Admission Requirements
The Academy uses a multifaceted assessment in identifying students. The assessments enable students to demonstrate their cognitive, literary, mathematical, creative and leadership abilities.
Admission is competitive and based on student merit, regardless of a family’s ability to pay. The Academy endeavours to meet the demonstrated financial need of each admitted student.
Please click here to access the application forms.
Junior School
Years 1–5: Primary Years Programme (PYP)
Students entering year 1 should have completed at least three years of nursery school and must be 6 years of age by 31 August of the year of entry.
All prospective students must demonstrate a potential for high academic achievement and demonstrate competency in literacy and numeracy. Each applicant from year 2-5 must sit a standard assessment in logic, English (reading and writing), mathematics and creativity. Applicants will also have personal interviews with key members of the Junior School staff as part of their application process.
Senior School
Years 6–10: Middle Years Programme (MYP)
All students applying for a place in the Senior School must have attained high scholastic achievement in their former educational institutions. They must also demonstrate a keen interest and participation in community service projects outside the classroom and/or extracurricular activities such as sporting activities, clubs, arts and music.
All applicants must schedule an appointment for a standard assessment test in logic, English, mathematics and problem-solving at the school, in addition to providing past student grade reports and certificates of achievement. Applicants will also have personal interviews with key members of the Senior School staff as part of their application process.
Diploma Programme
Years 11–12: Diploma Programme (DP)
Applicants for the International Baccalaureate (IB) Diploma Programme at the Aga Khan Academy Mombasa, must have demonstrated outstanding academic achievement as well as a proven record of civic mindedness and participation in community projects.
The application process requires prospective students to undergo a standardised assessment test in English, mathemathics and logic as well as an interview with IB Diploma Programme coordinators and key members of the Senior School staff.
New students will not be accepted in the year of the Diploma exam.
U11 Boys Hockey vs. Jaffery Academy
10 March 2015 (Home)
University Acceptances 2007–2014
Graduates of the Aga Khan Academy, Mombasa from 2007–2014 were accepted by the following universities:
Idah Khan O'Neill: Playing a Vital Role in Teacher Effectiveness and Enhancement
Always an innovator, Idah and a colleague at the school incorporated playful learning in the school’s rigorous International Baccalaureate (IB) curriculum in their Primary 2 classrooms. According to the school’s newsletter, this pioneering method created “a rich environment where playful learning flourished in the school’s IB Curriculum.”
Reflecting back on a play unit in her classroom on family finances, Idah said what made it such a successful unit was that the children were not only learning curricular concepts and skills but were also deeply engaged in the process and were motivated to learn more. She added, “I think inquiry is most powerful when it is current and instant. So, when kids have an idea and you are feeling that idea, you cannot quite wait for next week for it to happen. You have got to give it your all for it to really take hold.”
Idah’s involvement as an educator started in Singapore where she was a Montessori school teacher for a number of years before moving to Jakarta, Indonesia where she opened a Montessori school. Having run the school for four years, Idah decided to move back to Singapore to work at the German European School as a Kindergarten teacher. Here she was assigned the role of PYP Coordinator for Kindergarten and was part of a guided management and teaching team.
Armed with a Bachelor’s degree in Early Childhood Studies from the University of Monash in Australia and an advanced diploma in Montessori Education, Idah is currently pursuing a Master’s Degree in Education at the online University of the People.
Highly self-motivated, Idah is fluent in English, Malay and Bahasa Indonesia. Additionally, she has good conversational proficiency in Mandarin and Danish. Now that she is in Mozambique, Idah says she is looking forward to learning Portuguese.
She relishes the IB programme and cherishes its effectiveness. She is a member of the International Baccalaureate Educator Network, a PYP School Visiting Team Member, PYP Curriculum Connections Service Provider, a PYP Curriculum Reviewer, and a PYP Workshop Leader.
Her volunteer work reflects her compassion and her caring for others. She was a volunteer teacher in Sumatra, Indonesia, and the United Kingdom. She also travelled to rural India looking at water conservation projects under the Aga Khan Foundation and developed a Unit of Inquiry On Water Use in the Aga Khan Academies and also in local schools.
Idah feels that with her new appointment at the Academy, she is getting closer to attaining her “reason for being” or her Ikigai. Ikigai, she explains, is a Japanese concept that is usually used to indicate the purpose in one's life or the things that make one's life worthwhile. She states that she would very much like to be part of His Highness the Aga Khan’s vision of the Academies, who on June 2004 said in Mozambique, “above all, it is my hope that these schools will stimulate creativity, intellectual curiosity and honest inquiry so that their students can adapt and thrive in a world of rapid change; can make informed judgments on life’s daily challenges, and place those judgments in an ethical framework.”
She feels she is very fortunate to be given this opportunity. “It is my mission, in my capacity as a Teacher Coach, to be able to help realize this goal through play and creativity with regards to the way we teach and learn.”
Samy Natho Jina: Using information technology to better the world
Samy Natho Jina is an International Baccalaureate (IB) Diploma Year 12 student at the Aga Khan Academy Mombasa. In addition to being an informed global citizen, Samy is a skilled and talented self-taught computer coder. Currently pursuing Information Technology in a Global Society at higher level as part of his IB Diploma, he strives to derive ways through which he can use information technology (IT) to create value in today’s society and tackle social and ethical issues. He says, “Building systems is not enough; for me, considering the impact on the stakeholder’s life is also a key factor.”
Samy’s passion for computers began on his sixth birthday when he received a “slow and old Acer laptop.” He says that because the laptop was too slow to play computer games, he used his time to explore the computer’s settings and discovered all the features that were being offered by Windows XP. As a result of his vivid curiosity and experimental nature, Samy unknowingly installed virus software which caused the computer to crash. Determined to fix his computer, Samy tried all the possible methods to restore it: he sought advice from many adults, attempted creative problem-solving techniques, and even visited a computer scientist to figure out what was happening.
Ultimately, Samy’s curiosity and determination led him to discover that this – dealing with computers and software – was what he wanted to do for a living in the future. Samy now aspires to develop his skills at university through studying software engineering and computer science.
Along with being a hardworking IB student, Samy is constantly working on new applications, coding new projects, and making apps for various companies. The first app he created was for his parents to help their pharmaceutical company handle online business management, archive files and track sales. He created another security software for a non-profit organisation for referencing and tracking individuals for an event. Samy also designed an advanced website for a TEDx event in Mombasa, Kenya where he added security and ticketing features. Samy comments, “As my understanding increases so does my passion.” An extremely driven individual, he also uses online platforms such as OpenClassrooms to learn coding languages like HTML5, CSS3, JavaScript, PHP5, jQuery and others, for which he has also gained many certificates. “With each new language I learn, I become more excited about that field,” Samy explains.
Samy believes that in five to 10 years, the whole world will depend more on information technology than it currently does today. He believes that there is a great future in developing modern technologies for medical applications, and wishes to be at the core of the technological development that will advance medical health applications. Samy believes in practical application along with theoretical learning and is working hard to bring about a positive change.
Samy is extremely grateful for the opportunities he has been granted to use his skills for the betterment of the local community with support from the encouraging environment at the Aga Khan Academy Mombasa. Samy says, “For each and every project, I have spent countless nights out of my own free will fixing incorrect lines of code. It is my dream to make sure this talent and passion I have for software development and computers can be used to make this world a better place.”
By Khushboo Shah
Residential Facilities
Our school culture is based on respect, integrity, honesty, fairness, empathy and good humour; and these values permeate the ethos of residential life.
The residential environment is warm and supportive, and this is reflected in the peaceful and inviting architecture of the residences. Boys and girls live in separate student residences, and all students are closely supervised by faculty and staff.
The adjustment to living away from home for the first time can be difficult for students. Our dorm parents are a carefully chosen group of teachers who live in faculty apartments in the residences. They ensure a safe, nurturing and fun-filled environment for students.
Dorm parents are trained in critical skills such as health and safety, community life and interpersonal relations. They possess a high level of energy to handle multiple tasks while offering guidance and support to the students.
We provide accommodation for members of the Academy community from both within the country and overseas, as well as those visiting or on exchange from another Aga Khan Academy. Additional teachers' quarters on campus house both resident and visiting faculty along with their families.
Academy Fellows
Hear what some of our former Academy Fellows have to say about their experience and see them in action
The Residential Experience
The residential experience is about learning and growth stimulated by the constant interaction among faculty and student peers of great talent, character and leadership. It greatly extends and enriches the overall educational experience.
Residential life at the Academy complements and extends the academic experience and includes a rich array of activities and leadership opportunities to enhance students’ learning and growth.
Mealtimes and other gatherings offer opportunities for informal interaction as well as for discussions, meetings, language tables and study groups.
The focus of the residential programme is on students’ intellectual, social, spiritual and physical growth in a structured and ethical environment. Many of the least tangible but most important elements of an education – the development of practical leadership skills, the capacity to make ethical judgments, the ability to navigate through complex cultural settings – are formed outside the classroom.
The safe and secure environment of each Academy’s boarding facility gives students of all backgrounds the opportunity to thrive emotionally, intellectually and physically.
In general, four students share a room. The rooms are spacious with high ceilings and large windows. Other facilities include a student lounge with a large-screen television, dedicated study areas and a laundry facility.
In addition, the Commons, the heart of the campus, houses the dining hall and an array of spaces for school activities.
It is the hub of student activity, serving as the Academy’s main space for major school functions, including music and drama performances and public lectures.
Academic Programme
The Aga Khan Academy Hyderabad offers an education of an internationally recognised standard of excellence to prepare students to become intellectually curious, globally-minded citizens of the world.
The Academy programme develops students who are committed to positive change and are able to understand and analyse complex issues of local, national and global significance.
Our curriculum is built on the framework of the International Baccalaureate (IB). The IB is a thorough, multidisciplinary curriculum that fosters:
- intellectual curiosity
- creativity
- leadership development
- social consciousness
- a pluralistic sensibility.
The IB is also known for preparing students for admission to the best universities in their own countries and abroad.
Our focus is on developing students' critical thinking skills and the ability to analyse issues. We also emphasise multicultural understanding and awareness. One of the ways in which we help our students develop skills for ethical leadership is through the Aga Khan Curricular Strands. These are cross-disciplinary areas of study that have been developed for the network of Aga Khan Academies.
Overall educational programme
Our curriculum is complemented by enrichment, athletic and community service initiatives. The overall educational programme is designed to educate well-rounded, civic-minded individuals. It enhances students’ academic excellence, leadership skills, sense of civic responsibility, understanding of global issues, and analytical and study skills. The programme also reinforces an understanding of local languages, history, cultures and environment.
When they graduate from the Academy, students are expected to be computer literate and have a thorough understanding of the diverse academic disciplines covered in the IB curriculum. They should have mastered at least two languages, including English. Through the planned international exchange programme, our students will be able to enhance their foreign language learning and appreciation of other cultures.
Our graduates are thus well prepared for the rigours of higher education and to pursue opportunities in an increasingly interdependent world.
For further information on the IB programmes offered at the Aga Khan Academy Hyderabad, please visit the following pages:
- Primary Years Programme (grades 1–5)
- Middle Years Programme (grades 6–10)
- Diploma Programme (grades 11–12).
Academic Programme
The Aga Khan Academy Maputo is currently open for Nursery, Junior and Senior School students. We offer an education of an internationally recognised standard of excellence to prepare students to become intellectually curious, global-minded citizens of the world.The Academy programme develops students who are committed to positive change and are able to understand and analyse complex issues of local, national and global significance.
Our curriculum is built on the framework of the International Baccalaureate (IB). The IB is a thorough, multidisciplinary curriculum that fosters:
- intellectual curiosity
- creativity
- leadership development
- social consciousness
- a pluralistic sensibility.
The IB is also known for preparing students for admission to the best universities in their own countries and abroad.
Our focus is on developing students' critical thinking skills and the ability to analyse issues. We also emphasise multicultural understanding and awareness. One of the ways in which we help our students develop skills for ethical leadership is through the Aga Khan Curricular Strands. These are cross-disciplinary areas of study that have been developed for the network of Aga Khan Academies.
Overall educational programme
Our curriculum is complemented by co-curricular, athletic and community service initiatives. The overall educational programme is designed to educate well-rounded, civic-minded individuals. It enhances students’ academic excellence, leadership skills, sense of civic responsibility, understanding of global issues, and analytical and study skills. The programme also reinforces an understanding of local languages, history, cultures and environment.
After completing the full Academy programme, students will be expected to be computer literate and have a thorough understanding of the diverse academic disciplines covered in the IB curriculum. They should have mastered at least two languages, including English. Through the planned international exchange programme, our students will be able to enhance their foreign language learning and appreciation of other cultures.
Our graduates thus will be well prepared for the rigours of higher education and to pursue opportunities in an increasingly interdependent world.
For further information on the programme currently being offered at the Aga Khan Academy Maputo, please visit the Primary Years Programme and Middle Years Programme pages.
