Elementary School

What makes Rosebud School great?

At Rosebud School, we encourage our pupils/students (the roses) to develop an enquiring mind with Montessori Method to ensure that every pupil/student (the rose) right from the pre-nursery becomes confident and independent learner. This shows an overview of the ability of every child in all areas of child development such as cognitive, psychomotor and affective skills.

Here, we encourage our pupils (the roses) to develop an enquiring mind, to be self-managers, employing cross-curricular methods of learning through the British and Nigerian Curricular.

Academic Organization

The Elementary are managed by the Head Teacher assisted by Assistant Head Teacher, the Montessori Director and the School Programme Coordinators.

Curriculum

5 to 10 years (Elementary School)

Teaching from the age of 5 is by subject and is conducted by highly qualified specialist staff. This is a special feature of Rosebud School which gives children from an early age contact with subject specialists, not available to many children in other settings until secondary school. Our classes average around 20 pupils.

Our curriculum and assessment procedures take into account the British and Nigerian Curricular Primary Framework. These include;

Languages – phonics in English, Literature-in-English, English language, verbal reasoning, French language and traditional languages (Igbo, Hausa and Yoruba).
Mathematics – from simple equations in arithmetic, quantitative reasoning to mathematical science.
Science – Basic science and technology, computer education, physical and health education, Robotic and Lego science.
Pre-vocational studies – agricultural science, home economics, needle works and knitting, wire works and landscaping.
National values (civics, security, etiquette and social studies) and religious studies
Cultural and creative art and music
Traditional languages – Igbo, Hausa and Yoruba languages.

Our school has devised standard assessment tests at Key stages 1, 2, 3, 4 and 5. This gives us an objective assessment of each learner’s progress and allows us to monitor their academics. We have also introduced training in Computer Based Test (CBT) to our pupils.

Learning Support Programmes

Junior Elementary (Y1 – Y3)

During the early years of elementary education, we seek to:

Ensure that pupils receive optimum tuition in order to maximize attainment and enhance their general development.
Emphasize the importance of developing the core skills in Literacy and Numeracy.
Offer further specialist tuition, if needed, to pupils experiencing difficulties in achieving satisfactory performance levels.
Provide a stimulating and enjoyable learning environment in which happiness and application flourish side by side.
Advise, guide and train the child to develop appropriate behavioural skills at individual and group levels.
Introduce another modern language, offering the challenge of learning a different form of communication.
Offer the right challenges within a well-supervised and caring environment to enhance self-esteem and self-confidence.

Senior Elementary (Y4-Y6)

Without losing sight of the initial objectives, the senior elementary stage extends the challenges offered. The curriculum becomes more specialized, with the addition of new knowledge and skill training as detailed below:

The emphasis on the core skills continues, but increasingly, these skills are used to seek out information and solve problems.
Specialist help also continues for those who have not yet achieved acceptable levels of skill.
The use of new technologies in science and Information and Communication Technology and development of practical skills through Arts and Craft, initiate the child into the modern world.
The levels of demand in terms of self-discipline and personal organization are raised and responsibilities are increased at both individual and group level.
Cultural and environmental studies advance knowledge of the world with various projects reinforcing the set learning goals.
A solid foundation is created at this level to ensure a smooth transition into the secondary school.