ISA is the INTERNATIONAL SCHOOL AWARD given by the British Council.

It is a badge of honour a school receives after showcasing a school year’s work with activities that foster an International dimension in the learning experience of the learners.

This is done with the focus of raising young people with the cultural understanding and skills required to live and work as global citizens.

The activities involved allowed learners and teachers to connect and share the learning experiences with partners overseas. Learners research global issues and proffer solutions for a better future. It also helps develop the essential core skills needed for young people to live in a competitive world as well as deepen awareness of an interdependent world.

The International School Award encourages and supports schools to develop:

  • An international ethos embedded throughout the school
  • A majority of pupils within the school are impacted by and involved in international work
  • Collaborative curriculum-based work with a number of partner schools
  • Curriculum-based work across a range of subjects
  • Year-round international activity
  • Involvement of the wider community

Participating accorded us the following benefits:

  • Our learners are aware of Global crises as well as 
  • Learners are now aware they are members of a Global community
  • Teaching and Learning 
  • Foundation for a competitive global 

Our School had the following Activities:

  • Heal the Earth
  • Garden to Table
  • Ocean Life: Fun, Facts and Fantasy
  • Save lives, Plant trees
  • Unity in a Diverse World
  • De-Explorers’ Guide to Healthy Living
  • Free being me
  • I have a dream!

Explore SCIS’s ISA Activities


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 a living organism 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)


Pupils gathered via research, how common fruits and vegetables are 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)


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.


Pupils took notes of plant features within and around the school, gathered necessary information on plants in the four countries under study, visited a plant garden, performed an experiment to confirm the importance of plants to living organisms in the ecosystem and had a community interview on the importance of planting trees.


To study the diverse cultures in the world, 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 cultures.


Pupils gathered information from video clips showing men and women in ‘unusual’ professions in countries such as the USA and UK where there is less gender discrimination and they discuss 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.


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 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.

Honesty, dignity, self-reliance and respect.

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