Admission Ongoing

The British Council International School Award started in 1999 to recognise the schools leading the way in instilling and developing a global dimension into the learning experience of all children and young people


Heal the earth

Pupils researched how specific harmful substances they had earlier identified from the school environment affect the ecosystem as well as the pollution rate in the countries under study. They went on field trips to observe activities that pollute our environment.

Then they performed experiments to confirm the effects of these pollutants on living organisms in the ecosystem. Had a Skype session with their partners in India discussing measures both countries are taking/should take to reduce this menace compare to Canada and Finland where the pollution rate is low. Then they educate other pupils and parents on reducing activities that pollute the environment and sang with the school choir (SDG 6 & 7).

Garden to table

Pupils gathered via research, common fruits and vegetables grown in the four countries under study and made scrapbooks. They visited a farm in Lagos, Nigeria to find out how to grow Nigeria’s common fruits and vegetables.

Then they did further research on the climatic conditions fruits and vegetables need to grow in the other countries under study. They also visited a grocery store to see exotic fruits grown in these other countries under study. They cultivated and planted their own farm as a way of alleviating poverty and reducing hunger (SDGs 1 & 2).

Ocean Life

Pupils collected information on the five Oceans of the World via research – including the economic importance of these oceans to the countries where they are located. They visited the Atlantic Ocean in Lagos, Nigeria to observe activities there and feature of the Atlantic Ocean.

Then, they met with a partner school in Birmingham, UK via Zoom to discuss the Economic Importance of these Oceans and exchange notes. They also made drawings and paintings of the animals found in the Oceans, ships, boats, etc. And had a General Assembly to educate everyone about the facts they gathered on the Oceans of the World.

Save Lives, Plant Trees

Pupils gathered via research, common fruits and vegetables grown in the four countries under study and made scrapbooks. They visited a farm in Lagos, Nigeria to find out how to grow Nigeria’s common fruits and vegetables.

Then they did further research on the climatic conditions fruits and vegetables need to grow in the other countries under study. They also visited a grocery store to see exotic fruits grown in these other countries under study. They cultivated and planted their own farm as a way of alleviating

Unity in a diverse world

To study the diverse cultures in the world, the pupils gathered information about all four countries under stud, under these listed sub-heads: Food, Marriage, Mode of Dressing, Cultural heritage, Gender disparities/discrimination, Religion and Language.

They role-played all they have gathered about these countries, shared language with a Pakistani School and had a Presentation day to showcase to parents and community members, all these cultures, in appreciation of the uniqueness in our diversity

The purpose of this activity is to help the learners appreciate other people’s culture.

De-explorers’ guide to healthy living

The Pupils involved collected information via video clips and research in some communities found in the four countries under study and why these illnesses are prevalent in these countries than in the other countries. 

They visited a Government owned Health centre to speak with the Doctors and Nurses about their experiences of these illnesses, causes and solutions. They discussed more solutions in groups, designed pamphlets and visited a local primary school to educate the pupils about these illnesses and how to prevent them as well as performed cleaning exercises as a way of showcasing preventive measures for some of these common illnesses.

Free being me

The pupils gathered information from video clips showing men and women in ‘unusual’ professions in countries such as USA and UK where there is less gender discrimination and they discussed in groups their opinions on this.

They went on surveys to schools, beauty parlours, etc to ascertain gender discrimination in these professions. There was an inter-class debate on their opinion concerning the topic in relation to their findings by survey in Nigeria, and research in Sierra Leone and India. 

The EYFS chose professions they would prefer if there was no gender discrimination and role-played this profession before the general Assembly.

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