portugal and other countries.
Areesh also enjoys mathematics and science lessons. He explains, “Learning about new things has made a great difference. It is wonderful that now I am learning things that previously I didn’t know.” He speaks fondly about a science field trip he attended. The field trip was focused on educating the students about the cell theory in biology. He says, “We saw real cells. These living cells were put into slides and after observing them we had to draw them.” Areesh particularly loved this innovative way of learning. He continues, “Doing this activity, I realised how I enjoy drawing too. And since, this was something I had never done before or seen – it was really fascinating.”
On asking him how he likes the Aga Khan Academy Maputo campus, he says, “I really like the campus – especially the library. It’s such a colorful space because it has so many books. I also enjoy the IT room because we can use computers to learn. The science lab is also my favourite as here we can do many experiments, and I find science extremely engaging.” Some experiments Areesh and his classmates have conducted include researching about different organisms, using microscopes, and experiments to solve problems about mass and time.
He believes that classroom lessons such as these have also allowed him to become a better team player. He says, “I would define myself as a sportsman. I feel I am an active person. I enjoy sports activities like cycling, playing football, tennis and others. I’ve also played many football matches.” Areesh believes that sports make him more focused, and he is also happy when he is able to maintain a balance between sports and academics. Areesh has also participated in an inter-school football tournament where he was awarded the Man of the Match Award. Areesh says, “I was speechless, but also very grateful for such a wonderful opportunity.” Areesh’s favorite football player is Cristiano Ronaldo because he is respectful and honest.
In the future, Areesh hopes to visit the other Academies and learn more about other cultures and communities. Although learning about diverse cultures and languages excite him and are his passions, he believes that his career goals are more science and sports inclined. He aspires to be either a software engineer or a footballer. He says how earlier he wished to be an astronaut, but has realised how much he enjoys building new models. One day, Areesh hopes to use technology to create a positive impact in society.
Areesh believes the Academy’s learner profile has helped him define these ambitions and has improved him as a person. He says, “The learner profile helps me, and I learn more when I have the learner profile.” He affirms that adopting the qualities of the learner profile allows him to be a better student and a helpful person. The profile teaches him how to be more collaborative, and he is always ready to help any of his classmates with difficulties in academics or in other areas. Areesh explains, “In MYP (Middle Years Program) we have a whole group and we stay together. We have a united class and we are all very helpful and kind towards each other.” He believes, “Unity is the first step to success. Nothing can be done without unity. We all help each other and we grow together.”
By Khushboo Shah
International School Library Week Celebrations
The AKA Learner Profile
The Aga Khan Academies (AKA) have developed a curriculum within the framework of the International Baccalaureate’s (IB) programmes. As such, the attributes of our learner profile are closely aligned to those of the IB learner profile.
Aga Khan Academies learners strive to be:
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Inquirers |
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
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Knowledgeable
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We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
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Thinkers |
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
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Communicators
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We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
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Principled
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We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
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Open-minded
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We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
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Caring
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We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
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Courageous
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We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
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Balanced |
We understand the importance of balancing different aspects of our lives – intellectual, physical, emotional and spiritual – to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.
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Reflective
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We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
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*Leaders |
We understand that multiple perspectives will allow us to make better decisions, and seek opportunities to work with a variety of others. We perceive and anticipate needs and problems, and are able to motivate ourselves and others to tackle problems, confidently and cooperatively.
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*Stewards |
We understand the interconnectedness of communities, striving to create harmony in our environment, while considering the needs of all members. We are motivated to leave the world a better place.
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© International Baccalaureate 2013
IB learner profile booklet
*Unique attributes of the Aga Khan Academies learner profile
International Mother Language Day Celebrations
Community Service
Community service is a major part of the student experience at the Academy. Both the curriculum and student life incorporate aspects of community service.
Service opportunities extend the educational experience beyond the classroom and help our students learn about the real-world applications of their studies.
Through community projects with local organisations and groups, our students gain a sense of the connections between their education and the world around them. Students can participate in a variety of structured community initiatives and internships to learn about their place in the world and how they can make a difference to the lives of people in their community.
By partnering with local agencies of the Aga Khan Development Network (AKDN), students learn first-hand about the work of the organisation, and make tangible contributions to the agencies' projects.
In addition, community engagement gives our students an understanding of broad concepts such as human rights, dignity and autonomy, while emphasising the ethos of leaving the world a better place.
The Aga Khan Academy Mombasa used the hiatus due to the COVID-19 pandemic to rethink and enhance its service learning programme. Although a part of the International Baccalaureate (IB) curriculum, the Aga Khan Academies further developed and connected the IB's service learning programme with AKDN's approach to development. From being a standalone experience for residential students on Saturday mornings, which was voluntary for day students, the service learning programme has now been incorporated into the school's timetable, occurring on a weekly basis. Led by the service learning team, all Senior School Middle Years Programme (MYP) mentors have been inducted into the new model and all MYP students now participate in the programme. A handbook has also been developed and all service learning activities are explicitly linked to the curriculum to ensure the programme connects to classroom learning. At the culmination of their service initiatives, the MYP students showcase their projects to the Academy's community, and engage with the Academy's Primary Years Programme students as well as external community partners.
Examples of service projects:
Coast Rural Support Programme: Tree planting at Mtaa community reservoir. The reservoir was created as a community project. The outreach project involved planting 700 indigenous seedlings around the reservoir.
East African Quality in Early Learning: Creation of the fun reading day initiative to promote early grade reading. Inspired by the common 1:10 ratio of students to books in local public primary schools, the first project was to collect books to establish a library at Ng’ombeni Primary School. Through a book drive and other community projects, students collected books and catalogued and prepared them for library use.
Our Junior School and Diploma Programme (DP) students visited the Ng’ombeni Primary School for group reading sessions. This project was then handed over to upcoming DP students to continue.
Education for Marginalised Children in Kenya (EMACK): Student’s council training workshop at Longo Primary School. Sarrah Sheikh came to know the Longo Primary School through her summer placement service. She went on to assist EMACK in establishing student leadership bodies, beginning with Longo Primary School. Topics covered went from effective leadership to communication tools, and the difference between prefects and elected student leaders. Three weeks after this project, the Kenyan government announced the phasing out of the prefect system and the introduction of elected student councils.
“I realised that what we take for granted is like a miracle for other people.”
Madrasa Resource Centre: School painting project at Mpirani Nursery School. After visiting a school in disrepair, the DP students decided that a bright place was needed for the students to learn. They mobilised their fellow students to create bright learning materials and to repaint the school.
Junior School Celebrates Earth Day
Independence Day Celebration at the Junior School
Interview with Dr Jonathan Long, Head of Academy at AKA Hyderabad
Young creators of the Academy attend art fest
AKDN Ambassador hosts Bangladesh government visit to Academy
