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Art is taught to provide all children with the opportunity to express themselves visually in an enjoyable manner, to develop their creative and technical skills so that ideas can be realised and artifacts produced. It is important to stimulate capacity for imaginative and original thought and experimentation which has a positive impact on other areas of the curriculum. Pupils are taught using a variety of different techniques through creative projects often linked to artists both historical and contemporary. Cross-curricular links are made wherever possible across most subject areas.

Design & Technology

Design and Technology prepares pupils to participate in tomorrow's rapidly changing technologies. They learn to think and intervene creatively to improve quality of life. The subject calls for pupils to become autonomous and creative problem solvers, both as individuals and members of a team. They must look for needs, wants and opportunities, and respond to them by developing a range of ideas and making products, systems and solutions. They combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects. Design and Technology is a practical subject taught in the Workshop, ICT and Design Suite or Food Technology room.



Drama is about change, challenge and excitement affording pupils the opportunity to take part in something new. It enhances many areas of child development: increased confidence and self-esteem, increased social and moral awareness often enabling greater self-expression and understanding of real life issues. It aids the development of imagination and artistic awareness, while instilling self-discipline and cooperation with others. During their time at the school, pupils are able cover a broad range of drama and theatre skills, providing an excellent foundation for those wishing to continue to GCSE and beyond. During the course of each academic year all children are also involved in some form of performance to parents, ranging from full scale lavish musicals to more intimate workshop style evenings.



Geography encourages children to consider how people interact with their environment at a range of levels, from local to global. There is an equal balance between the three main areas of geography - human, physical and environmental.  The children are taught a range of geographical skills such as map skills, photograph interpretation, field sketching, data collection and ICT skills.


History enables pupils to acquire the skills of evaluating evidence and using it to support an argument. They should learn to communicate clearly and effectively, and develop the ability to empathise. All of these skills are, of course, widely applicable in everyday life. Our main aims are to show that the study of History is a process of investigation, and to retain the idea that History is a fascinating story. A variety of teaching techniques are used during the pupils’ time at the school. Story telling is obviously very important in this subject, as is discussion. We also use such things as role play and we make considerable use of videos / DVDs to convey a visual image of the past.



English equips children with the skills of reading and writing, speaking and listening. We also aim to engender a child’s love of English for its own sake, developing their confidence with, and enjoyment of, reading, writing and the spoken word. Subject teachers assess the children in their speaking and listening, writing and reading through regular class activities.


In addition, spelling and reading assessments take place annually. Handwriting is also monitored each year. Questioning is a key aspect of regular lessons and the class reader remains the foundation for a variety of spoken and written work in Years 3 to 7. Class discussion, individual, paired and group activities take place. Spelling tests and grammar and punctuation exercises contribute to the English diet. There is a focus on identifying and generating criteria for different forms of work, so that children have a ‘toolbox’ of skills from which they may select appropriately.

ICT & Computing

ICT aims to ensure every child feels confident about using technology in the classroom. They will be taught how to use technology to develop ideas and record creative work, and be encouraged to make their own minds up about how best to use technology to support their learning.


Pupils enjoy access to up to date computing facilities and software within a networked environment that encompasses all aspects of the school. We aim to use technology to create a more exciting, rewarding and successful experience for children of all ages and abilities. This enables everyone to achieve their potential and much more in an enjoyable environment. As the children progress, they should be using technology confidently enough to develop their research skills and decide what information is needed for their work. They will begin to question the reliability and quality of information and learn how to edit and present their work in a way that appeals to different types of audience.


Using classroom technology should be an everyday occurrence for children to find and evaluate information and develop and present their own ideas across the curriculum.




Information and Communication Technology


The aim of this course is to balance knowledge, understanding and skills in computing in order to enable students to become effective learners and to provide a solid foundation for their continuing educational journey. The programme also aims to foster an interest and enjoyment in the use of computers. Pupils will gain a firm understanding of the basic techniques and knowledge required for computing applications.


Students will develop the following:

• Ability to understand and implement new and emerging technologies within a business environment,

• How to analyse, design, implement, test and evaluate Information and Communication Technology (ICT) systems

• Consider the impact which new technologies will have on ways of working and the social, economic and ethical issues associated with them awareness of the ways ICT can help in practical and work-related scenarios.

• Awareness of the place of computing in society and issues computing raises in society

Examination Papers



Mathematics is an essential skill for life and we aim to give each child the best possible grounding in the subject. We want to produce children who are confident in manipulating numbers and able to see patterns. We want them to master basic techniques and be able to use them to solve more complex problems. We also want the children to have a thorough knowledge of shapes, angles and statistics, so that they can use this knowledge whenever necessary in life. Maths helps to give our world meaning and, wherever possible, we try to link topics to real life so that the children can see the relevance of what they are learning.


IGCSE Mathematics (without coursework) (0580): KEY STAGE4.

Mathematics is an essential subject for all students at IGCSE level (Year10 11&12).

The subject is compulsory for all students up to Year 12. Students have a choice of following either the Core or the extended curriculum. The extended curriculum goes into greater depth of the core topics and includes additional topics not covered in the Core curriculum.

The aims of the Mathematics curriculum are the same for all students. These aims enable students to:

• Develop mathematical knowledge and oral, written and practical skills in a way that encourages confidence and provides satisfaction and enjoyment;

• Develop the ability to apply mathematics to other subjects;

• Develop their abilities to reason logically, to classify, generalise and to prove (i.e. develop) problem-solving skills;

• Acquire an appropriate foundation for the further study of Mathematics and other disciplines;

• Develop an understanding of the part Mathematics plays in the real world in which they live.

• Develop an understanding of mathematical principles

•  Recognise when and how a situation may be represented mathematically, identify and interpret relevant factors and, where necessary, select an appropriate mathematical method to solve the problem

•  Use mathematics as a means of communication with emphasis on the use of clear expression

What is Core and Extended in IGCSE?

Cambridge IGCSE is designed to cater to the ability of every student. Most of the subjects are offered as Core and Extended as per the difficulty level. A student, for example, who wants to do Mathematics but just at the basic level can select core Mathematics and a student who wants to do Maths in detail can opt for Extended Mathematics. The assessment is done differently for Core and Extended levels. For core the grade boundaries are from C to G, U whereas for extended level the grade boundaries are from

A* to G, U. ( U is Ungraded)



All candidates will write two papers as follows:


Either Core


Paper  Content  Duration  Weighting


Paper 1  Short answer questions  1 hour  35% of final result

Paper 3  Structured questions  2 hours  65% of final result


Or Extended


Paper  Content  Duration  Weighting


Paper 2  Short answer questions  1hour 30 minutes  35% of final result

Paper 4  Structured questions  2hours 30 minutes 65% of final result


At the start of term 1 in Year 11, students take an internal mathematics examination designed to set the classes for Core and Extended level.  Once these classes are set, the delivery of the curriculum differs in the two groups as the curriculum content begins to reflect the differences.


Key Stage 3 Mathematics (Checkpoint) (1112)

At Sentinel Kabitaka, KS3 runs from Year 7 to Year 9 and we follow the Cambridge International Checkpoint.



All candidates will write two papers as follows:


Paper  Content  Duration  Weighting


Paper 1  Short answer questions  1 hour (Calculator Version) 50% of final result

Paper 2 Structured questions  1 hours ( Non-Calculator Version 50% of final result




All students are issued with two Checkpoint Maths textbook and a workbook – one for use in the classroom and one that gives extra practice material suitable for homework. The textbooks will be supplemented by material from a variety of different sources.




The department has a substantial technology provision. Dynamic illustration, concept exploration and assessment are aided by the use of projectors and website subscriptions are utilised throughout all courses.




The department emphasises on the pillars of Assessment for Learning;


• Sharing learning objectives, outcomes and success criteria with the students

• Group work discussions

• Peer  and Self Assessments against the success criteria

• Differentiation

• Cross-curricular links





Music forms a vibrant and essential part of school life and encompasses a wide range of activities, both formal and informal. Children of all ages and ability are encouraged to foster an appreciation of music, to take examinations, or simply play for pleasure. The aim is that all children in the school will build upon their natural responses to music and will find enjoyment in creating music, and see themselves as musicians, find a lasting sense of purpose, achievement and fulfilment in musical expression, develop skills to use a wide range of instruments (including the voice) and techniques competently, feel able to express their ideas and feelings through musical creation, learn to listen analytically, develop an appropriate vocabulary to help them discuss their own work and that of others, understand the relationship between sound and symbol, and develop a working knowledge of systems of notation for use in composing and performing and appreciate and evaluate the work of a range of composers and musicians from their own and other cultures.


Music at Sentinel Kabitaka focuses on basic skills necessary for the students to face the world with confidence currently and in the future. We offer Cambridge IGCSE syllabus in order to:

- Enable students to acquire and consolidate a range of basic musical skills, knowledge and understanding through the activities of listening, performing and composing

- Help students develop a perceptive and critical response to the main historical periods and styles of Western music

- Help students recognise and understand the music of selected non-Western traditions, and thus to form an appreciation of cultural similarities and differences

- Provide a foundation for the development of an informed appreciation of music

- Provide a foundation for further study in music at a higher level

Our main focus is to ensure that our teaching meets the aims, objectives and assessment of the IGCSE curriculum and personal development. To achieve this we engage with children to enhance and develop their pre-learnt musical skills; listening, composing and performing to develop their potential in the music industry later in life. The emphasis within the curriculum is as much on developing lifelong musical skills as on acquiring knowledge.



Physical Education & Sport

Physical Education and Sport are an integral part of school life, whether as part of the school curriculum or our extensive extra-curricular programme. Children are encouraged to perform to the best of their ability in an enjoyable atmosphere. Most are selected to represent the school in competitive matches. We have a large number of talented sports players, several of whom will go on to represent their country at a variety of sports including rugby, swimming, football, athletics, hockey, cricket and gymnastics. Sporting enjoyment and success, however, is not just a matter of winning. Children often pursue their chosen sports outside the timetabled hours and we offer an extensive programme of hobbies to incorporate the learning of skills in a less competitive environment. All children are given the opportunity to play many different sports and at some time represent their House team and also the school. There is very much a Sports for All ethos which gives children plenty of opportunity to participate. Sport involves the development of physical competence, enabling children to play efficiently and safely and to understand the importance of physical activity. Children are taught the importance and qualities of fair play and to learn to cope with both success and failure. They are given the opportunity to work on their own and with others, promoting independence, cooperation and competition. The balanced PE and Games programme helps to develop a positive attitude to health, hygiene and fitness.


Religious Studies

Religious Studies aims to enable our children to be well informed, articulate and thoughtful about the major world religions represented in Zambia. We educate pupils in religious and philosophical views, so that they can take their place in the world confidently, secure in their knowledge of this living phenomena. Children acquire and develop knowledge of the six principal faiths Judaism, Christianity, Islam, Hinduism, Buddhism and Sikhism. There is a particular emphasis on Christianity, as the main religion in Zambia. In lessons pupil are encouraged to develop an understanding and appreciation of the influence of beliefs, values and traditions on individual, communities, societies and cultures. They also develop the ability to make informed judgement about religious and moral issues with reference to the teaching of the principal religions. In conjunction with this academic approach to religion, children are also given time and encouraged to think about their own spiritual, moral, social and cultural development.



The aim of the Science department within Kabitaka is to open up each student’s mind and imagination to the world of Science around them. We do this by placing a high emphasis on student practical work and investigations. With three well equipped rooms dedicated to the teaching of Science we have ample opportunity to allow students real hands-on experience with all aspects of Biology, Chemistry and Physics in a safe and nurturing environment.

We find the more active with their learning our students are the more enthusiastic they become about the subject and perform better. We like our students to apply their scientific knowledge and skills to help solve problems no matter how unfamiliar the problem maybe!

In terms of the courses we offer; students follow the CIE Secondary Science Checkpoint in Years 7-9 and then all students take IGCSE Physical Science and Biology. While these courses are both locally and internationally recognised they will give access to careers and pathways in Science and technology at a variety of levels.


Business Studies



Business Studies makes students aware of the uncertain environment in which business exists.  It ushers them into a world in which they will be able to make conscious business decisions; one in which they will be able to adapt to the dynamic business environment.  Furthermore, the IGCSE Business Studies syllabus helps students to develop an understanding of the following:


• business activity in both the private and public sectors of the economy

• the importance of innovation

• The different ways in which business organisations can be established

• Ways of marketing products

• Different ways of providing leadership in a business organisation

• How business activities are regulated

• How business organisations are financed

• The factors which influence decision making

• How employees can be motivated

• How to use and interpret financial information


The knowledge gained in all the areas is useful for work as well as being applicable to professionals such as Lawyers, Consultants, Medical doctors and indeed anyone who would like to open up their own practice or business.

Business Studies gives an opportunity to students to do quite a number of case studies. This helps them to develop more enquiring minds as well whilst becoming more assertive and confident.





Paper 1

1 hour 30 minutes


Written examination consisting of four questions requiring a mixture of short answers and structured data responses. Candidates answer all questions



Paper 2

1 hour 30 minutes


Written examination consisting of four questions based on a case study, provided as an Insert with the paper. Candidates answer all questions.


50% of total marks



50% of total marks





The IGCSE Accounting syllabus allows students to develop an understanding of how they can:

• record and summarise relevant business and financial transactions

• analyse verify and report the results;

• use  financial information to make business decisions

Accounting will enable students to apply relevant and reliable financial information in different business situations.  Accounting as a subject is very useful, even if it is not chosen as a course of study, especially to those who will one day be managers.  This is because they will need to understand and use the information provided by accountants when making business decisions.  For those who would like to start their own businesses, they too will need an understanding of accounting so that they are able to understand what is happening to finances in their enterprise.

Accounting promotes critical thinking and is a very good foundation for the students who would like to pursue any business course. They will have great advantage during the course of their study.






Paper 1

1 hour 45 minutes


This is a structured question paper with 8–12 multiple choice items and short-answer questions. There are usually between 4 and 5 questions based on topics from the whole of the syllabus. All questions are compulsory, and candidates answer on the question paper. There are 120 marks for this paper.




50% of total marks

Paper 2

1 hour 45 minutes


This is a structured question paper. There are usually 4 to 6 questions based on topics from the whole of the syllabus. All questions are compulsory, and candidates answer on the question paper. There are 120 marks for this paper.


50% of total marks



Special Education Department


At Sentinel Kabitaka, we believe in the emerging concept of neurodiversity; that every child learns differently because each brain is wired differently. Teachers and parents play a significant role in identifying, embracing and celebrating children’s learning differences and, in collaboration with outside specialized professionals in the field of child education; we all form a multi-disciplinary team that works purposefully to help the child unleash and attain his/her human potential. We therefore envision a paradigm shift from focusing on disabilities, deficits and labels to a situation whereby all teachers will clearly acknowledge and fully integrate a strength-based approach to teaching of children with special needs.


To achieve these broad goals we:


1. Honour diversities of cognition, behaviour, attention span, intellectual abilities, sociability and learning style and provide fun-filled and exploratory activities in-class, small groups or in individualised sessions for special needs children to successfully access the curriculum; in as much as possible, in their organic learning environments.


2. Present professional development sessions that promote best practices and new trends in the field of special education. We further advocate for Response-To-Intervention (RTI) techniques as a whole school teaching approach to homogeneously cater for both children with and without learning difficulties.


3. Facilitate school-based informal and specialised assessments and involve parents, the student and other multi-disciplinary team members in the development, implementation and evaluation of Individualised Educational Plans (IEP).


4. Deliver parenting workshops, support meetings and Parent-SEN Co meetings that are educational, supportive and customized to the needs of participating parents. Sessions offer parents and caregivers an opportunity to meet and share concerns about children, different learning styles and positive parenting tips.


5. Offer training sessions in collaboration with Educore Training Academy that expose trainees to knowledge and understanding of children’s different learning styles and effective research-based teaching techniques and accommodations to support special needs children in the mainstream classroom. Students also gain hands-on experiences in identifying and planning for struggling children.


6. Involve our students in an educational-exchange community outreach program with Solwezi Urban Deaf Unit where both learn to appreciate and support each other intellectually, socially and emotionally through drama and games. We also facilitate workshops with the Deaf Unit teaching staff to share best practices in the teaching of children with special needs


Our ultimate goal as a department is to educate and support all individuals that have contact time with children struggling with learning difficulties so as to enhance their learning in a fun and fulfilling way.



The Sentinel Group


Educore Services provides world class, sustainable education through all its schools and colleges.


The Educore family includes three school groups providing inclusive education at all levels of the community, and at our Educore Teacher's Academy.



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