In tune with the vision and mission of Zaria Academy to produce high quality potential leaders that will benefit humanity via purposeful leadership and followership based on integrity, transparency and accountability learned either through curricular and co-curricular activities, the school has incorporated a compulsory citizenship and leadership training for all its students at least once before graduation from the school.
Zaria Academy students, especially during their SS2, are sent to the usually 14 days training in any of the partner National Citizenship and Leadership Training Centres (C<C) either at the Rockland School, citizenship and Leadership training centre, Kotorkoshi, Zamfara state, or the Mountain School, Shere Hills, Jos, Plateau state.
As a rule, when Zaria academy students attend leadership training camps, they are made to undergo several physical, social and psychological trainings to built and boost their initiative ingenuity and the need for self reliance through several activities such as early morning physical exercises and jogging, obstacle crossing
The camps so far have proved to be veritable tool for inculcating in the students a sense of awareness, national consciousness, international understanding, and spirit of self denial, team spirit, selfless service and community development service. As such, Parents and guardians are encouraged to give their maximum support to the school in inculcating the right values in their wards through the compulsory, annual citizenship and leadership training.
In Zaria Academy, students are given ample opportunity to learn through numerous curricular, co-curricular and extra-curricular activities; one of which is educational excursions which forms an integral part of learning in the school.
Since physical journeys to relevant sites in order to make observations provides students with valuable experiences outside everyday activities within the four walls of the school can lead to the development of novel thoughts and nascent ideas as well as concretising the learned concepts in the young minds of students, the well trained professional teachers of the Zaria Academy regularly organise educational excursions for students using formalised field trip procedures.
The students are regularly taken out for educational field trips and excursions so as to observe learning materials in their natural state, observe industrial as well as large-scale applications of concepts learned in the classroom and school laboratories, interact with professionals that have excelled in their various chosen professions and sometimes, to collect samples of some of the things depicted by pictures in text books.
The strategic location of Zaria Academy which makes it close to various research centres and institutes, institutions of higher learning, a university teaching hospital, large scale mechanised farms and poultries, a university farm, rural communities, artisan workshop, dams, a forestry, mountains as well as other geographic/geological features and so on, gives the school a clear cut advantage for organising educational excursions which facilities the teaching and learning process for both the learners and their teachers.
Zaria Academy students enjoy the privilege of leaving the school to a place of academic and historic importance such as the famous ABU Irrigation Farms, Kadawa Farms, Challawa Dams in Kano, the Nigerian Capital Market in Abuja, the Nigerian Stock Market, Abuja, the French Village in Badagry, Lagos; the Nigerian Arabic Language village, Ngala, Borno State as well as an annual trip to a partner school in Ghana.
There are no limits to safe, fun filled; well organised educational excursions based on standard and acceptable formal field trip procedures for the Zaria Academy student. After all, learning in Zaria Academy, is without borders.
Excerpts from a remarkably new eclectic teaching approach developed in Zaria Academy which won an international award from a USA based organisation- The Murdock-Thompson Centre for Teachers.
In this novel method of teaching, readily available technology such as the mobile phone camera is used to picture or video relevant activities, practices, phenomena, incidences, manifestations, landscapes, scenery, processes, situations, occurrences, happenings, events, trends and so on within the learners' immediate environment which are then used to stimulate and retain the learners' interest in a given topic. The captured pictures or videos are then transferred to a personal computer and then arranged in the correct order and magnified for the learners' to view using a projector.
First, the teacher studies the topic to be treated. Secondly, the teacher decides on the best available and relevant scenery around the learners' immediate environment that can be used to stimulate and retain the learners' interest on the topic as well as to make the learner easily understand easily, the basic physics concept upon which the activity, practice, phenomenon, incidence, manifestation, landscape, scene, process, situation, occurrence, happening, event, trend etc was based upon.
In the final pre-class preparation, the teacher arranges his/her resource material(s) which is/are the prepared picture(s) and/or videos(s) and queue it for display from the computer (preferably using power point) with the aid of a projector taking into consideration the timing of the displayed slide(s), clarity, brightness, contrast and so on.
In the classroom, the teacher begins the lesson by mentioning and then writing the title of the topic clearly on the chalkboard. Next, the teacher introduces the students to the prepared slide(s) of the resource material(s) and allows the students to have a good look at it/them. Here, the teacher may call the attention of the students to some salient feature(s) of the display if this/these is/are not easily observable from the displayed picture(s) or video(s).
Next, the teacher divides the learners into small groups and asks them to briefly discuss among themselves, the resource material(s) they just saw in relation to the topic written on the board.
After that, the teacher solicits for response from the learners based on what they watched and their group discussions in relation to the topic written on the chalkboard.
The teacher then gives a concise explanation on the topic using the lecture method targeting specifically, its behavioural objectives and clearing any perceived misconceptions related to the topic as obtained from the response of the students after their group discussions.
Finally, the teacher summarises the basic concepts discussed in the topic and encourage questions from the learners.
The teacher evaluates the learners' level of understanding of the topic by asking them verbal as well as written questions related to the topic.
This method of teaching is geared among others, towards improving the learners' motivation and class participation, encourage critical and analytical thinking, make sense of basic Physics concepts and to emphasize the importance of observation, measurement and hypothesizing in developing basic Physics theories, principles, laws and equations.
This teaching method which was conceived, designed, tested and evaluated at the Zaria Academy- Shika was found to be very effective in teaching almost all the basic concepts taught in pre-university physics such as measurement, motion, force, pressure, energy and momentum, heat, waves, light, electricity, magnetism and so on.
Teachers of all subjects at levels of learning are hereby encouraged to adopt this new approach to teaching which will definitely enhance the learning process, motivate the learners and challenge their young inquisitive minds.
Zinox Computer has entered intoa partnership with Zaria Academy, a frontline school espousing learning without borders. The partnership is designed to support the Zaria Academy with the technology, skills and the competive spirit to consolidate the gains of its unique model.
Leo Stan Eken, Chairman, Zinox Computer, speaking to staff and students of the school noted the Zaria Academy had put in place certain novel measures and strategies designed to extricate the school from national poor performances of schools at the West Africa Examination Council (WAEC) exams.
Apart from providing 100 Zinox WhizKids and other digital equipment for teaching and learning, Zinox wil also trian four teachers in its laboratory for one week to drive this vision of excellence.