Page not found | Aga Khan Academies

Error message

The page you requested does not exist. For your convenience, a search was performed using the query maputo spotlight pinto belo jo C3 A3o determined teacher collaborative planner.

News

International Model United Nations, New York City - 12-19 August 2017

A delegation of 8 Academy students and an accompanying teacher are headed to the annual IMUN at the UN headquarters. All the best! 

Taxonomy family: 

Aga Khan Curricular Strands

The Aga Khan Curricular Strands (AK Strands) are a unique part of the programme offered by the Aga Khan Academies. The AK Strands are areas of learning aimed specifically at developing knowledge, skills and attitudes required by future leaders.

Our goal at the Academies is to develop young people who have strong local roots and are also globally minded. They should be able to become leaders in whichever fields they choose.

To help achieve this goal, we have identified five areas of learning, the Aga Khan Curricular Strands, that we believe are important for our students. These are:

  • Ethics
  • Pluralism
  • Cultures (with an emphasis on Muslim civilisations)
  • Governance and Civil Society 
  • Economics for Development.

Implementing the AK Strands

The Aga Khan Curricular Strands are not taught as independent subjects. Instead, we weave them into the existing subject areas of the academic curriculum. They help inform the selection of content and themes for study. The AK Strands also provide direction for school life outside the classroom in areas such as policy making, recruitment, student life and residential life.

Two of the AK Strands, Ethics and Pluralism, help students develop values and dispositions required by ethical leaders. Our students learn about these areas in theory and are also encouraged to practice what they learn in their everyday lives.

Through the other three AK Strands, our students learn about ideas that are important to the functioning of societies. In particular, they learn about how these ideas impact people’s lives in countries of the developing world. The knowledge they gain helps them understand key issues from both local and international perspectives.

The AK Strands in practice

The Aga Khan Curricular Strands were developed at the first Aga Khan Academy in Mombasa and are designed to be used in different cultural contexts. Teachers from the Aga Khan Academy Maputo help tailor the AK Strands for the local environment in Mozambique.

Through the Aga Khan Curricular Strands, our students develop attitudes and values that will help them throughout their lives. They also gain knowledge and understanding that will allow them to contribute positively to their societies in the future.

 

For more information on the educational programme offered at the Aga Khan Academy Maputo, please visit the Academic Programme page.


 

Faridah Lakhani - epitomising self-learning and personal growth

Faridah joined AKA Hyderabad in 2012 and has since worn as many hats as the number of years she has spent here. Initially appointed as PA to the incumbent Senior School Principal (Raymond Zinsli), Faridah has gone on to occupy roles in several different facets of the Academy’s operations. 

She has represented the Academy during talent identification trips alongside admissions officers. She worked as a learning support specialist in the SEN (Special Education Needs) department. In her capacity as community liaison, she recruits host families for international students from conflict areas. She is instrumental in the organisation of the annual graduation ceremony and in the creation of the yearbook. For the last two years, Faridah has also been responsible for coordinating various events in the outreach department, such as the Collaborative Discussion Forums, which facilitate exchanges between Academy teachers and their government school counterparts. In between, she is often to be seen chaperoning students on field trips, participating in city runs and rallies, and volunteering to put together staff get-togethers and farewell parties. 

These varied projects and activities are a testament to Faridah’s dynamism, eternal enthusiasm to learn, and diverse skill set. She is well-known for her graciousness and poise, while her beaming smile and affable spirit enable her to connect with people from all walks of life. “Usually a job comes with a set of criteria and does not allow you to explore other fields of interest,” she shares. “But I owe a lot to Mr. Ray, who played a major role in finding the best position available for me. To be able to focus on projects like the yearbook, or setting up a special learning support department – things which truly interest me, and bring out the best in me – is something I would never have discovered if not for the Academy.” 

Faridah’s personal growth has been paralleled by the giant strides AKA Hyderabad has made in scope and size since it began. “When we started out, we knew we had to set the standard for what the future would hold. The vision and the philosophy of His Highness the Aga Khan has been taught to us since when we were children; to see a culmination of this in the form of a school that aspires to raise leaders of tomorrow was immensely gratifying. And to have been a part of this process from the very beginning has been a true honour.”  Faridah speaks joyfully of the day His Highness the Aga Khan visited the Academy in 2013. “I was asked to give the family a campus tour and try to show them as many parts of the school as was possible. This daunting task was both a privilege and a chance for me to truly utilize everything that I had learnt thus far through my work at the Academy, and put it to practical use.” 

Of all the things she is involved in, perhaps the one that is closest to her heart is the yearbook. Rightfully so, considering she was responsible for initiating it in 2014-15. “I really wanted to implement the tradition of the yearbook here at the Academy, because I felt like it was a great way for students to always remember their school and their friends. We worked hard that first year to raise a budget, find a printer and gather the content. But all the efforts paid off when, at the graduation ceremony, we got to give the students something they could take away with them and use as a reminder of their time here.” 

Faridah is concurrently completing a B.Ed in Learning Disabilities, and hopes to gain more experience in this area in the future. “Working with children and helping them grow to be the best versions of themselves has always been very fulfilling for me personally. Learning is a lifelong process and the best way to learn is to be in an environment that facilitates self-learning and personal growth.” 


Written by Kamini Menon

Shad Bherani: Making the connection between classroom and career

In his final year of the Diploma Programme at the Aga Khan Academy Mombasa, Shad Bherani is ambitious, curious, and driven to become an engineer – or, as he describes himself, “simply one of 7.6 billion people who is passionate to pursue his career.”

Sticking to his motto that “opportunity only comes once,” Shad opted to use his summer vacation last year to bridge the gap between his classwork in the sciences and his calling in mechanical engineering. “I just thought not to sit back at home – to do something for me, for my career,” he says. And so, at home in Karachi, he inquired at the Aga Khan University (AKU) if they might consider taking him, a keen and talented International Baccalaureate (IB) student, as a summer intern through the Academies internship programme.

They fortunately agreed – and the placement, Shad’s first professional role, turned out to be a thrilling and fulfilling hands-on learning experience. He spent several weeks working closely with engineers and technicians in the AKU Hospital’s Mechanical, Electrical and Plumbing department. With their supervision and support, Shad learned how to operate the Building Management System, which runs the air conditioning across campus, including filtering air and controlling the temperature of every air conditioning unit. He also came to understand the ins and outs of the campus’s primary, secondary, and tertiary or emergency power sources, which are essential for critical wards in the hospital.

By helping to repair various machines and air conditioning units, assisting with reports and handling secondary power unit operations, Shad applied the theories he had learned in his math, physics and chemistry classes at the Academy to the complex machinery and inner workings of the hospital and university campus.

For Shad, that was the most memorable outcome of his internship: the reward of having his classwork and textbooks come to life in real-world applications. His strongest subject at school is physics, and he gained a new appreciation for the course, as it is arguably “the most important component in mechanical engineering.” Now, he enjoys discussing the class topics and their real-world relevance in more depth with his teacher.

It was also a joy for Shad to find that he could handle the chemical formulas used in filtering atmospheric air, and could understand the mechanics of supply and exhaust fans, chillers and boilers. Shad found that he could confidently approach new, unfamiliar tasks and challenges by combining his previously acquired knowledge with the skills he was developing in practice at the internship.

In addition to applying and developing his technical knowledge and skills, Shad also gained insight into the workforce: “I saw how the ‘official’ world works – the life of a student is different from that of a person who is working!” he reflects. He points out that in the working world, everything is on time, and one of the major transferable skills he has gained from the Academy is the ability to manage his time and meet deadlines while balancing a heavy workload.

And balance, for Shad, is key: “I also got the opportunity to see the other side of engineers working in control rooms – by getting involved in jokes during lunchtime”, he recalls, which he welcomed as a way to relieve the stress of the 10-hour work days. Shad also maintains balance in his school life: despite his continuous deadlines for assignments and university applications, Shad values spending time in activities and service. “The Aga Khan Academy is known for its holistic development…in our enrichment, we do service for other people; we go on adventures, we serve our community.”

In this spirit of collaboration and service, Shad aspires to use his education and career as an engineer to give back and to serve his country and its people, by assisting in Pakistan’s development through technology.

Shad’s inspiring internship renewed his motivation to keep working towards those goals. “Before, I didn’t actually know what will happen in my career,” he says. “But now, I know how I’ll be working, after my undergrad, if I pursue that career.” As he looks ahead and plans for that academic and professional journey, he is keeping his options open: “I’ve already applied to universities worldwide.”

The internship at AKU exceeded all Shad’s expectations and instilled a stronger sense of self-confidence. He especially appreciated being encouraged to undertake tasks normally handled by engineers, and to be an integral part of the team. “My supervisor was impressed with me,” he says proudly. “He told me that he can see an engineer in me.” 

By Natasha Pirani

Construction video/ Vídeo da Construção

Click here to see a video showing an aerial view of the construction of the Aga Khan Academy Maputo's campus.

Clique aqui para ver o vídeo com uma visão aérea da construção do campus da Academia Aga Khan, Maputo.

Taxonomy family: 

Important Dates

The new Academic Year 2017-18 at the Aga Khan Academy Maputo will commence from 17 August 2017.

O novo ano lectivo 2017-18 em Academia Aga Khan Maputo começará a partir de 17 de Agosto de 2017.

Taxonomy family: 

Start of 2023-2024 academic year

The 2023-2024 academic year at the Aga Khan Academy Maputo will start on 9 August 2023. 

***

O ano académico de 2023-2024 na Academia Aga Khan Maputo terá início no dia  9 de Agosto de 2023. 

Taxonomy family: 

Minister of Education and Human Development for Mozambique visits AKA Maputo

Minister of Education and Human Development at AKA Maputo.

Minister of Education and Human Development for Mozambique visits AKA Maputo

Minister of Education and Human Development at AKA Maputo.

Pages