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Our learners analyze, evaluate, interpret, or synthesize information and apply creative thought to form an argument, solve a problem, or reach a conclusion in their learning process that improve their IQ.
Our learners learn written communication to convey ideas and information through the use of written international languages. Our learners learn oral communication to convey ideas and information through the use of spoken international languages. Our learners learn both non-verbal, visual communication, active listening and contextual communication preparing them for international labor market while still young.
Learners will develop key ICT skills in a range of applications including word processing, digital graphics, databases, spreadsheets, email, presentations, video/animation, the internet and web authoring.
To be the most valued and reputable Cambridge International School in the country to which every parent wishes to send his/her child. Providing the most skillful, competitive citizen who are models of servant leadership in the community.
To educate children as lifelong learners to shape together the best Rwanda and the world we want, facilitating first-class education and civilization to children within and outside Rwanda with the hope that there will be a better world community tomorrow.
At Excel International Academy we have dedicated, highly qualified, and experienced members of staff, led by highly experienced and qualified professionals.
Cambridge International Curriculum sets a global standard for education, with programs that stretch, challenge, and inspire our learners.
Learners develop a holistic understanding of the subject, focussing on principles, patterns, systems, functions and relationships. They will become mathematically competent and fluent in computation, which they can apply to everyday situations. ‘Thinking and working mathematically’, a unique feature of our curriculum, encourages learners to talk with others, challenge ideas and to provide evidence that validates conjectures and solutions. When learners are thinking and working mathematically, they actively seek to make sense of ideas and build connections between different facts, procedures and concepts. This supports higher order thinking that helps them to view the world in a mathematical way.
Learners think scientifically and develop practical skills alongside knowledge and understanding, which is vital for explaining the world around us. Improving learners’ awareness of science in the world around them develops their sense that ‘science is for me’, helping to connect themselves to the subject. This approach provides them with the knowledge and skills they require to excel at science in later stages of education and to make informed choices, including considering sustainability issues and meeting the challenges facing our environment.
This curriculum develops learners’ curiosity about other languages and cultures, and how these shape our perceptions of the world. They will see themselves as successful language learners, be able to communicate effectively and become confident in and enjoy reading a range of texts as their skills develop.
Our new English as a Second Language curriculum empowers even the youngest learners to communicate confidently and effectively. It helps them to develop the skills needed to respond to a range of information, media and texts. The programme promotes active learning, develops thinking skills and encourages intellectual engagement.
This subject is for learners who speak a language other than English at home - there is no expectation that they will have prior experience of English before starting this course.
We have based the curriculum on the Council of Europe’s Common European Framework of Reference for Languages (CEFR), used across the world to map learners’ progress in English.
This framework supports an integrated approach to planning and teaching to develop effective communication skills in English. The five strands, and their respective learning objectives, work together to support the development of knowledge, skills and understanding in:
• Reading
• Writing
• Use of English
• Listening
• Speaking.
The programme develops the skills of research, analysis, evaluation, reflection, collaboration and communication. It strengthens the links across English as a first or second language, mathematics, science and ICT Starters. Research says that the earlier students start to develop and practise their skills, the greater the impact on their learning. Making Cambridge Global Perspectives available to younger students will develop and embed cross-curricular skills at an earlier age, supporting them in their studies as they progress to Cambridge Lower Secondary and beyond.
Information and Communications Technology (ICT) is now part of the educational experience worldwide and regarded as a new ‘literacy’ alongside reading, writing and numeracy. Cambridge ICT Starters is a series of modules which assess candidates on their ability to use a range of computer software to communicate, handle information, model and program solutions. It is suitable for candidates of any age and is typically used for learners aged 5 to 14 years. Cambridge ICT Starters gives schools a flexible framework to develop learners’ ICT competence. Modules can be delivered according to the needs of each learning situation and age of the learners – across the curriculum or as a separate course of study. Learners will develop key ICT skills in a range of applications including word processing, digital graphics, databases, spreadsheets, email, presentations, video/animation, the internet and web authoring. They will also consider wider issues such as eSafety and the adaption of their work to suit their audience.
Phonics is designed to help teach children to read and spell by teaching the skills of segmenting and blending, the alphabetic code and an understanding of how this is used in reading and spelling. Simply put, it is sounding out a word and blending the sounds back together to read the whole word. When writing, it is hearing the sounds in a word and writing them down to spell it correctly. Spoken English uses about 42 sounds (phonemes). These phonemes are represented by letters (graphemes). The alphabet contains only 26 letters, but we use it to make all the graphemes that represent the phonemes of English. In other words, a sound can be represented by a letter (e.g. ‘s’) or a group of letters (e.g. ‘th’ or ‘igh’) Once children begin learning letters, they are used as quickly as possible in reading and spelling words. Children can then see the purpose of learning letters. For this reason, the first six letters taught are ‘s’, ‘a’, ‘t’, ‘p’, ‘i’, ‘n’. These can immediately be used to make a number of words such as ‘sat’, ‘pin’, ‘pat’, ‘tap’, ‘nap’. Following this, children continue learning sounds and the letters that represent them in a particular order. Our Phonic Reader books are organised into the same order, so the children can practise reading the sounds and words they are learning in lessons.
We facilitate first-class education and civilization to children within and from outside Rwanda with the hope that there will be a better world community tomorrow.
EIA yaje ari igisubizo cyane, abana banjye bigiraga ahandi ako kuva batangira kwigira kuri excel nabonye impinduka muri discippline , confidence, ururimi asigaye avuga indimi z’amahanga akiri muto.
Johnson KABERA
FatherI am really happy with the progress my child is making at this school, his teachers and administration have been lovely and always there to help.
Mary KAMIKAZI
MotherLa crèche a rendu mon enfant plus confiant avec ses couleurs, ses chiffres, ses mots et ses formes. Je suis vraiment contente de tout le personnel de l'école. Je recommanderais vraiment EIA – ils sont géniaux !
Julia Noémie
MotherTrue charity is the desire to be useful to others without thought of recompense. From the idea, Excel School was born and we believe a good education is a foundation of a better future. 13 years serving our Children and community with good education, we have other 3 campuses across the Northern province and this "Excel Cambridge School" is our newly born Campus which has come as a solution to many parents and children who were in need of the Cambridge, DELF/DALF and Other international programs. Dear parents, I am inviting you to enroll your Beloved children to our new Cambridge campus.
Mr. RULINDA Nathan
Director General