Located in Lagos State, our institution serves learners from three to sixteen years old, spanning nursery, primary, and college levels. We've successfully integrated a skills-based curriculum across three terms. In the first term, we focused on developing leadership and problem-solving abilities. The second term was dedicated to enhancing students' speaking and listening skills. Finally, in the third term, we challenged our students to embrace the concepts of aiming high and teamwork.
Our skill-building program has had a significant impact on students, as evidenced by their ability to apply what they've learned directly to their academic and social lives. Students have reported making connections between the skills and their classroom subjects. For example, during a Home Economics practical, a group of students accidentally spilled a pot of frying meat. Instead of blaming each other, they took responsibility for the situation and worked together to find a solution. This demonstrates a shift away from a "blame culture" toward personal accountability. We also observed students using specific language from the program, such as the "stop, focus, and repeat" method to improve their listening skills during class discussions.
We engaged with the program daily during our morning assemblies, weekly through dedicated Tuesday morning classes for all students, and termly by incorporating assessments of the essential skills into their tests and exams. The training and support from the Skills Builder program provided us with valuable insights, including activity ideas, manuals, and assessment forms, which helped us effectively implement the program. We ensured the curriculum was woven into daily classroom activities and used the provided assessments to track student progress.
We achieved consistent skill development through daily classroom activities. For instance, the listening skill was reinforced with the common language of "stop, focus, and repeat," which has made students more attentive in all their school activities and beyond. To improve speaking skills, we taught them the language of "audible, eye contact, and simple words." As a result, students now speak with greater confidence and clarity, maintaining eye contact and using simple words to engage their audience. Finally, for leadership and teamwork, we implemented a "no blame culture" centered on collaboration. This encourages students to work together effectively and take collective responsibility when challenges arise, rather than competing or assigning blame.
Students ranging from ages 3 to 16 participated in the program. To accommodate this wide age range, we tailored our approach. For our nursery and primary students, we focused on practical, hands-on learning. We encouraged them to work together and share materials, which helped them understand the concept of teamwork and take on responsibility. Their teachers provided continuous support to help them practice each step of the skills. For our college students, we organized them into teams. These teams worked collaboratively on specific tasks and practical exercises, allowing them to apply the skills in a more structured group setting.
To teach skills to different age groups, we tailored our approach. For our nursery and primary students, we used cardboard paper with visual aids to make the concepts easier to grasp. This hands-on, visual method helped them understand the skills more directly. For our college students, we engaged in discussions about each skill and then asked them to write down the concepts in their own words. This process helped them internalise the information and make it more meaningful.
Assessments played a crucial role in this differentiation. They revealed which areas students needed more help with, allowing us to focus on those specific gaps. This feedback loop not only supported their learning but also helped them improve their existing knowledge, creating a more lasting impact.
We continued to integrate skill-building across various parts of the curriculum and subjects. For the curriculum itself, we focused on using the skills to reinforce moral education, project-based learning, and social integration among students. Within specific subjects, the skill-building framework became a key part of our teaching. For example, in English Language, students applied their skills in class presentations, debates, and public speaking. In our nursery classes, storytelling sessions helped our youngest learners practice listening and paying attention to the teacher. This emphasis on active listening and attentiveness, combined with the teacher making eye contact, became a core part of how we delivered lessons across all subjects to ensure our students were fully engaged.
Skills builder has come to stay in The White Wings School. In School, we will improve on all parameters we are using now and consolidate and inculcate the teachers and learners with the values of skill builder by forming a committee that will be responsible for skill builder in The White Wings School. The committee will be responsible for innovations, development and all affairs relating to skill builders in The White Wings School. As we look forward to engaging our parents fully in the essential skills by integrating them in different Skill Builder Framework by having seminars and workshops so they will be able to continue using the Skill Builder Framework at home, in their workplace and their businesses.
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