Parent-Student Handbook

Dear Parents,

This handbook is prepared to set the minimum guidelines to steer our school community to an orderly school experience. We encourage you to study the content of this handbook with your child, as it will answer pertinent questions about how school is organized and run at American Christian Academy (ACA).
We seek your collaboration and support in implementing the contents of this handbook, as it will go a long way in promoting harmony and mutual understanding between home and school. Thank you for choosing ACA. We are glad that we can together build the foundation of excellence for our children.

Equi and Karen Nwulu

At American Christian Academy (ACA), curricula are delivered through a biblical lens in alignment with the motto, vision, mission, staff credo, and ends statements.


Motto “The fear of the Lord is the beginning of wisdom.” (Proverbs 1:7)


Vision Statement
ACA glorifies God by combining His truth with knowledge in a friendly and intellectually stimulating environment so students acquire wisdom for purposeful living.


Mission Statement
ACA provides a caring community dedicated to discovering the God-given gifts within our students and inspiring them to achieve their optimal potential and maintain high moral and academic standards worthy of exemplary world citizens.


Staff Credo

We are here for our students who are our responsibility, our challenge, and our opportunity. We model the behavior
we seek to develop in them.


Absolute integrity in all things, showing respect for everyone


Creative ingenuity and independent thinking


Aspiration for personal improvement and professional development


Diligence and promptness in completing all assigned tasks


Excellence in every endeavor


Maximum use and careful preservation of available resources


Yearly and continuous self-assessment, welcoming correction and suggestion


ACA Anthem

“Lord, take up your holy throne, here in ACA.

Take the place that is yours alone, here in ACA.

And of the increase of your government,

There shall be no end, here in ACA (2x),

There shall be no end, you are worthy Lord to reign.”

American Christian Academy prohibits discrimination against any student in the process of admittance on the basis of race, religion, color, sex, age, national origin or ancestry, genetic information, or parental status. Students are eligible for admission if it is believed that the school can meet their particular needs.

ACA exists to support the development of-


1. Students who are equipped to flourish in tertiary institutions and beyond.
That is, students who-

a. Have responsible independent study habits.
b. Are fluent in modern technology use.
c. Demonstrate a strong work ethic.
d. Are proficient in English and a second modern language.
e. Have foundational knowledge in myriad academic subjects.

2. Students who, as servant-leaders, create lasting solutions that meet human needs.
That is, students-

a. Are aware of the needs of others.
b. Use creativity and critical thinking to develop solutions to problems.
c. Steward resources to meaningfully contribute to their community.
d. Use and conduct relevant research.

3. Students who embody godly character.
That is, students who-

a. Are respectful of self, others, and the environment.
b. Are worthy of respect in words and conduct.
c. Demonstrate integrity in all areas of life.
d. Show empathy and compassion towards all, regardless of differences.


4. Students who enjoy their identified and developed gifts and talents. That is, students who-

a. Are effective communicators through writing and speaking.

b. Have cultivated their artistic, musical, athletic and academic abilities.

c. Are enthusiastic and confident in sharing their gifts and talents.

Students have access to a standard basketball/tennis court and the spacious grounds in the admin building area provide a safe space for children to run and play. Facilities include a gym, soccer field, volleyball and badminton courts, trampoline, ping pong table as well as a large playground equipped with swings, a tree-house, and various
recreational facilities.

Semester I: Begins September (18 weeks)


Semester II: Begins February (18 weeks)


The first day of Semester I begins at 9:00 am while the rest of the week begins at 8:00 am for all schools and ends by 1:00/1:15/1:30/1:45 pm. The Semester I schedule is published by the end of the first week. “Back-to-school nite '' holds the second (elementary) and third (preschool, middle and high school) Fridays after school re-opens, providing families an opportunity in an engaging environment to interact with the ACA community and learn of the school’s plans and programs. Clubs begin within the first month of each semester.


Weekly Schedule
Kg - high school students meet in JC Hall on Mondays for all-school worship. Devotions for elementary - middle school are held in their classrooms from Tuesday - Friday while high school devotions are held in their classrooms from Tuesday - Thursday and during assemblies on Friday.


Elementary School Schedule



Middle School Schedule



High School Schedule


* Some 9th - 12th grade classes begin at 7:30 am while others are scheduled during club periods.


Break and Lunch Hours

Elementary students eat their snacks in the classrooms during break time. For the first fifteen minutes of break, middle and high school students eat their snacks in Angelfood Café and then clean-up/wash their hands before returning to class. There is no 'play' time during break. During lunch, students eat meals in Angelfood Café for the first 20 minutes, spend the next 15 minutes playing outside, under the watchful supervision of assistant teachers/admin and use the final five minutes for washing up/returning to class.

Elementary School
Elementary School class teachers are responsible for teaching core subjects and are fully accountable for student learning and welfare in their classes.

Middle/High School
Each grade is assigned two homeroom teachers who are responsible for supervising class activities, acting as chaperones on field trips, liaising with parents, leading devotions, and counseling students on academic and other issues.

Each week, all schools meet at different times on Friday for Assembly in the JC Hall. Assembly periods help to unite the students in various schools and provide opportunities for a wide range of programs, quizzes, debates, and games, thereby developing students’ oral, tactile, and presentation skills. Assemblies are also used as a platform to disseminate important information, give weekly merit awards, celebrate birthdays, etc. Parents are invited to assemblies for special students’ performances. Assemblies are also platforms to emphasize devotional themes, ESOs, and school-wide programs such as Anti-Bullying Week. Classes take turns to present a class project which
could be in the form of a skit, song or talk show.

All students are divided into one of four houses, Congo, Niger, Volta, or Zambezi, for sporting competitions, such as Sports Daze. These houses are named after bodies of water in Africa and are represented by the cheetah, horse, lion, and tiger as well as the blue, green, yellow, and red colors, respectively. Students are expected to contribute their quota to the success of their house.


House Chants:

We are Congo, Congo are we! The biggest! The brightest! The best!
We’ll go down in history; Our brains have put us in front of the rest!
Fast as a cheetah, we can’t be matched; We are the ones that none can catch!
We are Congos, Congos are we! The biggest! The brightest! The best!


Niger, Niger, strong as a steed, In every competition we’re always in the lead!
No one can ever intimidate us; Move out of the way; Who sets the pace—us!
Niger, Niger, swifter than a horse; In every race we take 1st place, of course! NIGER!


We are Volta; We are strong; We take 1st place all day long!
If you wonder who’s the best; Sit right back & take a test
Congo—No! Zambezi—No! Niger—No! Volta—Ummm Yes, Yes, Yes!


We are proud to be Zambezi; Competing with us you won’t find easy!
In everything we’ve ever done; We’ve never lost, we've always won.
Come on Zambezi, let’s have fun & don’t give up until the job is done. Zambezi

The Student Body Government (SBG) is the students’ voice at ACA and provides a link between the students, Admin, and teachers, representing the students both inside and outside the school. The SBG also is responsible for the integration of new students and consists of the following positions:



Lower Elementary Curriculum (1st - 3rd)


*Daily 5
Daily 5 is a structure that enables students to work independently on literacy tasks. They are taught the behaviors of the tasks and are trained to build stamina for independence. The teacher also works with individual students and small groups. Students learn reading strategies within each ‘CAFÉ’ category which become tools they learn and apply to help them become better readers and writers. “CAFÉ” is the acronym for the four major components of reading:


C for Comprehension
A for Accuracy
F for Fluency
E for Expanding Vocabulary


Once children have been able to build stamina, they will engage each day in the following research-based meaningful tasks:


· Read to self
· Work on writing
· Word work
· Listen to reading
· Read to someone


Learning A-Z is an online reading program used in ACA to enhance the reading skills of students. Books and resources are correlated to the U.S. State and Common Core Standards. Included in the program are reading lessons, decodable books, reader's theater scripts, reading worksheets and assessments. Students have the opportunity to read independently with books arranged according to students’ ages or reading levels. The leveled books span across 29 levels of difficulty. The fluency passages help to monitor and improve reading rate, accuracy, expression and vocabulary. Students may also listen to audio books, read along or even read out loud.


The program enhances the students’ ability to effortlessly translate letters to sounds and sounds to words. The fluent reader is one whose decoding processes are automatic, requiring no conscious attention. The use of a standardized set of passages and the administration procedures help to differentiate fluent readers from children who may need additional instructional support and monitor progress toward instructional goals.


Oral Reading Fluency (ORF)

Reading assessments (flight checks) are administered by the elementary
school class teachers at least twice a quarter depending on students’
reading proficiency. This assessment is used to gauge student’s progress
and mastery of words read per minute (ORF), fluency, and reading
comprehension. Results of these assessments are recorded for analysis
to determine the student’s reading rate (ORF) and instructional level.
Instructional plans and strategies are created for a student based on results.
Parents are informed of the results during Parent-Teacher Conferences and
in the comments section on the Semester I and II report cards.



Daily 3
Daily 3 is a framework for structuring the math period so that students can develop deep conceptual understanding and mathematical proficiency. Students select from the following choices:


  • Math by Myself
  • Math Writing
  • Math with Someone
  • Math Tech


Math Daily 3 classrooms produce creative, independent and highly engaged students who acquire a true love of mathematics.


Upper Elementary Curriculum (4th-5th)



In upper elementary, students use iPads as a supplementary educational resource to inspire creativity and hands-on learning where students are given a higher degree of freedom in their learning. By engaging with educational apps, reading programs, and other features on the iPad, students take control of their learning. This allows for more independence and an effective education process for student productivity. iPads allow programs the ability to deliver personalized blended learning plans where students can use educational apps to focus on the material that they individually struggle with. This student-focused curriculum optimizes a student’s education to achieve maximum possible growth in either Literacy, Math, or both. Differentiated iPad content increases student productivity as each student can receive targeted instruction that will help them push the needle on their own personal achievement every day.


The A-Z program is a major component of our reading program. Its goal is to give students the foundation, structure, and skills needed to excel in comprehension in upper elementary. Students read and answer comprehension questions on the program during the literacy period and two books are assigned to be read at home at least three times in a week. 


The homeroom teacher checks and records each student's responses and progress, notes reading skills they struggled with, and works on the skills with individual students.


Extended Learning
Extended learning classes for elementary students are available most days after school.


Middle School

The middle school program consists of 6th-8th grades and offers a unique blend of U.S. and U.K. curricula. The rationale for the program includes: 


  • increased instructional time for 6th grade students as they begin to learn IGCSE content. School will close by 3:30 pm and students will be able to join High School clubs.


  • streamlined subjects in cross curricular groupings, covering content in 17 subject areas.


Subjects offered are shown in the table below:



The overarching goal of the middle school program is to establish a firm foundation for educating global citizens able to think, create, communicate effectively, and effect positive change in society. ACA believes that the program will enrich the academic experience of our young learners as they transition to high school.


Integrated Subjects

One of the special features of the program is the offering of integrated courses made up of subject groups designed to be cross-curricular in nature. Students will be exposed to the connections among the group under each category. In the process, they will develop the mental capacity as well as the transferable skills essential for further academic study. The experience will play a significant role in raising the achievement level of students intending to take subjects in related fields such as the Cambridge IGCSE Environmental Science, for instance, which connects biology, earth science, economics, and geography. In teaching integrated subjects, teachers will incorporate individual learning styles and technology. Through a mix of theoretical and practical studies, team work, presentations, projects, and a possible networking opportunity with other learners around the world, our students will gain a broad understanding of the basic principles of each subject. The mode of teaching will promote in students the ability to think critically about a range of ideas, especially on issues where there is always more than one point of view.


Technology Integration

In providing education that is 21st century compliant, the middle school program will integrate technology to enhance pedagogy and content knowledge learning. Therefore, students are required to have devices (tablets or iPads) for specified subjects and also for homework.


High School Curriculum

ACA’s high school program is well-rounded and expressly packaged to meet the holistic educational needs of the 21st century students in 9th - 12th grade.


9th and 10th High School Curriculum
Students in 9th - 10th grades follow the University of Cambridge International General Certificate of Secondary Education (IGCSE) Curriculum. English and Math are compulsory subjects for IGCSE for both 9th and 10th grade. Sixteen exam subjects are offered.


Elective Subjects:

  • Art and Design
  • Biology
  • Business Studies
  • Chemistry
  • Design Technology (DT)
  • Economics
  • French
  • Geography
  • History
  • Information & Communication Technology (ICT)
  • Literature in English
  • Music
  • Physics


In 9th grade, students choose eight elective subjects. In 10th, students choose a minimum of five and a maximum of eight electives. These electives are chosen by the end of 8th grade and 9th grade respectively. Students are also required to take the following subjects: Bible, Coding (9th), and Physical Education.
To ensure optimal use of time during school hours, a supervised study hall is provided for students who may be free during a particular period. Although ACA has a record of excellent performance in IGCSE exams, the results are due, in a large part, to how well students utilize their free time for independent study. Peer tutoring is a flexible peer-mediated strategy that involves students serving as academic tutors and learners. Study hall periods may be utilized for peer tutoring based on individual student needs and as assigned when necessary


10th Grade U.S. Track Program

ACA also offers a U.S. Track program for students in the 10th grade who intend to attend college in the U.S. The program of study follows the 11th and 12th Grade U.S. Track Program (see U.S. Track below). Students may take one AP exam in 10th grade with the subject teacher’s approval.


11th and 12th Programs
Following the IGCSE exams, students proceed to either the U.S. track or U.K track 11thand 12th grade program for completing their high school education at ACA. These programs prepare students for the rigors and independence of university life and culminate in a graduation ceremony at the end of 12th grade with the award of a high school diploma for those who have successfully met the graduation requirements. During the graduation ceremony, the valedictorian and salutatorian are recognized based on Grade Point Average (GPA).


After graduating from ACA, students are accepted to well-recognized universities around the globe. Some ACA graduates have received full tuition merit-based scholarships, while the majority have received partial tuition scholarships.


U.S. Track

ACA offers an academic program to 11th and 12th grade students that consists of a broad selection of rigorous courses as well as Advanced Placement (AP) and Dual Enrollment (DE). Unique to the program is the opportunity students have to earn university credit while still in High School through Marquette University’s Explorer Program (U.S.) which grooms students’ independent, self-driven study habits that are necessary for sustainable university performance. The credits earned in these programs are transferable to their prospective university, thereby saving the student and parent both time and money. The program has a global perspective and is equally applicable to students seeking university admission outside the U.S. and Canada.


Maintaining a high GPA by doing well in all classes is of paramount importance, keeping in mind that one low score in any class has the potential of greatly reducing a student’s GPA.


ACA’s U.S. Track program has helped students gain admission into well-recognized universities such as Drexell, Johns Hopkins, Penn State, Purdue, Stetson, NYU, SCAD, Emily Carr, University of Toronto, and University of British Columbia, to name a few.


ACA remains committed to building a solid foundation for students so that they can effectively bear the rigor of the most demanding university programs.


Entrance requirement:
Cambridge IGCSE or equivalent certification (in converting letter grades to GPA equivalent, the student must have a minimum of a 2.5 GPA) and/or 10th grade report card


Criteria for Allotment of Credits


The Explorer Program is a dual-enrollment (DE) program through Marquette University (U.S.) which offers qualified international high school students who have demonstrated dedication, ability, and motivation to begin taking college level courses while in school. DE courses allow students to receive credit from two academic institutions (ACA and Marquette University) by enrolling in a single class. For many high school students, it is a convenient and affordable way to earn university credit. ACA’s Explorer Program provides a wide variety of DE opportunities in all major areas of study taught by ACA/Marquette adjunct faculty who have gone through extensive training with Marquette. Upon successful completion of a DE course, students will earn three credit hours per course and Marquette can offer up to $27,000 scholarship per year.


Students’ benefits include:


  • directly studying in the second year of a TOP 100 Partner university (upon successful completion of the program).
  • exemption from the standardized tests and/or any other requirements.
  • combining 11th and 12th grade with college, saving time and money.
  • preparing for the rigors of university through American teaching methods and assessment systems.
  • taking Explorer courses real-time online through IPERC’s U.S. based online high School, Ready Global Academy (evening or in the summer)


Through the Explorer Program, students have guaranteed admission to Advanced College Credit Pathway (ACCP) Partnership Universities in US, Canada and UK such as Purdue University (U.S.), American University of London (U.K.), and King’s Western University (Canada) to name a few. As well, Explorer course credits are transferable to 17 reputable universities in Canada such as the University of Manitoba, the University of Alberta, and the University of British Columbia and to other desirable universities worldwide including the University of Exeter (U.K.), Chinese University of Hong Kong, University of Queensland (Australia) and Nanyang Technological University (Singapore) to name a few. More universities are coming soon! See for the latest updates.


Course offerings:


  • Art
  • Computer Science
  • Geography
  • Physics
  • Biology
  • Economics.
  • History
  • Psychology
  • Chemistry
  • English
  • Math


Students in 11th/12th grade are permitted to enroll in a DE course if they meet the following requirements:


  • successful completion of external exams or at least a 1000 on SAT (either official or in-house)
  • successful completion of IGCSE exams with A*s and As in the subject area of choice
  • minimum GPA of 2.5
  • demonstrated capacity to work independently by attaining a minimum score of 4 on the 10th grade Semester I conduct traits criteria: discipline, respect, attitude, preparedness, and punctuality (for assignments)


Advanced Placement and Exams

Advanced Placement (AP) is recognized as a highly desirable college-level program around the globe. Universities in 68 countries outside the United States recognize AP in the admission process. They may also recognize AP exam scores for advanced placement, the opportunity to skip introductory-level courses or award credit or points toward an undergraduate degree.
For detailed information about the AP recognition policies of universities located outside the U.S., use the link below to select the university or college by country.
College Board is currently working with universities around the globe as they develop and communicate their AP recognition policies. These webpages are frequently updated as more universities accept AP.


Examples of some countries which accept AP:


UK:  121 universities (including Oxford and Cambridge)


CANADA:  49 universities


LEBANON:  American University of Beirut, Lebanese American University Notre Dame University – Louaize,
University of Balamand, American University of Technology


INDIA:  The Association of Indian Universities (AIU) grants equivalence certificates to students taking AP courses and exams as part of their high school diploma requirement, to help them enroll in a bachelor’s degree program in India. (15 universities accept AP results)


According to research, students who earn credit/placement on the basis of their AP scores are more likely to experience success in university. They tend to earn higher GPAs and to persist and graduate at higher rates than non-AP peers. If a qualifying score is received on the spring exam, participating colleges may offer credit or waive requirements for equivalent college courses.


AP Exam Requirements

AP courses are designed for students to achieve university credit. Universities will only recognize AP credit when students have taken a course and achieved a passing score through the College Board. Students who take the May AP exam in 11th grade but fail to achieve a minimum score of three (3) will be required to retake the class and exam in 12th grade.


AP Scholar Awards

The AP Program recognizes high school students who have demonstrated outstanding college-level achievement through their performance on AP exams. The following awards are conferred on students who meet the criteria below. To date, six 12th grade students have earned AP awards, one from the following categories:



Independent Project (IP)

Students are to develop a personal project of their interest from conception/design to development/final presentation. This affords students the opportunity to develop their gifting as well as develop independent learning skills. The timeline for IP is as follows:



Orientation of Independent project and issuing of IP Forms and rubrics
Choose a topic and present the idea to the IP Committee, which assigns a supervisor to a
students based on the project's relevance to the faculty’s area of specialization



Identify the steps involved in accomplishing the proposal
Prepare a timeline for each step
Submit proposal and timeline

Bi-monthly meetings with supervisor



Submit final project



Present projects Students not taking an AP Exam must write an IP Research Paper as a graduation requirement.


Students not taking an AP Exam must write an IP Research Paper as a graduation requirement.


U.S. Track Graduation Requirements

Student must satisfy the requirements below in addition to full participation/satisfactory performance in all courses:



U.K. Track
Under the supervision of highly qualified faculty, learners engage with their subjects and are challenged to apply themselves to understand the content. With regular assessments, projects, class presentations, reading assignments, as well as other strategies (not rote learning), students have the opportunity to excel.


Foundation Program


The International Degree Foundation Program (IDFP)

The International Degree Foundation Program is a one-year program tailored to prepare students for entry into International and Nigerian Universities for courses in Arts, Business Management/Studies, Computing, Engineering, Sciences, and Social Sciences. ACA accepts students with a minimum IGCSE grade of ‘C’ or its equivalent in other international qualifications in the subjects that students intend to take in the Foundation program. Students are required to take 5 subjects to successfully complete the Foundation Program at ACA.


The International Medical Foundation Program (IMFP)

This program is designed to enable prospective students gain admissions into medical schools overseas and in Nigeria to study medical-related courses such as Biological Sciences, Dentistry, Health Science, Nursing, Public Health Science, etc. It is a one-year program and its successful completion guarantees students a place in partner universities, particularly the University of Debrecen in Hungary.


Course Overview
The Cambridge advanced subsidiary (AS) curriculum is the main curriculum for the Foundation Program. Exam standards are also set at that level. However, the medical program (IMFP) comprises the Advanced subsidiary, Advanced level, and some components of the international exam topics that complete the mainstream syllabus.
Internship is mandatory and part of the continuous assessment in Semester I.


Participation in the Internship program is mandatory and part of the continuous assessment in Semester I.


Internships will take place in January. In addition, 90% attendance rate, full participation and satisfactory performances are expected in all other courses such as Communication Skills, Computing Skills, Math, P.E., and Bible to be a part of the graduation ceremony.


A-Level Program
The Cambridge GCE Advanced Level (A-Level) is an international academic qualification offered to students by University of Cambridge International Examinations (CIE). Cambridge IGCSE is a prerequisite for GCE A-Level, a rigorous academic program built around the IGCSE curriculum.
For best results students should score an A in the IGCSE or Mock exam in every subject in which they plan to register for A-Level. However, ACA will accept students with a minimum IGCSE grade of ‘B’ or its equivalent in other international qualifications in the subjects that students intend to take in the A-Level program.


ACA offers a variety of subjects for the A-Level program some of which include:



GCE A-Level runs in two streams over a period of two academic years: the Advanced Subsidiary (AS) in 11th Grade and Advanced Level (A2) in 12th Grade. The examination body gives an aggregate result for each of the subjects taken in both years.


NB: ACA students in the A-Level program are required to attend Bible, English, and P.E.


U.K. Track Graduation Requirements

Each student must satisfy the requirements below.



Parents of 10th grade students are required to notify the school at the beginning of Quarter IV of their intention to enroll in the U.S. or the U.K. Track Programs. School guidance counselors will assist students in making well informed choices in academic aspects.

Community Service

As part of a holistic curriculum of study, ACA recommends that students be involved with service projects not only in the school but also within the community. As part of the graduation requirement, U.S. Track students must complete community service each semester. Students may serve as ESL or peer tutors, assistants in the classroom, admin, science lab or PE classes, while some may choose to serve off campus organizations. Community service opportunities help students become more aware of others’ needs and provide them with the privilege of offering solutions to such needs.



An internship is a temporary work experience designed to help students learn by practical experience, usually in a field that complements the student's academic program. ACA requires 9th-12th grade students to participate in a one-week internship experience during the month of June while Foundation Program students participate for two weeks in December as part of graduation requirements. The Internship coordinator will visit each location unannounced.

Students are assessed throughout the semester in a variety of ways, including but not limited to tests and quizzes, homework/project work, class participation, presentation of work and other assessments as designed by the teacher.


The exam component makes up the remaining percentage (see internal exams below). Assessment outcomes may be viewed on ALMA, ACA’s school management system. Parents and students are issued acaonefamily accounts upon the student(s) enrollment, which are used to log-in to ALMA. Regular viewing of teachers’ assessments is advised so that parents may keep abreast of their child/rens’ performance.



Formative tests are administered weekly or after each major unit/topic is taught.


Make-up Tests

Middle and high school students are expected to arrange with the teacher for makeup tests, which they missed during an excused absence. Elementary School teachers will arrange makeup tests for students with excused absences. Please note that teachers will not give makeup tests for poor performance of students. However, at the teacher’s discretion, extra credit assignments may be given.


Homework and Projects

Homework and projects are an essential part of academic life at ACA. Parents of elementary and middle School students are encouraged to check the homework diary and oversee assignments completed at home. Parents are discouraged from employing the services of tutors to assist with homework, as children are encouraged to be independent learners. Extra support is provided at school as needed. Teachers and assistants are not permitted to give private lessons to the students whom they teach or to their siblings. The school advises parents to supervise internet access at home as some assignments may require the use of internet facilities.


Homework, aside from reinforcing what is learned in class, improves personal organization and research skills, instills discipline to stay on task, enhances self-direction in learning, and provides feedback to teachers. Students are encouraged to spend quality time doing homework and parents are advised to limit the number of hours that children spend on non-educational/social media entertainment such as games, Facebook, Instagram, Snapchat, TikToc, TV programs, and movies. ACA’s academic program is quite rigorous and demands many hours of work outside school time. Homework assignments are required to be submitted on or before the due date.


Rules for Homework Submission, Makeup Work, and Tests



  • Homework serves as reinforcement for students and feedback for teachers; they are graded for completion and not accuracy (2-completed, 1-incomplete or shabbily done, 0-not done).


  • If a student has excused absence, the teacher ensures the student makes up all the assignments.


  • Students who fail to submit homework will stay in during break and/or lunch to complete it, but no grade will be given.


  • For non-illness related extended absences of more than two days, parents are expected to collect assignments and have the student complete as much of the work as possible while away from school.




  • If a student misses a class, it is his or her responsibility to make up all assignments.


  • Failure to turn in homework on the due date will show on a student’s ALMA account as a “Not Turned In” entry.


  • Students will be warned verbally and counseled. - Subsequent failure to submit homework will result in staying in for lunch to complete the assignment with a 20% deduction of grade points.


  • If the misconduct continues, an IEP meeting with parent/student and class teacher will be scheduled and the student will be assigned an academic mentor.


  • For absences of one to two days in succession, all makeup work, including tests, must be made up within five days of the student's return to class.


  • For non-illness related extended absences of more than two days, parents are expected to collect assignments and have the student complete as much of the work as possible while away from school.


Cheating and Plagiarism

Plagiarism is using someone else’s work and claiming ownership of it without offering credit to the original creator. Using others’ work is not wrong, but the use of one or more sources without acknowledgement constitutes plagiarism and will not be tolerated. Therefore, all sources of information used, including websites, texts, media material, interviews, visual material, and any other source material that is the intellectual property of someone else, must be adequately and accurately acknowledged.


Students found copying homework, class work, or plagiarizing assignments from peers or cheating in any form on assignments or tests will be given a “0”. While parents, or guardians may assist students by answering questions and giving advice, they are not to do homework for their child(ren). Students wqill receive a “0” on any such assignment.


Consequences for Breaking Cheating/Plagiarism Rules


  • Should a student breach these rules, the following penalties apply:
    The plagiarized work is not accepted, and the student is given a “0” on the assignment.


  •  The student is reprimanded through a serious warning, expiation, and possible suspension or expulsion depending on the severity of the case.


  • A teacher could refuse to accept any part of a student’s work if the infringement is adjudged as serious. Teachers have been asked to report to the appropriate coordinator when a breach of rules is apparent. The PBIS committee and/or the principal or HOS, in serious cases, will determine which of the above penalties to apply.


ACA administration keeps track of misbehavior incidents, as they influence not only the conduct assessment on the report card but learning as a whole. If misconduct continues throughout a student’s stay at ACA, it may eventually affect a student’s recommendation letters and forms, essential for further education. Parents are encouraged to support the school in the discipline of their child(ren) as both parties are equally aware that discipline enhances character and performance in all spheres of life.


Internal Exams
All students from 4th to 12th grade take exams as indicated below:



*Semester II exam for 8th grade will cover topics taught from 6th-8th


Students and parents will not have access to exam scores, scripts, and reports until all fees are settled with the accounts department. Fees include library, club fees, and textbooks.


Students who leave before the end of Semester I exams will receive an “incomplete” report issued at the end of the semester (coursework only). If students leave before scheduled exams during Quarter IV, they will receive an “incomplete” report and will not be readmitted unless they reapply and take new entrance exams. Exceptions may be made in the event of extreme emergencies, in which case parents are required to submit a letter informing the school of the reason for early departure. The school reserves the right to determine whether or not the grounds for early departure is legitimate. If approved, the student will be allowed to take exams upon return, and a complete report card will then be issued.


ACA does not usually make provision for students to take their exams earlier than one day before the exam schedule stipulated on the annual calendar because students:


  • learn and/or review until the last day before exams and therefore students requesting early exams would not have covered the syllabus.


  •  leave on different dates and it is not possible to coordinate individual exam schedules.


  • may be tempted to disclose exam information to those taking exams on the regular schedule.


Exam Rules

ACA follows strict rules during exams to prepare students for external exam standards as well as prevent malpractice and ensure the authenticity of every assessment. Standard rules include:


  • The desk should be cleared of all materials such as textbooks, exercise books, papers.


  • Only items such as pen, pencil, eraser, sharpener, ruler, calculator, compass, protractor, etc. required for the exam are allowed in the hall. Only transparent pencil cases will be allowed in the exam hall.


  • Borrowing and lending of materials is strictly prohibited.


  • Students are not allowed to leave the hall during the exam except for extreme emergencies in which case one of the invigilators would call an administrative staff to handle the incident.


  • Students found cheating or indulging in any form of malpractice will score “0” on that particular exam.


  •  After submitting the exam paper, students are expected to read quietly or study independently.


External Exams
ACA students have the opportunity of taking the following exams:



*ACA does not take responsibility for preparing students for Checkpoint Exam


Exam registration fees are paid to the school’s account. All students taking CIE exams must pay Semester II school fees at the onset of the semester, prior to registering for the external exams. For AP exams, fees must be paid in dollars.


Report Cards

Report cards are electronically shared with parents and should be saved for future needs once received. Should a parent require a hard copy report card for relocation or transfer purposes, please send the request to and it will be issued in three to five working days. Subsequent copies will attract a N2000 fee per document. Students’ Semester I and II exam scripts are distributed at the Awards Assemblies that are held at the beginning and end of Semester II, respectively. The semester report includes academic and conduct trait assessments, record of club activities, attendance, excused and unexcused absence records as well as final comments.

1st-3rd Grade

Here at ACA, lower elementary teachers use diverse learning strategies such as repetition and scaffolding to enhance learning. Differentiation and accommodations are also used to help students attain individual learning goals as they gradually meet and/or surpass their class benchmarks.
Students in 1st and 2nd grade are promoted yearly while working on needed skills. However, by 3rd grade, students are expected to close the learning gaps before moving to upper elementary. Students may be asked to remain in 3rd grade until set goals have been met.


4th-8th Grade

Students who are failing Math and English, or any three subjects during the year, will be placed on an Intervention Plan based on teacher-admin-parent collaboration documented in a contract. Promotion to the next grade level will be contingent upon the fulfillment of the intervention plan, which includes student and parent commitments. If a student fails a subject in 8th grade, s/he will not be allowed to take that subject in 9th grade.



9th, 11th, 12th Grade

The promotion policy for 9th, 11th, and 12th grade is based on a credit system. To be promoted, a student must earn a minimum of 10 credits for 9th grade and 9 credits for 11th and 12th grade for exam and non-exam subjects, otherwise, the student will be required to repeat the class or grade. If a student fails a subject in 9th grade, s/he will not be allowed to take the subject in 10th grade of IGCSE.


Double Promotion:

Conversely, double promotion is possible in elementary school only in 4th grade, enabling a student to begin middle school a year ahead of peers, provided it is evident that they consistently demonstrate academic and social skills beyond their grade level.

Academic awards are given at the Awards Assembly at the beginning of the Semester II and end of Quarter IV. The overall percentage as well as scores in Math and English determine which academic award is issued (see table below).



*To receive an All-Star award, a student must receive all A’s.
**Awards for U.S. and U.K. track will be given in June. For exam classes, a weighted GPA will be utilized to determine the award category.


Grading Scale for Transcripts (9th – 12th Grade)



Peter Lamuren Foundation Award
The Peter Lamuren Foundation sponsors Science and Math monetary awards which are given at the end of each academic year to deserving students in the following categories:



Amongst other academic criteria, students that are considered for the science awards have to show a genuine
interest in science and have an inquisitive mind as evidenced by:


  • critical thinking and thought-provoking questions


  • original and innovative ideas


  • ability to conduct independent research


  • understanding of the scientific process


The science committee meets to determine which students qualify for the awards based on the above criteria.


Dr. Joseph Oladiti Akinyemi Biology and Chemistry Awards
Mrs. Sumbo Akinyemi, ACA’s former Biology/Chemistry teacher and school chaplain, sponsors the “Dr. Joseph Oladiti Akinyemi Award” every year in honor of her late husband. The monetary award goes to the top Biology and Chemistry students in 9th grade.


Other Awards
Other awards that recognize students’ skills and talents in various disciplines (such as the best Reader, Artist, Writer, Athlete, Actor/Actress, Musician, etc.) as well as exemplary behavior are given to students during weekly assemblies and Award Ceremonies to acknowledge excellence. At the end of each academic year, every student receives a “One-of-a-Kind” Award which highlights a unique trait of each student.


Sports provide students an opportunity to develop physical discipline. Elementary, middle, and high school students are required to participate in all Physical Education (P.E.) classes. Athletic competitions, such as the bi-annual Sports Daze or 24-Hour Sports Marathon, are opportunities for students to develop their athletic skills. The elementary - high school sports teams represent ACA in inter school competitions. Students are expected to display good sportsmanship during all sporting activities. They are also required to wear ACA sportswear during P.E. classes.


Students are encouraged to exercise during the school day and have several opportunities on the grounds for developing skills during lunch periods. Basketball, kickball, volleyball, badminton, table tennis, tennis, snooker, and soccer are some of the sports available on the grounds.


After-school clubs offer additional opportunities for students to develop their athletic skills. Students are encouraged to participate in at least one sports club (basketball, volleyball, track, tennis, table tennis, swimming, golf, and soccer).



Students have an extensive range of clubs to choose from as extracurricular activities and are encouraged to continue with their club choice for an entire semester but may switch clubs within the first week of club activities. Language, sports, and music clubs all require significant amounts of practice and, in order to develop mastery, students should continue to participate in the particular club(s) throughout their stay at ACA. Students in musical clubs are required to have their instruments at home and should be committed to practice. Performance clubs such as ballet, choir, dance, and drama, culminate in end of semester performances. Club fees must be paid before students can participate in club activities.


If competent, students and parents are welcome to volunteer to teach a club of their interest.

Dress Code

From Tuesday through Friday, 1st - 10th grade students are required to wear ACA uniforms: French Toast light blue shirts with khaki trousers/shorts or skorts. Uniforms should be well-fitted, clean, ironed, and free of stains. Shirts are to be tucked in and boys are required to wear black belts. Students will be allowed to wear only ACA’s customized hoodies (optional) in school or outside of school on field trips or excursions. Students in 11th – 12th students are required to wear uniforms only on high school assembly days (Fridays). No alterations, such as tearing off sleeves or adjusting hems, may be made to any uniform. Students will be checked daily at the gate and sent home to change.


On Mondays, 1st - 12th grade students are permitted to wear mufti in accordance with the standards below:


  • Clothing must be neat and free of holes, wrinkles, ink stains, etc.


  • Tops and/or dresses should be modest (not transparent, strapless or showing cleavage). Students should not wear tops and/or dresses that are “off shoulder” or too short and revealing. Students may, however, wear tops and/or dresses that are sleeveless.


  • Clothing designed as underwear may not be worn as an outer garment.


  • Clothing that may be considered inappropriate or offensive is not allowed.


Students may wear trainers, shoes with socks, or sandals, but no slippers, flip-flops, and beach-type sandals (crocs).


Dress Code Violations
If the student violates, the parent of the student will be asked to take the child home or bring in a change of clothing (the student will not be allowed to enter the school). For the remainder of the day the child’s absence will be considered unexcused.


P.E. Dress Code
On P.E. days students must wear ACA’s sportswear (available in the accounts office) along with tennis shoes or trainers. After P.E., students in 4th -12th grades are required to change into the school uniform, unless P.E. holds as the last period of the day. In line with good hygiene, students are required to use deodorant/antiperspirant. The above dress code is incorporated into the grading system for P.E. Not following guidelines may also lead to disciplinary consequences.


Personal Grooming

ACA does not endorse body piercings or tattoos. Girls are permitted to wear a maximum of two pairs of earrings. Boys are not allowed to wear earrings or necklaces that must not be visible. Hair must be neat and natural in color. Styles should not be unnecessarily distracting. If hair is beyond waist length, girls should tie their hair in a ponytail while if boys have hair below neck length, they should tie their hair in a ‘man’ bun. Students should attend school with fingernails of appropriate length and free of colored polish. If a student does not comply with the above, the first offense includes a warning/conversation with the student and/or parents. Upon further violation, parents will be asked to take their child home as an unexcused absence/s until the situation is resolved.


Official Language

English is the official language of instruction at ACA. French is included in the curriculum, while other languages are offered as optional clubs. To develop proper use of English and French, as well as foster a sense of community, only English and French are permitted on ACA grounds.


Expected Student Behavior

ACA’s behavior policy serves as a means of promoting good relationships so that students and staff may work together to maximize learning. These student-guided expectations are reviewed periodically during homeroom and assembly periods. ACA’s conduct expectations address certain challenges observed in the school community over the years, but are by no means exhaustive. Below are more specific behavior expectations. Consequences for misbehavior are contained in the expiation policy. In general, students are responsible to follow the expectations as detailed below:


Foundational for an impactful learning environment, is an attitude of mutual respect towards:


Students are required to respect teachers and other staff members. They are expected to greet at the first meeting of the day and address staff as Ms. or Mr. (name) as appropriate and are encouraged to respond to teachers with “Ma’am” and “Sir.” Students should give preference to adults when going through passageways.


ACA desires that all students feel safe at school. Courtesy and mutual respect for peers and their property should guide interpersonal relationships. Bullying will not be tolerated in any form. Threats, whether physical or verbal, ridicule, racial remarks, gestures, and other innuendoes or behavior intended to hurt or intimidate are not permitted in school. The PBIS committee will give appropriate consequences according to the degree of the offense as determined in Discipline Policy.


Parents and Visitors:
ACA students are expected to respectfully acknowledge and greet parents of other students and visitors as they frequent the school.


Those who serve:
Students are expected to appreciate the efforts of those who serve their interests such as drivers, nannies, gardeners, cleaners, and security staff. Students are expected to say “please” and “thank you” as often as necessary to show respect and gratitude for services rendered.


For school property:
ACA is for the benefit of students and therefore it is in the best interest of each student to take good care of the facilities and equipment. Damage to school property should be reported immediately to the member of staff available for determination, i.e. if it was accidental or as a result of carelessness. An incident report form should be filled by staff and sent to the facilities manager. Willful damage to school property will lead to the replacement of the damaged property and the cost charged to the student(s). Students must ensure the following:-


  • Desks and lockers are neatly maintained without defacement. No items are to be placed on top of student lockers. Stickers of any kind are not allowed on the lockers.


  • Students should ensure that their classrooms, grounds, and environment are kept clean. Trash bins for recycling are placed throughout the school and students are expected to care for the environment by disposing trash in the appropriate bins.


  • Textbooks and resource materials supplied to students remain the property of ACA and must be returned in good condition at the end of the academic year. Books and resource materials that are abused, damaged, or misplaced will need to be replaced by the student, or the cost is charged to the student(s). Teachers are encouraged to monitor students’ use of textbooks and resource materials.


  • School hardware and equipment should be handled with utmost care and returned to their proper place after use. Damage or loss of equipment must be reported to a faculty member or facilities manager as appropriate and an incident report form must be filled. Students will bear the cost of repair or replacement.


Classroom and Hall Conduct


  • Students are to keep right when walking through halls or stairways


  • Students are not to sit in the hallways or on the steps


  • Students are not to make excessive noise in the hallways


  • Disruptive behavior, whether in the classroom, hallways or during break, is not acceptable as it disturbs classes that share the same building


  • Teachers have the responsibility to facilitate learning and students have the responsibility to cooperate


  • Students must not interrupt a teacher or fellow students in the learning process


  •  Students are expected to come to class on time with learning supplies and ready for work


  • It is crucial that students pay close attention during class hours, as vital information and instructions are conveyed throughout the period. Students are not to work on other subjects while the class is going on


  • Unauthorized talking, whispering, or passing notes is not permitted in class


  • Eating and drinking are not permitted in class. Water bottles are allowed so that students may drink water between periods


  • Chewing gum is prohibited on school grounds


  • The teacher dismisses the students, NOT the bell


  • Cell phones are prohibited on school campus.


  • Unnecessary items (toys, games, etc.) are not to be brought to class and should be left in backpacks or lockers. Items that disrupt the class may be confiscated by the teacher and returned at the end of the school day to the parent/guardian


  • Possession on their person, in their backpack, desk, or locker any kind of weapon, fireworks, drugs, tobacco products, alcohol, or pornography will not be tolerated. Possession of these or of illegal drugs on campus or at school functions is cause for immediate suspension and/or expulsion


  • Public displays of affection between students of any kind, including, but not limited to, kissing, hand-holding, and embracing are not allowed


Conduct Traits
As good conduct is critical to effective learning, report cards also include conduct traits. Students and parents are expected to analyze the conduct report with as much scrutiny as the academic report. Below are the conduct traits as well as the criteria used in assessment.

Elementary School
As an act of obedience to the mandate for discipline laid out in the scriptures, ACA implements a unique discipline plan in elementary school that enables and encourages learning. Both positive reinforcements and corrective measures are used to train the student in discipline and character as well as provide a safe and encouraging environment. Inappropriate behavior is corrected in a way that is focused on bringing redemption, repentance, and restoration. Teachers and staff are sensitive to each individual student’s needs while remaining corporately aware of what is best and fair for the entire class.


Teachers are expected to:


  • love and lead the children by example.


  • encourage students, as well as hold them accountable for their work and behavior.


  • respect students, and require them to have respect for teachers and peers.


  • handle disciplinary situations with integrity, justice and grace, always encouraging restoration, forgiveness, and character growth.


  • communicate clearly and promptly with parents.


  • admit to shortcomings.


Positive Reinforcement
As elementary school teachers, our goal is to build a positive classroom community where the love, joy, and peace of the Lord dominates. Each class will be using the ‘Super Improver Wall’ as a positive reinforcement tool for behavior. It enables students to set smart behavior goals and work towards achieving them while acquiring rewards for a job well done at intervals. When students make unwise choices in school, logical and natural consequences will be used to facilitate reparations and teach high moral standards.


Corrective Measures (1st-3rd)
In the event that there is an offense that requires corrective action, teachers will follow a system of time outs. A time out is a disciplinary slip that indicates severe or unacceptable behavior. Time outs are behavioral and procedural; each category is treated differently. These slips are sent home to inform parents of the student’s misbehavior. Behavioral time outs can be issued by any ACA staff when a situation is determined to be unsafe, severe or an emergency. Time outs are also issued instantly for offenses listed in the table below.



Time out categories and Intervention for restoration



Reflection Workshops
Reflection workshops will be held for one hour after school [Mondays: 1:30-2:30 pm, Tuesdays-Fridays: 2:30-3:30 pm]. Parents will be notified a day before the student's scheduled workshop. Please, note that reflection workshops are scheduled for the day after the offense; it holds priority over any club activity.


6th - 12th Grade Positive Behavior Interventions and Supports (PBIS) Policy
Positive Behavior for Learning (PBL)
Our PBL system ensures that we have a clear and consistent approach to behavior management, which is understood and followed by all members of the school community. PBL focuses on rewarding students who make positive behavior choices while providing opportunities for reflection and accountability from students who may need further guidance and support.


Praise and student reward is paramount to positive behavioral outcomes that lead to increased student engagement and learning. The school is dedicated to promoting a positive culture by rewarding positive behavior and achievement.


Each semester we plan to reward and celebrate students who exhibit excellent behavior and positive attitudes towards their learning with public recognition during assemblies, “no uniform privilege”, and “Exemplary Citizen Award” during the award assembly.


System of Accountability and Support
A more complementary approach will be employed such that school and home will work together in promoting positive behavior in all of our students. If a student persists in repeating a procedural/academic offense, s/he will be referred to the PBIS committee (consisting of respective school coordinators, SENCO, homeroom teacher, and faculty involved).


For consistent behavioral challenges a behavioral IEP will be created by the PBIS committee trusting the process will decrease the undesired behavior. A parent meeting will be scheduled with the PBIS committee and the student. Students with the behavioral IEP will be counseled by the SENCO/school chaplain. However, if the misbehavior continues, the PBIS committee may ask the child to withdraw from school.


Discipline Procedures (4th - 12th)
ACA will use one or more of the following disciplinary actions when it becomes necessary to show our students that we love them:


Verbal discipline:

Admonition, correction, warnings, and rebukes. Students will be reprimanded for their actions and encouraged to repent.


Denial of privileges:

Students may lose privileges such as break or lunch period, seating preference, etc., appropriate to the misbehavior. Additional work assignments or cleaning the school environment may be given when a student is denied break/lunch-time privileges.


In-School Suspension:

The student may be temporarily removed from the rest of the class for certain misdeeds. This is often done for students who are seeking to gain attention by misbehaving, or who are distracted by the presence of others.


Out of School Suspension:

Certain breaches of the school’s standards for conduct may result in out-of-school suspension, which is usually preceded by a history of conduct challenges. The PBIS committee, in these cases, will contact parents. Work missed during any suspensions will be graded a zero, however any quizzes or tests missed during this time can be made up. Any student who receives three suspensions in one school year will be considered for expulsion. The PBIS committee, upon recommendation of the executive team, decides if and when out-of-school suspension or expulsion is warranted.



In cases of theft or destruction of property, whether it is an allowed device or prohibited, it is expected that anyone found guilty of an offense of this nature will return what has wrongfully been taken or replace what has been lost or damaged. The case will immediately be reported to the PBIS committee and the executive team for an appropriate consequence.



In rare instances where a child is consistently antagonistic to school standards/authority and is unresponsive to other forms of discipline, it may become necessary to expel the student. It is also used when a child is having a significant negative influence on the school or other students. As with suspension, expulsion is usually preceded by a period of behavioral probation, which reflects a history of conduct problems. The PBIS committee, upon recommendation of the executive team, decides if and when expulsion is warranted.


American Christian Academy personnel will not administer corporal punishment. If a parent chooses to use spanking as a means of discipline, it should not be done on the school campus.


Each incident of inappropriate behavior is unique in terms of situational variables. Similarly, disciplinary action will reflect consideration of a number of factors specific to the student involved in the misbehavior such as, but not limited to, the following:


  • the history of student problems
  • the severity of the offense
  • unique factors preceding the misbehavior
  • the degree of involvement by the student


Attendance at ACA is a privilege and not a right. ACA reserves the right at the sole discretion of the school administration to dismiss students from enrollment, regardless of the student’s history, if at any time it is decided that the school can no longer assist in the educational process of the student. The PBIS committee and the executive team has the right to adjust the discipline to meet unusual circumstances and situations.


Electronic Devices
Students are not allowed to bring cameras, and gaming devices to school. Cell phones are not permitted on school grounds, however, they may be dropped in the admin office. Devices will be confiscated by school personnel if found on students, resulting in the following actions:


  • The first offense will result in the device being seized for two weeks
  • The second offense will result in the device being seized for a quarter


These same guidelines are expected of students at all American Christian Academy sponsored events.



Out of School Suspension (OSS): Parents will be called for a meeting with the PBIS committee. The student will not be allowed to make up work, however, can make up quizzes or tests.


Bullying is when someone repeatedly and on purpose says or does mean or hurtful things to another person who has a hard time defending himself or herself. Bullying can include, but is not necessarily limited to the following categories and specific behaviors:


Verbal Bullying:

Name calling, teasing, using inappropriate language (i.e. swearing). Making fun of or being disrespectful of another person’s physical characteristics, nationality, religion, color, size, physical disabilities, family problems (e.g. divorce), ability to learn, athletic ability, spreading lies or rumor about a person and/or laughing at another’s misfortune, putting people down, inciting others to fight or bully someone in any way.


Physical Bullying: Pushing or shoving someone, grabbing someone’s clothes and fighting is considered physical bullying.


Cyber Bullying:

Sending cruel, vicious, threatening or embarrassing messages, creating or using websites with jokes, pictures and/or videos ridiculing others, using others’ email addresses to do all the above.



Saying that someone will be harmed if they do not comply with a bully's request, using antagonistic language towards someone, i.e. saying things like, “I do not like the way you are looking at me.”


Social Exclusion:

Not allowing someone to play with or participate in your group, forming a circle or group on the playground or in the hallways so that another person cannot join in, speaking with a group that one person is excluded either because of the language being used or the slang used by a group, ignoring a person, refusing to be someone’s friend or a group pressuring others to isolate someone or exclude as a friend, refusing to allow someone his or her place in a line, class, or school store/cafeteria.

Drop-Off and Pick-Up
To reduce traffic congestion within Shell Close, Drop-Off and Pick-Up schedules have been implemented for the safety of students, staff, and parents.


Procedure for Drop-Off
Students are expected to have their bags ready and be seated on the right hand side of their cars to enable easy drop off. Cars are to drive into Shell Close keeping to the right side, observing proper speed limits (less than 5 km/hr) and following the instructions of the traffic coordinators in order to avoid traffic congestion.


1st -12th grade students disembark from their cars using the right door and walk in the safe zone to enter the school using Gate 2. When more than one child is exiting a car, they must all exit from the right door. The left door should not be used due to incoming vehicles.


Procedure for Pick-Up
ACA observes a drive-through pick-up procedure where parents and drivers picking up students follow traffic coordinators instructions ACA’s vehicle stickers are used to identify cars based on the school section (preschool, elementary, middle, and high School).


The gates open 5-10 minutes prior to pick up time depending on traffic congestion.


  • If parents/drivers arrive before pick-up time, they should park within “Shell Close” before the gates open.


  • For the safety of students, staff, parents/drivers must drive in once the gates open.


  • Once students are in the car, the vehicle must drive out of the premises to reduce traffic congestion and allow for easy pick up of other students, following the instructions of the traffic coordinators as they exit.


  • Once the gates close, parents/drivers must park in front of the reception to pick the children and then immediately exit Shell Close.


Drop-Off Lateness
1st- 12th grade students who arrive at 8:00 am or later must sign-in in the reception, upon which a tardy expiation slip is issued as follows:



Lateness records will be compiled for each quarter. Lateness expiations are not merged with behavior detention consequences.


Pick-Up Lateness
Picking up students promptly is crucial for the following reasons:


  • Classes and grounds need to be cleaned after school.


  • Students become restless after a long school day and run out of basic necessities such as food and water·


  • Students need quality time to complete homework assignments at home.


  • Staff members need time, free of distractions, to prepare for the following day.
    Parents are expected to pick up students after school at the times indicated below.



Students who are not picked up once the gates are closed will be sent to the gatehouse where they will sign their names in the lateness register. The same consequences for late drop off (morning arrivals) applies for late pick up.


Our experience has shown that there is a significant correlation between attendance and students’ academic performance. As a result, we strongly encourage students and parents to make school attendance a high priority. Absences may be excused or unexcused.


Excused absences are permitted for the following reasons: sickness, doctor’s appointments, pre-approved permission or a family emergency.


  • Parents are encouraged to notify the school via an email to a day in advance in order for the absence to be considered “excused”. In the event of an emergency or sudden illness, the parent is required to send a note or call the reception (08099814312) by 8:00 am.


  • In the event of an excused absence, teachers will be responsible for updating the student on what went on in the class, provide homework, and give opportunities for make-up tests. Teachers will inform the parents if the student neglects to take advantage of such opportunities and no further opportunities will be given to the student for makeup.


  • Parents are encouraged to plan vacations, doctor’s appointments, and other trips outside the school day as this will minimize taking children out of school and thereby reduce absences.


  • Students who need to leave before the end of school for an “excused absence” are expected to sign-out in the register placed in the reception.


  • Students arriving school after 8:00 am are expected to sign in the register placed in the reception and will be issued a tardy slip.


  • While we recognize that some travel is unavoidable, parents are to notify the school registrar via email ( of the intention to travel a minimum of a week in advance, so homework may be given to the student in advance of the trip if the travel is deemed “excused.” The school reserves the right to determine what is considered an excused absence.


Unexcused absences have serious consequences for students:


  • Class work and homework will not be sent home or graded. However, students will be able to take missed tests and quizzes.


  • An unexcused absence record will be included on the report card.


  • If a student has been absent 10% of the year for unexcused absences he/she may be asked to repeat the class.


Students who are absent from school, without their parents’ knowledge or permission, are considered to be truant. This is an unexcused absence and students will face an immediate suspension. Students who skip a class while at school are also considered truant and will serve an immediate long expiation. Students who skip a club will receive a minor misdemeanor slip.


Tabs and eBooks
School owned ipads and Tabs are used in 1st-4th grades, while 5th grade parents will purchase ipads. Students in 6th-12th grade may use any functional device for schoolwork. Textbooks are downloaded onto tabs for students.


School Supplies
While ACA supplies ebooks and exercise books, students are expected to come to class with the following supplies*:



*1st - 3rd purchase stationery packs from accounts office


Food and Drinks
All students have the option to bring or purchase their food and drinks. Snacks are available at the school store while hot lunches are available at Angelfood Café. Apart from school lunch, parents may either: -


  • send along a lunch in the morning.
  • drop off hot lunches between 11:00 am -12:00 pm at the reception.


Parents who send lunches from home may also choose to transfer money to the accounts department for children to purchase snacks a la carte.


Students may pay for lunch weekly/monthly/quarterly/semesterly/annually and are required to bring water to school. ACA water dispensers are meant to serve as supplemental drinking water in the event that a student’s water runs out before the end of the day. Please note that 1st – 3rd grade students are not allowed to buy or take fizzy drinks during school hours.


Students are to eat only in Angelfood Café with proper etiquette and cutlery. All food items, whether purchased from school or brought from home, must remain within Angelfood Café. The menu and school store options may change based on recommendations from students, parents, and staff.


Health Issues
Parents are required to fill in the Emergency Card and Health Form detailing their medical history, prior to enrolment. The information will be updated yearly during the back-to-school nite, or as needed. During “drop-off”, properly labeled drugs with the student’s name/required dosage are to be handed over to the school nurse who is responsible for monitoring medications. Asthmatic students are required to leave a labeled inhaler in the nurse’s office as well as keep one with them for middle and high school students. For elementary students, an inhaler should be kept with the class teacher. ACA assumes responsibility for basic First Aid and employs a qualified school nurse available on campus. In an extreme emergency, the child will be taken to Molly Hospital in Bodija, Ibadan, which is one of ACA’s health service providers. Parents will be immediately notified.


Students with any illness or communicable diseases such as COVID-19, mumps, measles, chicken pox, lice, or pink eye are required to stay at home until they are fit to be in school (as confirmed by a doctor or the school nurse). Parents are to notify the school if their child has any of such conditions. If a student becomes sick during the school day, s/he is sent to the nurse’s office. A phone call is made to the parent if the student needs to go home. If a student visits the nurse’s office for more than one period, the parent will be notified of the visit along with any recommended follow-up.


ACA places a high premium on reading and has a well-stocked library. In addition, ACA makes available to students a plethora of ebooks on the A-Z platform as well as in-built classroom libraries in elementary school. The library plays an important role in the educational development of students. The Librarian assists students in checking out books of interest. Students should therefore take advantage of the library resources at ACA.


Acceptable Use Policy (AUP)
ACA has a fiber optic internet facility that enables students to take advantage of the educational potential of this 21st century learning tool. To guide against the abuse of the internet facility at ACA, students are required to use the internet solely for education and in a manner that promotes the careful use and preservation of all school resources.


The Acceptable Use Policy (AUP) is put in place primarily for the benefit of the students and staff. The AUP policy helps maintain order and strengthens the trust reposed in students by the school. It is also aimed at guiding the students to grow into responsible global digital citizens. However, when there is deviation from the set standards or breach of trust, it becomes pertinent to apply redemptive discipline. Parents and students alike sign an “AUP Agreement” at the beginning of each academic school year. The points of the agreement are outlined below:


Use of ACA‘s internet facilities and tablets in the manner listed below is considered unacceptable and students found breaching any of these rules will be issued an expiation slip or suspension notice depending on the severity of the offense in accordance with recommendations of the Positive Behavior Interventions and Supports (PBIS) committee The IT staff will randomly check students’ tablets/laptops during school hours.


Software in tablets
Only ACA-approved software (applications) are permitted to be installed on the tablets/laptops.


Using tablets/laptops at school
Students must follow the instructions of the subject teacher or staff responsible for supervising internet use. Students must note that:


  • sharing internet passwords with peers is not allowed at ACA.


  • the use of VPN software to bypass the school network is prohibited.


  • using ACA's internet facility for non-school work, personal, financial or commercial gain, or to download music/video or other files is prohibited.


  • plagiarizing online resources while engaged in research will attract disciplinary action.


In using tablets/laptops, students must not:


  • invade the privacy of other computer/internet users.


  • impersonate other online users.


  • engage in any form of cyberbullying.


  • post or access inappropriate language, profanity, obscenity or hate speech.


  • access inappropriate or pornographic sites/material.


  • use the device for other purposes different from the direction given by the teacher.


  • use the camera tool to capture, record, or share audio, video or still photos of other students, faculty, or staff without explicit permission given by the teacher and agreeable to the respective class members.


  • engage in illegal activities including, but not limited to, planting viruses, hacking, or attempting unauthorized access to any system.


  • use earphones or ear plugs (except during Art, Coding, DT, and Study Hall).



Students are NOT PERMITTED to use gaming apps or websites during school hours unless teachers have given the student permission to access a particular game.


Safeguarding and maintaining tablets/laptops as an academic tool


  • Tablet/laptop batteries are required to be charged and be ready for use in school.
  • It is the student’s responsibility to ensure that their learning material is not lost due to mechanical failure, failure to back-up files or accidental deletion.


Tablet/laptop malfunctions are not an acceptable excuse for not submitting classwork; therefore, students will back up all their learning materials on personal google drive.


Students are expected to:


  • report AUP infractions, suspicious behavior, or privacy violations to a teacher or IT staff.


  • be responsible for maintaining (i.e. charging, cleaning) their tablets/laptops.


  • be responsible for ensuring the safety of their tablet/laptop. The school is not responsible for the loss or theft of this device, nor responsible for any damage done to the device.


  •  keep devices turned off when not in use.


  • use of tablet/laptop instead of a calculator will not be allowed.


  • be responsible for ensuring the tablet has no SIM card or games installed, and is not connected to a modem.


Violation of the AUP is subject to disciplinary actions as determined by PBIS committee.



Students are put on notice of the severe consequences if they participate in inappropriate activities, as explained below:


First offense:  minor expiation slip: uninstall games or unauthorized videos/confiscate earphones for a day.


Second offense:  major expiation slip (such as a sim card found in the tablet or using modem or accessing unauthorized websites) leading them to office referral.


Third offense: suspension


Parent Responsibilities
Parents should ensure that internet access is carefully monitored during homework assignments for their children. As part of parental responsibility, they should:


  • discuss at home, acceptable and non-acceptable uses of the tablets/laptops and use of the internet according to ACA Acceptable Use Policy (AUP).


  • check that no SIM card is installed.


  • supervise the use of the tablets/laptops at home to ensure they are not used in a manner that is disruptive to the educational process and the students’ wellbeing.


  • understand that any inappropriate use of tablets/laptops or internet will be dealt with appropriately by the ACA PBIS committee.


The AUP will be reviewed and its content amended from time to time to continue protecting all users and reflect best global standards.


Excursions and Field Trips
ACA believes that much learning takes place outside the four walls of the classroom. Field trips are an integral part of ACA’s co-curricular activities. Out of town and country excursions expose children to different cultures, broaden their scope of experience, as well as help them become more independent.


ACA has a long tradition of taking students on in-and-out-country excursions. Teachers have chaperoned students and have visited Washington D.C., attended camps in Iowa, participated in the U.S.A. Cup in Minnesota, as well as taken excursions to Italy, France, U.A.E., Cameroon, Benin, and several destinations within Nigeria including Obudu, Calabar, Ikogosi Warm Springs, Olumo Rock, the beach, and other such places of recreation.


Field Trips
Each class is entitled to a minimum of one field trip each semester. Parents are informed of field trips through the Weekly Newsletter. Some field trips are mandatory and included as part of the curriculum while others may be optional. Parents who do not want their child to go on an optional field trip should inform the class teacher and keep the child at home during those periods designated for field trips. Parents of elementary, middle, and high school students are expected to fill in permission slips only for field trips out of town.


Parents will be emailed (ALMA) a copy of the itinerary for out of town field trips, including departing time, field trip schedule, and arrival at school time, 24 hours in advance of the field trip. Once the field trip itinerary has been emailed, no changes to the itinerary will be permitted.


Field trips are a privilege, and we recognize that they have significant educational value. Students on field trips are expected to see themselves as ambassadors of ACA and must live up to the same behavioral standard both inside and outside of school. Students who misbehave will be given a warning. If their misbehavior continues, students will not be allowed to attend any other field trips for that academic school year.


School Bus
The school buses are provided for the travel needs of students. When riding the bus, students are under the authority of the school and should obey the staff and driver in the bus. Students are required to remain seated while on the bus. The cleanliness of the bus is the responsibility of every student and, as such, littering is unacceptable. Repeated student insubordination to supervising staff or driver would lead to forfeiting the privilege of participating in field trips.


Students are welcome to celebrate their birthdays with their friends. The timings for Creche-PK is between 12:30 pm - 1:00 pm and for Kg - 12th during lunch.


Parents must inform the school one day in advance of the birthday celebration.


  • Preschool - 5th grade parents should inform teachers directly
  • Middle-high School children should sign-up in the registrar’s office


Parents should drop off the cake at the reception between 11:00 am -12:00 pm along with:


  • a knife to cut the cake
  • napkins
  • paper plates
  • plastic forks (we do not expect children to eat cake with fingers)
  • matches or lighter if the cake has candles


If a parent/student desires to share party packs with classmates, they may be dropped in the reception along with the cake.


School responsibilities include providing a space for birthday celebrations, teachers taking pictures of the celebrant with the cake and his/her classmates and cutting/sharing the cake. Any cake remaining will returned to the reception for parents at pick-up time. Students are not allowed to leave class to attend the birthday party of a sibling.


ACA is happy to welcome all visitors who have a connection to the school. They are requested to sign in at the reception.


Lost but Found
Lost but found items are displayed for identification outside the JC Hall every Monday. Students are encouraged to label all their items. At the end of the academic year, all items not claimed will be given out to charity.


Surveillance Cameras
Student behavior may be monitored on school property and/or school buses by security cameras.


Student Photographs
Parents may request that no individual student photographs be used for public relations and/or media press releases for his/her child. This written request must be submitted to the school coordinator within the first two weeks of school.


Request for Transfer Certificates, Transcripts, and Recommendation Letters
Requests for transfer certificates, transcripts, recommendation letters, and so forth should be submitted through at least three weeks in advance. Parents will receive all necessary documentation within 14 working days of their request. If under any circumstance the administration is required to produce official documents on demand or send a document by courier, a fee will be charged. The same condition will apply if a student requires another certified copy of the transfer certificate, high school diploma, or any other official document. Students with outstanding fees, charges, and/or school property in their possession must settle accounts with the school in order to have such documents processed.


Procedure for Students Applying to Other Schools

ACA is committed to helping students realize their dreams and achieve success. For students who wish to apply to another school to complete their education, the following procedures should be followed.


1. The parent is required to send an email to along with any required documents. ACA expects to be informed as soon as the application process begins.


2. The registrar will respond within 24 hours (provided the email is sent during the week day) assigning an appointment date and time if necessary to meet with the student in order to discuss the requirements needed from the school.


Request for a Student to Withdraw
If it becomes evident that a student is unable to adjust to ACA for psychological, behavioral, health, or social reasons, parents may be requested to withdraw their child from the school even though there is no disciplinary problem warranting expulsion. The Governing Board shall rule on any instance where the executive team and the parents are not in agreement about the withdrawal.

The safety of students is top priority at ACA. Therefore, procedures have been established and are reviewed yearly to guarantee the best practice in this area. A fire drill and lockdown drill is conducted once each semester to ensure members of our community become familiar with the procedures and therefore respond appropriately and promptly in case of an emergency.

Fire Drills
The fire drill is initiated by a radio announcement. Students must exit the building in an orderly fashion to the designated safety area. Maps and instructions are posted in the classrooms as well as other campus locations. All children will be supervised and guided by faculty or staff members.

Lockdown Procedures
Lockdown is initiated by a radio announcement. The teacher and/or adult will guide the students on steps to be taken. Students remain in the classroom or indoor (various campus locations) with the entrance locked until the signal for “All-Clear” has been given.

Forms of Communication

ACA strives to keep open lines of communication with students and parents. A healthy relationship between students, parents, and the school is beneficial to the entire ACA community. The following are various methods employed for this endeavor:


1. Academic Calendar
The academic calendar is issued to parents at the end of the academic year and beginning of each semester.


2. Welcome Letters
At the onset of each semester, ACA sends welcome letters to families accompanied by handouts, as appropriate, highlighting necessary information.


3. Orientation of New Students
Before the beginning of the school year, ACA holds an orientation program for all new, incoming families. This opportunity allows parents and students to become familiar with the school, administration, and teachers.


4. Back-to-School Nite
Held annually during the fall semester, back-to-school nite is an opportunity for parents to meet teachers as well as become acquainted with policies, procedures, and information of ACA. Back-to-School Nite is traditionally held on Friday evenings.


5. Disclosure Statements/Curriculum Overviews
Students and parents are provided with information about policies and procedures in the classroom as well as an overview of what will be learned throughout the academic year. These documents will be emailed through ALMA.


6. Homework Diary (1st – 8th Grade )
The homework diary, provided by ACA for all elementary and middle school students, serves as a communication tool for teachers and parents allowing a two-way conversation as well as a way for students to remain organized throughout the school year.


7. Weekly Newsletter
A weekly newsletter will be shared through ALMA highlighting major events and information for the upcoming week.


8. ACA Blog
This document, available by the weekend for the upcoming week on ACA’s website, informs parents of activities at ACA as well as provides pictures of special events occurring in the classrooms. Parents are encouraged to attend events including assemblies, counseling programs, school performances, Parent-Teacher Conferences, PTA and others.



ALMA is an online classroom gradebook available for all students and parents of ACA as a technological means for them to be regularly updated in all classes. ALMA also serves as an email system between parent, student and teacher. All information and updates will be shared via ALMA.


10. Parents-Teacher Conferences:
Parent-Teacher Conferences are held each semester. Parents and students are notified of the dates in the Academic Calendar, Weekly Newsletter/Blog, and ALMA. All parents are encouraged to attend, as it is a great opportunity for communication with teachers. In the event of academic or behavior issues occurring outside the dates of Parent-Teacher Conferences, teachers will contact the parent to set up a conference to discuss possible solutions. Likewise, parents are encouraged to contact the reception  to make an appointment with the teacher for any questions or concerns. Parents are not expected to visit the classrooms or teachers during school hours, except by previous appointment. Although teaching assistants play a vital role in classroom management, they are not authorized to discuss information concerning the academic or behavioral performance of a child. Parents should please liaise directly with the class teacher to ascertain a child’s progress.


11. Phone Calls
Phone calls will be made for emergencies/sickness, to inquire about absences, and other needs as they arise.


12. Parents Teacher Association (PTA)
Parents are welcome to join the PTA. A strong and healthy relationship between and among parents and the school ensures that the community as a whole remains united.


13. Large Chalk Board
Each morning, pertinent school information is displayed on the large chalkboard between Gate 1 and Gate 2.


14. Daily Greeters
Daily greeters, in pre school and the main school building are available each day to welcome both parents and students as well as provide important information on upcoming events.


15. WhatsApp
Messages will be sent for special announcements, and special events, thus the importance of parents updating the school with current contact information. WhatsApp communication occurs between designated faculty members and parents.


Due to challenges during the COVID pandemic, the former elected PTA was unable to complete their tenure, as the PTA chair relocated.


However, the other members of the PTA continued their service and after discussion with the nominating committee, agreed that the former nominee for president from the previous election should take the PTA position for the 2021-2022 year. Discussions concerning the PTA constitution and nominating committee for the 2022-2023 academic year will be held at the first PTA meeting in January 2023.


Parent Conduct
To foster mutual respect between parents and teachers, it is important that parents present concerns or grievances to the teacher directly, not in front of or via the student. As role models, parents are encouraged to exhibit self-discipline and respect at all times. Likewise, the display of extreme behavior or uncontrollable temper is discouraged and a parent may be escorted off the school grounds in such an instance. In the case of the latter, the parent may be asked to write an apology letter in order to be allowed to return on campus.


Parent Expectations and Behavior
Parents are responsible to know and adhere to all school policies and procedures. In addition parents are expected to:


  • dress modestly and appropriately at all times while on campus and during school-related events and field trips.


  • be respectful to school staff and students and display godly behavior and speech that is edifying. Any school related concerns should be addressed appropriately and should be voiced only to those concerned.


  • physically discipline their child(ren) on the school premises.


  • smoke on the school grounds.


  • create a scene at school under any circumstance


At the beginning of each school year, all students and parents will be required to sign the American Christian Academy Code of Conduct Agreement. Parents violating the expected behavior will be asked to leave the campus immediately.


Making Appointments with Teachers

If the need arises to speak directly with a teacher, contact the reception  to obtain an appointment slip. Fill in the slip and leave it with the receptionist, who will liaise with the teacher to schedule the appointment. Once the date and time have been established, the receptionist will confirm the details. Parents are not to go directly to the teacher without an appointment during school hours.


Conflict Resolution
When a problem cannot be solved personally and in private, it is ACA policy to encourage mediation between parties with the help of a trusted faculty member. The parties involved will agree on a mutually-trusted third-party. The mediator will listen, ask questions, and offer advice to involved parties, however the parties hold the ultimate responsibility of making the decision of how to resolve the conflict. If the conflict is between: