Values in Action
In alignment with the IB, we aim to create students who are:
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
We understand the importance of balancing different aspects of our lives – intellectual, physical, emotional and spiritual – to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
We understand that multiple perspectives will allow us to make better decisions, and seek opportunities to work with a variety of others. We perceive and anticipate needs and problems, and are able to motivate ourselves and others to tackle problems, confidently and cooperatively.
We understand the interconnectedness of communities, striving to create harmony in our environment, while considering the needs of all members. We are motivated to leave the world a better place.
The Aga Khan Strands, the Leadership Curriculum and service learning elements of our programme support students to achieve the vision of the Academies.
DIAGRAM
The Aga Khan Strands consist of Ethics, Pluralism, Cultures (with an emphasis on Muslim civilisations), Governance and Civil Society, and Economics for Development. They underpin every aspect of the curriculum, preparing students to apply their talents to issues facing society.
While aspects of leadership can be discussed in the classroom, it takes real-world context to bring the theory to life. Role plays and simulations prepare students to participate in, and lead, teams. Their responsibilities increase as they progress, whether coaching sports, planning activities or taking on prefect duties. The Academy’s dedication to diversity exposes students to different cultures, religions, countries and socio-economic backgrounds, mirroring the global worlds they will move in. And students learn to make a difference through serving their communities.
The third component of an Academy education is service learning. From an early age, our students learn to care about the people and environment around them. They put their theoretical learning into practice through sustainable work on local community projects, whether partnering with local organisations, working with branches of the AKDN or initiating their own projects.
Through collaborating with community partners, our students at AKA Dhaka have engaged in various service projects, ranging from beach clean-ups and developing numeracy, literacy and technology-based projects with our partner schools. Students at AKA Dhaka also engage in service projects for the Academy by working with their teachers and peers.
“I participated in a service learning project where my classmates and I taught English to students at the Anexa School, a public school in Matola, Mozambique. With the help from our teachers, we assigned roles to ourselves and developed creative lesson plans with games and interactive activities. We teamed up into pairs and each weekend we would switch roles, with one pair being the teacher, who would prepare the lesson plan, and the other being the teacher’s assistant, who would help the teacher deliver the lesson.
Since the beginning I was excited to step into the teacher’s shoes, give my best and also learn with my ‘students’. Throughout the entire project, I learned a lot about the different processes that make up teaching, such as planning and executing your objectives. I experienced a lot of good moments with the students in the class. However, as a teacher it was a challenge for me to control the class and make sure everyone had a clear understanding of the task and would participate in the activities. But as time passed, I was able to overcome these challenges.
This service learning project made me understand that we all have different backgrounds and lifestyles, but our differences are valuable. Projects like these greatly impact students – you learn all of the responsibilities teachers have, while also establishing new teaching methods to share with others. Personally, this project felt like an exchange of knowledge and a journey of learning new skills and abilities.”
Chelsea Pascoal, Grade 8 student, Aga Khan Academy Dhaka
