Our method – regimented and demanding – focuses on teaching students to analyze and critically solve problems. Our students pursue a rigorous curriculum in reading, writing, mathematics, and science; and they begin in the early grades to study foreign languages, music, and the arts. In the process, they learn to be responsible and independent in their studies, and to work on their own and with others.

Our curriculum provides a continuum of skills in each of the core subject areas in order to allow for earlier mastery and greater depth of understanding than would be anticipated in a more typical curriculum. It places heavy emphasis on critical and creative thinking, inquiry and discovery strategies, problem solving, and rapid pacing.

The quality of students’ products is determined by appropriate levels of achievement and demonstrated proficiency. In the Iwa through Panther grade level, work is evaluated according to defined benchmarks. Assessments are a combination of narrative and rubric.

Iwa Grade level – Pre-school 2-4 years

Garvey Grade level – Kindergarten

Mali Grade level – 1st Grade through 2nd Grade

Panther Grade level - 3rd through 4th Grade

Akan Grade level - 5th through 6th Grade

Sankofa Grade level - 7th through 8th Grade

Asafo - High school Course study is cored through independent study and intense test preparation.

Core Curriculum is Mathematics, Science, Language Arts, African Culture and Thought, Foreign Language (French, Kiswahili), and Social Studies

• Practical Life: enhances the development of hand-eye coordination, gross motor control, and cognitive order through care of self, care of the environment, development of social relations and coordination of physical movement.
• Sensorial: the sensorial area enables the child to order, classify and describe sensory impressions in relation to length, width, temperature, mass, color, pitch, etc.
• Mathematics: this section of the environment makes use of manipulative materials to enable the child to internalize concepts of number, symbol, sequence, operations and memorization of basic facts.
• Language Arts: this area incorporates all language development, written expression, reading, the study of grammar, creative dramatics, and children’s literature. Basic skills in writing and reading are developed through the use of sandpaper letters, alphabet cut-outs and various presentations, allowing children to link sounds and letter symbols effortlessly and to express their thoughts through writing.
• Cultural Activities: this area exposes the child to the basics in geography, history, life sciences and earth sciences. Music, art, and movement education are part of the integrated cultural alphabet.

The Iwa Grade Level through the Panther Grade Level focuses on intellectual stimulation and development of the children. It is during these formative years that the social, physical and intellectual functioning of the child is unified. The most important function of the these Grade Levels is to provide children with an early and general foundation that includes a positive attitude toward learning, inner security and a sense of order, pride in the physical environment, abiding curiosity, a habit of concentration, habits of initiative and persistence, the ability to make decisions, self-discipline, and a sense of responsibility to other members of the class, academy and community. This foundation will enable them to acquire more specialized knowledge and skills throughout their school career and life.

The Akan Grade level through Asafo High school Course Study work is evaluated according to a graded scale based on curriculum benchmarks. This departmentalized program offers curriculum appropriate to individual acceleration requirements, including content at the senior high level. The traditional academic areas are enhanced with high level Mathematics, Critical Thinking and Logic, Philosophy, Future Problem Solving, and a number of electives based on students interests.

Teaching Methods

Instruction can be divided into two broad categories-proactive and reactive. These two styles of instruction stem from very different psychological bases. The proactive style is learner-centered and views learning as an individualized process of discovery and growth. In this mode, learners take the initiative and assume the primary responsibility for their education; the teacher acts as the facilitator or catalyst, taking cues from the learners’ interests. Planning is fluid and somewhat open.

Reactive instruction places the learner in the position of responder. The teacher is the initiator and carries the major responsibility for whatever learning takes place. The assumption is that learners must, to some extent, be force-fed. The teacher is the planner, decision maker, and court of appeal. The learner reacts to the teacher’s initiatives, plans and decisions, and relies on the teacher’s assessment of his or her progress.

We utilize both methods based on the students learning style. We use manipulatives, repetition, and memory as well. We also encourage thought and comprehension through association. We utilize audio, Chalkboard, Debates, Displays, Field trips/research, Flip chart, Illustrated lecture, Large & small group, Real objects, Simulation, Supervised study, Verbal illustrations, Writing, Brainstorming, Demonstration, Dramatizations, Films-video, Games, Independent study, Library research, Oral recitation, Projects, Resource persons, Slides, Team teaching, Bulletin boarding, Community study, Discovery, Drill & practice, Information sheets, Listening, Question & Answer, Review, Speaking, Visual illustrations, Homework, Lab work, List/Diagram, Problem solving, Read out loud, Role-playing, Step-by-step.

© AIS Intelligence