Thinking Skills

Thinking Skills

The Thinking Skills course is a two-year programme offered to IG1 and IG2 students. However, it is not part of the IGCSE curriculum; it is a homegrown course initiated by the school to address the gaps observed in the learning of students who join the school at the IGCSE level and it is also designed as a response to bridge gaps apparent between The IGCSE and the IB programmes. As such the school takes great pride in the programme.

A major objective of the Thinking Skills course is to make a significant contribution to student performance across the curriculum as a whole. While the Thinking Skills course itself is not formally assessed, it is expected that students will demonstrate their learning within it through opportunities to create the following products that provide the basis for qualitative judgments: oral and written summaries of debates, researches, discussions and dialogues, individual and group oral presentations, posters, flow diagrams, art and advertisements which are available for public display, short and extended writing assignments, contributions to class interactions in general.

The Thinking Skills course is designed to contribute towards a core programme that sits at the centre of the IGCSE courses offered at the school.

The relation of the Thinking Skills programme to the various groups of courses in the IGCSE/ICE programme can be represented in the diagram below.

This diagram is an important visual cue about the intentions of the Thinking Skills programme and should be exploited wherever possible. The Thinking Skills programme is intended to draw upon material and activities from the surrounding IGCSE courses, and, in turn, contribute towards their success by developing skills and qualities in the students that are relevant to those courses. It is also intended that the Thinking Skills course will have an independent existence in the sense that it addresses material that escapes the attention of these other courses.

The Thinking Skills concept can be summarized using the following diagram, with overlapping domains.


The Reflective Student: This domain is directed towards the ability to self-assess as a stepping stone towards maturity and intellectual independence, and issues of identity, including the relations between the individual and the various communities to which that individual belongs.

The Organized Student: This domain is directed towards essential study skills such as note-taking, sourcing information, reading, writing, speaking, listening, information literacy, approaches to research, cognitive thinking skills, referencing the work of others, preparation for examinations and so on.

The Informed Student: This domain is directed towards current affairs and how they illustrate and reinforce important themes of pressing concern at local, continental and global levels, such as environmental and developmental issues, how they are presented to us, and how we should act in a complex and interrelated world.

Members of the Thinking Skills team are:

Julian Kitching

John Kamau

Sahlu Kidane

Michael Oduro

Ayeshat Addison

Joyce Dzide-Tei

Nicole Ashong