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As a true international school, we look beyond Zambia and benchmark our programs, faculty, facilities, and results against the finest international schools in the region. Tomorrow’s diplomatic, business, educational, and scientific leaders are enrolled in our school today.
We believe that valuable learning also takes place beyond the four walls of the academic classroom. Our robust extra-curricular program offers a range of activities that include music, drama, visual arts, technology, sports, health & wellness, service, and leadership. The program is enriched by domestic and international trips, tournaments, and performances, all of which offer opportunities for ALL our students to shine. |
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51³Ô¹ÏÍøºÚÁÏ is one of a handful of schools in Africa authorized to deliver all three of the International Baccalaureate (IB) programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), and the Diploma Programme.
We provide a supportive, safe, and secure learning environment based on trust, respect, integrity and open communication. Strong family-school partnerships support learning. Teachers, parents, and students work together as a team to maximize learning for our students. The world renowned International Baccalaureate (IB) program creates young people of integrity who think critically, care about their community, identify and solve problems, work effectively in teams, and lead for change.
We provide a supportive, safe, and secure learning environment based on trust, respect, integrity and open communication. Strong family-school partnerships support learning. Teachers, parents, and students work together as a team to maximize learning for our students. The world renowned International Baccalaureate (IB) program creates young people of integrity who think critically, care about their community, identify and solve problems, work effectively in teams, and lead for change.
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According to , students in an IB World School will:
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- be encouraged to think independently and drive their own learning
- take part in programmes of education that can lead them to some of the highest ranking universities around the world
- become more culturally aware, through the development of a second language
- be able to engage with people in an increasingly globalized, rapidly changing world.
to find out more.
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In Focus...
Developing the whole child
Assessment
Action
Student Services
Child Protection
Technology Use
Explore Zambia
Scholarship program
Developing the whole child
At 51³Ô¹ÏÍøºÚÁÏ, we believe that valuable learning takes place beyond the four walls of an academic classroom. Consequently, 51³Ô¹ÏÍøºÚÁÏ offers a robust extra-curricular program consisting of a range of activities that fall under Creativity (Arts and Technology), Action (Sport and Health and Wellness), and Service (Community Service). The program also consists of a range of study trips, on-campus activities, and assemblies where students have an opportunity to explore and learn about Zambia.
Our students have an opportunity to develop and apply skills in leadership, teamwork, independent learning, and creative problem solving when participating in the range of activities on offer. Service and action becomes part of the lives of our students as they develop an understanding what it mean to give back to their school and to the local community.
Our students have an opportunity to develop and apply skills in leadership, teamwork, independent learning, and creative problem solving when participating in the range of activities on offer. Service and action becomes part of the lives of our students as they develop an understanding what it mean to give back to their school and to the local community.
Assessment
Assessment is the gathering and analyzing of information about student progress and performance and program effectiveness. Effective assessment guides students through the essential elements of learning- knowledge acquisition, understanding concepts, mastering skills, development of attitudes, and decisions to take action.
At 51³Ô¹ÏÍøºÚÁÏ, effective assessment:
51³Ô¹ÏÍøºÚÁÏ provides regular and substantive reporting on Academic Achievement and Effort. The reporting system is designed to provide
At 51³Ô¹ÏÍøºÚÁÏ, effective assessment:
- improves and encourages student learning by providing effective feedback on the learning process and outcomes;
- informs planning and teaching;
- is a tool to collect evidence of student understanding, knowledge and skills;
- is a continuous, on-going process;
- is directly related to learning outcomes/curriculum standards;
- has clear criteria that are known and understood in advance;
- involves frequent opportunities for students to be assessed in authentic contexts;
- is rigorous and relevant;
- engages students in the reflection of their learning;
- is differentiated by learning needs, for example level of English, cultural background and learning style;
- provides opportunity for peer feedback and self-reflection.
- enhance the learning of the students;
- monitor the progress of individual student learning and achievement;
- determine the effectiveness of teaching;
- inform curriculum review;
- help evaluate suitability of programs and courses;
- monitor teacher performance (one of many inputs);
- inform others of student progress and performance, including students, teachers, parents, other schools, and colleges/universities.
51³Ô¹ÏÍøºÚÁÏ provides regular and substantive reporting on Academic Achievement and Effort. The reporting system is designed to provide
- a teacher’s judgment of each student’s performance based upon the collection and evaluation of sound evidence of learning and understanding;
- an understanding of a student’s areas of strength and areas to improve;
- opportunities for parents to conference with teachers about their child’s progress and performance.
Action
Community and Service starts in the classroom and extends beyond it, requiring students to take an active part in the communities in which they live. 51³Ô¹ÏÍøºÚÁÏ strives to help students develop and practice compassion in the context of the broader community here in Zambia. The emphasis is on developing community awareness and concern, and the skills needed to make an effective contribution to society.
Examples of how students take action.
Students:
- Community and Service Days in Secondary
- Action and the PYP
The action component of the PYP can involve service in the widest sense of the word: service to fellow students, and to the larger community, both in and outside the school. Through such service, students are able to grow both personally and socially, developing skills such as cooperation, problem solving, conflict resolution, and creative and critical thinking. Every student, every year, has the right and opportunity to be involved in action (Making the PYP Happen 2009)
Examples of how students take action.
Students:
- help a friend when s/he gets hurt
- teach classmates how to play a group game
- bring books, bugs or other artifacts from home into school to show to classmates
- pick up garbage near the tuck shop, on the playground or in the community
- raise money for a local organization or charity through a bake sale, read-a-thon, auction, or raffle
- play and read with children at a local school or orphanage
Student Services
Inclusion Policy, Mission, Vision, Core Beliefs & Values
Inclusion Policy
The Student Services department at the 51³Ô¹ÏÍøºÚÁÏ is committed to proactively advocate for, and support, the diverse needs of its students and community. The School achieves this through an inclusive, collaborative approach grounded in current evidence-based practices which ensure access for all. The School acknowledges that student services are carefully considered as an intersectional and integral part of all 51³Ô¹ÏÍøºÚÁÏ’s operations, visioning and planning. At 51³Ô¹ÏÍøºÚÁÏ we acknowledge that Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing all barriers for children who are experiencing disadvantage (Learning Diversity in the International Baccalaureate Programmes, 2010: p.3).
Moreover, we recognize that inclusion is an important aspect of life long learning and that questions of social justice, equity, human rights and non-discrimination are key components to the issue of inclusion. As an inclusive school, we aim towards pedagogical practices that encourage all students to view themselves and others as valued members of society (Baglieri, 2017).
51³Ô¹ÏÍøºÚÁÏ (the 51³Ô¹ÏÍøºÚÁÏ) promotes a philosophy of inclusion. In accordance with the IBO (International Baccalaureate Organisation) philosophy of inclusion, 51³Ô¹ÏÍøºÚÁÏ strives:
51³Ô¹ÏÍøºÚÁÏ Student Services Mission Statement
To support students through advocacy and skill development in the most inclusive environment.
51³Ô¹ÏÍøºÚÁÏ Student Services Vision Statement
Through self-awareness and resilience students will reach their individual potential and navigate life’s challenges to thrive in society.
The Student Services department at the 51³Ô¹ÏÍøºÚÁÏ is committed to proactively advocate for, and support, the diverse needs of its students and community. The School achieves this through an inclusive, collaborative approach grounded in current evidence-based practices which ensure access for all. The School acknowledges that student services are carefully considered as an intersectional and integral part of all 51³Ô¹ÏÍøºÚÁÏ’s operations, visioning and planning. At 51³Ô¹ÏÍøºÚÁÏ we acknowledge that Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing all barriers for children who are experiencing disadvantage (Learning Diversity in the International Baccalaureate Programmes, 2010: p.3).
Moreover, we recognize that inclusion is an important aspect of life long learning and that questions of social justice, equity, human rights and non-discrimination are key components to the issue of inclusion. As an inclusive school, we aim towards pedagogical practices that encourage all students to view themselves and others as valued members of society (Baglieri, 2017).
51³Ô¹ÏÍøºÚÁÏ (the 51³Ô¹ÏÍøºÚÁÏ) promotes a philosophy of inclusion. In accordance with the IBO (International Baccalaureate Organisation) philosophy of inclusion, 51³Ô¹ÏÍøºÚÁÏ strives:
- to provide a safe and supportive environment for diverse learners
- to know the whole child and support their academic, social, and personal growth
- to collaborate to ensure that all 51³Ô¹ÏÍøºÚÁÏ programs are accessible to all students
51³Ô¹ÏÍøºÚÁÏ Student Services Mission Statement
To support students through advocacy and skill development in the most inclusive environment.
51³Ô¹ÏÍøºÚÁÏ Student Services Vision Statement
Through self-awareness and resilience students will reach their individual potential and navigate life’s challenges to thrive in society.
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51³Ô¹ÏÍøºÚÁÏ Student Services Core Beliefs and Values
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Response to Intervention
Special Educational Needs
Counseling
Differentiation
English as an Additional Language
Response to Intervention
Response to Intervention Model (RTI)
In order to formalize the delivery of Student Services programming, 51³Ô¹ÏÍøºÚÁÏ has adopted the Response-to-Intervention Model (RTI). Implementing this model requires collaboration between classroom teachers and learning support teachers and a strong partnership with parents. Below is a brief description of the model.
In order to formalize the delivery of Student Services programming, 51³Ô¹ÏÍøºÚÁÏ has adopted the Response-to-Intervention Model (RTI). Implementing this model requires collaboration between classroom teachers and learning support teachers and a strong partnership with parents. Below is a brief description of the model.
Special Educational Needs
The Student Services team has multiple focuses. First, is providing support to students who have been identified through a psychological/educational assessment and determined by a team that the student meets the criteria for student services. The criteria are:
Once a determination is made that a child needs student services either an Accommodation Plan or an Individualized Education Plan (IEP) is written and approved by the parents. The information from either of these documents is then written in a “Student Summary” and shared with all the student’s teachers to make them aware of the educational needs.
Based on research, the Student Services Team uses a push-in model which means that support is given in the classroom. This approach coincides with the Least Restrictive Environment philosophy. At times, the Student Services Team will make a determination that the student needs intensive instruction on a particular skill or knowledge base. The Student Services teacher will meet with the student separately during class time to provide targeted support so that the student can return to class and have success in the regular classroom. This is usually short term.
A second focus is to support classroom teachers on developing differentiated teaching strategies.
A third focus is to communicate to parents, student progress and strategies that can be used at home to reinforce identified student goals.
- Must meet the criteria for a specific disability
- Needs specially designed instruction to access the general education program
- Not making effective progress in the general curriculum
- Based on the IDEA (Individuals with Disabilities Education Act) guidelines
Once a determination is made that a child needs student services either an Accommodation Plan or an Individualized Education Plan (IEP) is written and approved by the parents. The information from either of these documents is then written in a “Student Summary” and shared with all the student’s teachers to make them aware of the educational needs.
Based on research, the Student Services Team uses a push-in model which means that support is given in the classroom. This approach coincides with the Least Restrictive Environment philosophy. At times, the Student Services Team will make a determination that the student needs intensive instruction on a particular skill or knowledge base. The Student Services teacher will meet with the student separately during class time to provide targeted support so that the student can return to class and have success in the regular classroom. This is usually short term.
A second focus is to support classroom teachers on developing differentiated teaching strategies.
A third focus is to communicate to parents, student progress and strategies that can be used at home to reinforce identified student goals.
Counseling
The counseling department aims to foster healthy self-esteem and self-awareness, as well as a sense of responsibility to self and others.
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The mission of 51³Ô¹ÏÍøºÚÁÏ’s counseling program is to facilitate each student’s personal, social, academic and career development through the delivery of a comprehensive and developmental approach to guidance activities and personal counseling. This is a collaborative effort between the home, school and community aimed at fostering in students: personal responsibility, emotional intelligence, and flexibility in an ever-changing world as they work towards becoming confident, well-adjusted, and culturally sensitive global citizens.
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CounselorsCurrently there are three school counselors on staff at 51³Ô¹ÏÍøºÚÁÏ; one primary school counselor, one counselor serving grade 6 - 9 students, and one counselor working with grade 10 – 12 students. |
Differentiation
What is Differentiated Instruction?
“Differentiation refers to a wide variety of teaching techniques and lesson adaptations that educators use to instruct a diverse group of students, with diverse learning needs, in the same course, classroom, or learning environment” (Abbott, 2014). When teachers differentiate their instruction, they tailor curricular content and teaching methods to match each student’s individual needs, whether the student needs learning support, is solidly keeping pace with the curriculum or is seeking to go beyond. The supportive and flexible learning environment at 51³Ô¹ÏÍøºÚÁÏ is perfect for the implementation of differentiation.
Goals of Differentiation
Classroom teachers’ efforts must be to challenge and support each individual student’s learning. Classroom teachers engage individuals and small groups using a variety of teaching strategies creating learning experiences that meet each child’s needs. The objective of differentiated instruction is to maximize each student's growth and individual success by meeting each student where he or she is rather than expecting students to modify themselves for the curriculum (Hall, 2002).
Teaching and Learning Coaches Role
The role of Teaching and Learning Coaches is to support teachers with instructional planning and the implementation of differentiated teaching and learning through collaborative meetings in grade levels and departments. Coaches also work directly with students during 6-week cycles that specifically target teacher concerns in a variety of subject areas. Assessment data is used to establish a baseline and measure student progress.
“Differentiation refers to a wide variety of teaching techniques and lesson adaptations that educators use to instruct a diverse group of students, with diverse learning needs, in the same course, classroom, or learning environment” (Abbott, 2014). When teachers differentiate their instruction, they tailor curricular content and teaching methods to match each student’s individual needs, whether the student needs learning support, is solidly keeping pace with the curriculum or is seeking to go beyond. The supportive and flexible learning environment at 51³Ô¹ÏÍøºÚÁÏ is perfect for the implementation of differentiation.
Goals of Differentiation
Classroom teachers’ efforts must be to challenge and support each individual student’s learning. Classroom teachers engage individuals and small groups using a variety of teaching strategies creating learning experiences that meet each child’s needs. The objective of differentiated instruction is to maximize each student's growth and individual success by meeting each student where he or she is rather than expecting students to modify themselves for the curriculum (Hall, 2002).
Teaching and Learning Coaches Role
The role of Teaching and Learning Coaches is to support teachers with instructional planning and the implementation of differentiated teaching and learning through collaborative meetings in grade levels and departments. Coaches also work directly with students during 6-week cycles that specifically target teacher concerns in a variety of subject areas. Assessment data is used to establish a baseline and measure student progress.
English as an Additional Language
English is the language of instruction at AIS Lusaka, therefore developing competence in the English language is crucial to students’ success in all sections of the school. EAL Support is designed to address the needs of students from non-English speaking backgrounds who are still in the process of developing interpersonal and academic English language skills. The goal of this support is to equip students with the English language skills necessary to operate independently within the general classroom at a level that reflects their age and ability.
EAL students receive support and specialized instruction in English language acquisition from a qualified EAL specialist on a regular basis. They also receive differentiated support within their grade level and subject area classes from their teachers. This service model is consistent in both the Primary and Secondary Schools.
EAL students receive support and specialized instruction in English language acquisition from a qualified EAL specialist on a regular basis. They also receive differentiated support within their grade level and subject area classes from their teachers. This service model is consistent in both the Primary and Secondary Schools.
If you would like more detailed information about any of the services please see .
Child Protection
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51³Ô¹ÏÍøºÚÁÏ is committed to keeping children and young people safe from harm and abuse. Creating a safe learning environment, identifying children and young people who are suffering or at risk of harm, and then taking suitable action, are considered vital to making sure that children are safe at school and at home. The school is dedicated to promoting the emotional and physical safety and well being of each person it serves. It addresses any issues of bullying, abuse, or other maltreatment even if it means that someone in a position of power will be embarrassed or upset. Finally, 51³Ô¹ÏÍøºÚÁÏ always puts safety first with its activities, rules, and policies, and immediately addresses any potential safety problems impacting the community.
The school’s actions and decisions are guided by established crisis response protocols that pertain to emergency situations as well as child protection. The protocols have been devised by the 51³Ô¹ÏÍøºÚÁÏ Crisis Response Team (comprising school administration, counselors, security, and IT). The protocols are also informed by research and documentation drawn from a number of sources including the Association of International Schools in Africa (AISA). The Child Protection procedures (as described in the Crisis Response Manual) are also influenced by the American School Counselor Association’s ‘National Model’, which is comprehensive in scope, preventative in design, and developmental in nature. They also draw upon the International Model for School Counseling Programs, which more specifically addresses working with an international, transient, and Third Culture Kid population. |
Child Protection Handbook
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Child Protection at 51³Ô¹ÏÍøºÚÁÏ is based upon prevention as well as considered response in the event of suspected harm or abuse. In the Primary School, prevention lessons take place in each class bi-weekly and utilize ‘Kidpower’: teaching safety through awareness, confidence-building, boundary-setting skills, positive peer communication (bullying prevention) and de-escalation skills. In the Secondary School, safety and wellbeing issues are explored through IB MYP Physical and Health Education and a comprehensive Advisory program, delivered by advisors, the counselors, and external experts in small group settings. Advisory sessions take place four times a week.
51³Ô¹ÏÍøºÚÁÏ would like to make it clear to children and adults that we want to hear about problems or concerns, and we will act on them in a fair, balanced way and in accordance with our policies.
51³Ô¹ÏÍøºÚÁÏ would like to make it clear to children and adults that we want to hear about problems or concerns, and we will act on them in a fair, balanced way and in accordance with our policies.
Technology Use
51³Ô¹ÏÍøºÚÁÏ views information technology as a powerful tool to support and enrich teaching and learning. We believe technology should be woven seamlessly into a student's education, enhancing curriculum across disciplines and grade levels.
The future demands that:.
- learners understand that technology brings about rapid change, including moral and ethical considerations;
- learners are flexible, adaptable, and effective in using tools that generate and respond to change;
- efficient use of technology to gather, process, evaluate, and present information is an essential skill for all;
- students are well prepared for the technology related demands found in higher education and in the workplace.
51³Ô¹ÏÍøºÚÁÏ believes that the key to successfully teaching and learning information technology skills is the total integration into relevant and meaningful curricular contexts. 51³Ô¹ÏÍøºÚÁÏ teachers do not supplant the teaching of other academic areas to "do technology" but instead use technology to better teach the other academic areas.
51³Ô¹ÏÍøºÚÁÏ has long been an Apple School and has developed a world class IT infrastructure. We have a solid network built on a fiber optic backbone, with campus-wide WiFi access. Our classrooms are all equipped with an Apple TV and multimedia setup. We have an IT Lab, laptop trolley as well as a fully fledged 1:2 iPad program KG-G1, 1:1 iPad program from G2-G9 and MacBook Air for all G10-12 students. The School equips all teachers with a MacBook.
The future demands that:.
- learners understand that technology brings about rapid change, including moral and ethical considerations;
- learners are flexible, adaptable, and effective in using tools that generate and respond to change;
- efficient use of technology to gather, process, evaluate, and present information is an essential skill for all;
- students are well prepared for the technology related demands found in higher education and in the workplace.
51³Ô¹ÏÍøºÚÁÏ believes that the key to successfully teaching and learning information technology skills is the total integration into relevant and meaningful curricular contexts. 51³Ô¹ÏÍøºÚÁÏ teachers do not supplant the teaching of other academic areas to "do technology" but instead use technology to better teach the other academic areas.
51³Ô¹ÏÍøºÚÁÏ has long been an Apple School and has developed a world class IT infrastructure. We have a solid network built on a fiber optic backbone, with campus-wide WiFi access. Our classrooms are all equipped with an Apple TV and multimedia setup. We have an IT Lab, laptop trolley as well as a fully fledged 1:2 iPad program KG-G1, 1:1 iPad program from G2-G9 and MacBook Air for all G10-12 students. The School equips all teachers with a MacBook.
51³Ô¹ÏÍøºÚÁÏ’s IT staff is deeply committed to developing and improving the infrastructure to support technology integration and learning. Talented integration specialists and techers help students and teachers to further integrate technology into their daily lives to support and enhance learning.
Digital learning is upon us; consequently, the teaching and learning landscape has changed. 51³Ô¹ÏÍøºÚÁÏ is committed to being at the forefront of digital learning in the sub-Saharan African region.
1 to 1 programs have been around since the 1980’s and are now commonplace in many International Schools around the world. Despite this, 51³Ô¹ÏÍøºÚÁÏ is very proud to be one of the first schools on the African continent to have a fully fledged 1 to 1 initiative. By providing our students ubiquitous access to technology we can ensure that they will be able to create, communicate, collaborate and share information more efficiently than ever before.
We feel that all the work we have done over the past few years has been in order to prepare ourselves for this paradigm shift. Change is not always welcomed, especially since we often use our educational experiences as benchmarks for our children's education, but the proliferation of portable devices into every facet of society is evidence that mobile computing is here to stay. Many of us cannot do our jobs effectively without our smart-phones, laptops and in some cases PDAs, we in education are tasked with ultimately preparing children to go into the world equipped with the knowledge and wisdom to pursue a livelihood, doing this with a 1 to 1 initiative makes our job as teachers more relevant to students' futures and makes students' learning more engaging and meaningful.
Digital learning is upon us; consequently, the teaching and learning landscape has changed. 51³Ô¹ÏÍøºÚÁÏ is committed to being at the forefront of digital learning in the sub-Saharan African region.
1 to 1 programs have been around since the 1980’s and are now commonplace in many International Schools around the world. Despite this, 51³Ô¹ÏÍøºÚÁÏ is very proud to be one of the first schools on the African continent to have a fully fledged 1 to 1 initiative. By providing our students ubiquitous access to technology we can ensure that they will be able to create, communicate, collaborate and share information more efficiently than ever before.
We feel that all the work we have done over the past few years has been in order to prepare ourselves for this paradigm shift. Change is not always welcomed, especially since we often use our educational experiences as benchmarks for our children's education, but the proliferation of portable devices into every facet of society is evidence that mobile computing is here to stay. Many of us cannot do our jobs effectively without our smart-phones, laptops and in some cases PDAs, we in education are tasked with ultimately preparing children to go into the world equipped with the knowledge and wisdom to pursue a livelihood, doing this with a 1 to 1 initiative makes our job as teachers more relevant to students' futures and makes students' learning more engaging and meaningful.
Explore Zambia
The 51³Ô¹ÏÍøºÚÁÏ Explore Zambia Program is designed to extend the 51³Ô¹ÏÍøºÚÁÏ curriculum to an interesting and unfamiliar outdoor/cultural setting in Zambia. This program is part of the school program, which means that all students are expected to participate. Beginning in our Early Learning Center, students go on local field trips that support their PP Units of Inquiry. Students in Grades 4-10 travel overnight to various destinations in Zambia.
Explore Zambia consists of three components, and most grade level trips have two of the three components in place. The components are as follows:
All trips have clear curricular objectives, an itinerary/program in place to support the achievement of the objectives, and a risk management plan in place to support the health and safety of students.
Explore Zambia consists of three components, and most grade level trips have two of the three components in place. The components are as follows:
- Adventure Education: Students will develop skills in effective communication, cooperation, and problem solving by taking part in safe and developmentally appropriate outdoor physical and intellectual challenges.
- Intercultural/Environmental Awareness: Students will learn about the culture and/or ecology of a particular region and/or location in Zambia.
- Service Learning: Students will take part in a service learning initiative that benefits the local population and/or environment.
All trips have clear curricular objectives, an itinerary/program in place to support the achievement of the objectives, and a risk management plan in place to support the health and safety of students.
Scholarship program
The 51³Ô¹ÏÍøºÚÁÏ (51³Ô¹ÏÍøºÚÁÏ) US Ambassador’s Merit-Based Scholarship Programme is designed to provide highly capable and motivated Zambian students, who have significant financial need, with an opportunity to attend the High School at 51³Ô¹ÏÍøºÚÁÏ and earn an American High School Diploma, as well as pursue the prestigious International Baccalaureate Middle Years and Diploma Programmes.
Scholarship students will be expected to perform at a very high level academically and to participate in a comprehensive extra-curricular programme.
51³Ô¹ÏÍøºÚÁÏ will provide scholarship students with full 51³Ô¹ÏÍøºÚÁÏ tuition fees, school supplies including an iPad (and then in later years a laptop) and home Internet bundle, all examination and university application fees, university and scholarship guidance, a local transport and school lunch provision, and funded opportunities to participate in school-sponsored trips in Zambia and overseas.
Scholarship students will be expected to perform at a very high level academically and to participate in a comprehensive extra-curricular programme.
51³Ô¹ÏÍøºÚÁÏ will provide scholarship students with full 51³Ô¹ÏÍøºÚÁÏ tuition fees, school supplies including an iPad (and then in later years a laptop) and home Internet bundle, all examination and university application fees, university and scholarship guidance, a local transport and school lunch provision, and funded opportunities to participate in school-sponsored trips in Zambia and overseas.
