PYP New Parent Orientation - Friday, 16th August
PYP orientation & information session to be held in the Junior School Library between 11.45– 1:15 PM. All new parents are invited!
New Enrichment Timings
Enrichment days will be scheduled within school days on every Monday and Wednesday. Buses will depart from the Academy at 3:30 PM on all school days (Monday-Friday).
Grand Cultural Fest 2019 Highlights
Photo gallery of the Grand Cultural Fest held on Saturday, 9th November at the Academy's amphitheatre.
Academies student exchange launched
Year 8 students and parents are encouraged to apply for the inaugural student exchange to Aga Khan Academy Hyderabad! Applications are due by May 6 at 6 pm. For questions, email student.exchange@agakhanacademies.org
Arzoo Rajpar: Making her dreams a reality
The 2017 – 2018 academic year will be my fourth and final year at the Aga Khan Academy in Mombasa. As I approach graduation in June 2018 and reflect on the person I was when I joined the Academy from Dar es Salaam, Tanzania, I am grateful for how much I have grown as an individual and the opportunities I have been able to access.
Through the Academy I have made many of my dreams a reality. I created a project to advocate for the rights of people with albinism in Tanzania, I have ameliorated my skills within the arts, I have coordinated a youth organisation, and most importantly I am a leader and work hard to have a positive impact on my peers.
I am extremely passionate about fighting for the rights of people with albinism in Tanzania. I have always wanted to do something to help the disadvantaged and underprivileged within my community, and I was first able to do so at the Academy in Mombasa. In Year 10 I filmed a documentary for my Personal Project raising awareness about the stigma and plight surrounding persons with albinism, with an aim to educate both the Tanzanian and Kenyan communities on this issue. I continued fighting for this cause through my TEDx talk at the Academy called “Souls Worth Living Too” where I spoke about the issue and my project, encouraging others to take action as well. This was a huge step for me, and the talk was shared on the official TEDx YouTube page.
I chose to continue this project through my Extended Essay, investigating the way in which the discrimination of people living with albinism in Tanzania affects their level of development. The experience I had while conducting research was eye opening. Although change has been made over the years the Tanzanian community still has a long way to go. I want to continue this project in a more artistic and service-oriented way once I graduate this academic year. I plan on doing so mainly through photography and film projects as well as confidence training, awareness and literacy programs.
Furthermore, the Academy has given me the opportunity to carry out other projects for causes I am equally passionate about such as women’s rights and feminism. I am currently the Director of a youth organisation called Stand Up Shout Out (SUSO) Mombasa which carries out several projects in areas such as the environment and education. This year I created a new project known as “Stand Up Shout Out Against Rape Culture Campaign”. Our first event was a Mombasa-wide conference in which students from different schools and socio-economic backgrounds came together to discuss this issue and provide potential solutions. This was a dream come true for me as I was able to create a project to tackle this issue that is deeply rooted within our communities and often disregarded. Before I graduate and in my capacity as Director I would like to complete the SUSO Feed A Soul Khadija Library project, where we are building a library for the children of Khadija Primary School. Music is also an area that I am deeply passionate about. Although I grew up in a musical family, I was able to grow tremendously as a musician once I joined the Academy. In addition to being an active member of the school choir, I write my own music and perform both inside and outside school. Being part of the school choir has allowed me to acquire more skills and to become a stronger singer and musician. Most importantly it has boosted my confidence and allowed me to encourage other musically-talented students to explore music and to help them grow in this area. There is nothing more rewarding than assisting someone in developing their ability to express themselves, to show their passions and to produce art. Music is a huge part of my identity, and at the Academy, I have been able to foster this part of myself.
In Diploma One [first year of the Diploma Programme], I was the Student Council Expression Representative. This role was extremely fulfilling and greatly contributed to my personal growth. I ensured that I would use my position to do the most and the best for the student community at the Academy in Mombasa. I pushed myself to come up with different and innovative ideas, and create opportunities that allowed students to express their talents and passions. Some of the projects and events I introduced include a Musical Theatre enrichment, a Coachella Festival aimed at allowing students to share their talents in visual and performing arts as well as music.
Following this, I was elected as Student Council President for the 2017 – 2018 academic year. Through this opportunity, I have gained new skills and been exposed to new experiences. As President I feel as though it is my duty to be approachable, relatable and a friend to every student in the school. I want to ensure that the student body is able to express their thoughts, that individuals are able to grow in different aspects of their lives and that every student finds their passion within the Academy.
Being a part of the Aga Khan Academy Mombasa community has allowed me to grow tremendously, to express my talents and passions, to fight for what I believe in and to have a positive impact on those around me. Through the various activities in which I have participated and the leadership positions that I have held, I believe that I have discovered my identity and what I want to achieve in my life. I intend on pursuing architecture, a discipline that will allow me to combine my love for art, my intellectual interests as well as my long term goal to serve my community in Dar es Salaam, Tanzania.
Although I have chosen a career path, I will continue to do music, photography, film, visual art as well as community and service due to the fact that these are all areas which form my identity and that I am passionate about.
I am very grateful for the lessons and education I have received and believe that the Aga Khan Academy in Mombasa has equipped me with the skills and experiences to achieve my long term goals.
By Arzoo Rajpar
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
Fiona Makena Kinyua: A transformed educator
“I was elated,” she says. “There were twenty graduates who made it to the final phase. I was one of them. It made me very happy because the TPP programme is very competitive.”
TPP, a multi-phase programme, was designed by the Academies to train outstanding graduates from public universities to teach one or more of the International Baccalaureate Programs (IB) schools. The initial component of the three-part programme, Choosing to Teach Institute was launched in Mombasa in 2013. This was followed by the other two components: Learning to Teach Internship and Teaching to Learn Residency. Today, the Programme is taught in all three academies.
The aim of TPP is to train teachers to become transformative educators in their communities with the vision, as the programme states, “to provide exceptionally talented and highly motivated Academies students with a rigorous academic and leadership-development experience.” The skills the trainees gain from completing any component of the programme are considered highly valuable, thus raising academic standards in the schools in which they teach.
Armed with a Bachelor’s degree in Education Science, Fiona completed the TPP training in June 2019, and currently teaches mathematics and chemistry at the Naisula School, Kajiado County in Kenya. Highly motivated and ambitious for her young students, Fiona says it is her training with TPP that drove her to change her education approach. Her instruction is now entirely student- centered, she states proudly. She has whole-heartedly embraced inquiry-based instruction to engage her students and uses the education concept of differentiation to tailor her lessons to meet individual needs.
Fiona Makena Kinyua with TPP Coordinator Tom Abuto“I thank the TPP fraternity for the opportunity to train as an International Baccalaureate teacher. My teaching methods have changed. I remember initially I had a challenge in facilitating an inquiry-based lesson. I am now happy that I do that with ease. I differentiate and engage students. I now reflect and ask students for feedback. I am open and welcoming to colleagues coming to my classes and giving me feedback.”
This capacity-building endevour to improve the quality of education in local schools is clearly stated in the TPP mission statement which reads: “TPP seeks to develop teachers who are talented individuals with high professional expectations and aspirations; are creative and committed to their own life-long learning and self-improvement; and have a strong professional identity grounded in a well-articulated philosophy of teaching.”
The TPP’s curriculum makes a fundamental shift-from a focus on teaching to a focus on learning. It is designed to help teachers internalise the IB education philosophy.
“The TPP story is rich,” states curriculum coordinator, Tom Abuto, radiating pride and ambition for his students. He is quick to emphasise that only the topmost candidates are recruited into the rigorous and competitive full 18-month programme.
Fiona Makena KinyuaTPP is a model for a growing number of educators who believe that the programme is a much-needed engine for social change. The TPP is offered in partnership with University of British Columbia which provides programme quality assurance and external assessment of participants’ work.
TPP is also the first school-based programme to be recognised by the IB Educator Certificate in Teaching and Learning and the only such programme on the African continent. In addition, the programme is currently seeking recognition from the Cambridge International Examinations under their scheme of Professional Development Qualifications. It is also working towards recognition from the Kenyan Teacher Service Commission.
TPP educators believe that the programme’s distinctive curriculum has the power to train teacher-leaders to motivate students to become agents of social change in their communities. The programme endeavors to produce teachers who are reflective, purposeful and committed to life-long learning.
Fiona feels the skills she has acquired through her training with TPP have transformed her for life. They have completely altered her beliefs and thinking. “My students are now more engaged and enthusiastic. Through differentiation I am also able to be equally inclusive to all students of differing capabilities.”
2016 Yearbook Arrives This Week!
It is with great pleasure that The Academy announces the unveiling of its much awaited 2016 Yearbook. The 2016 Yearbook Team has spent 4 months working hard to capture the essence and significance of life at The Aga Khan Academy Hyderabad this year, working with designers and writers, both internal and external. The 2016 Yearbooks will be presented to students, staff and Academy families on Tuesday 31st May at the last Senior School Assembly of this 2015-16 academic year.
Change Makers musical reflects student agency in Junior School
The Aga Khan Academy Hyderabad Junior School put up its annual musical on the evening of Friday 30th November 2018, at its 100-acre campus near Rajiv Gandhi International Airport. Close to 150 students from grades 1-5 participated in the production, Change Makers, which was conceptualised, scripted and directed collaboratively by a team of faculty in the IB Primary Years Programme (PYP) at the Academy. The show title was invented by a grade 5 student, Yashita Chereddi.
Students build organic farm
A group of Ismaili students from Afghanistan and Tajikistan made the most of a difficult situation when they were unable to return home from the Aga Khan Academy in Hyderabad during the Covid-19 pandemic. With the abundance of spare time they were suddenly given, the students planned and implemented an organic farm on the school grounds.
