About

Founder of Datus Complex Schools – Reg. 1962

Raphael Adoayi Dowetin (Togbui Kwaku Amenyodu I)

Datus Complex Schools Ltd. was founded in 1962 and is a registered school by the Ministry of Education in Ghana, operating the Ghana National Curriculum and the International Curriculum of the IB (Candidate) and British Cambridge Curriculum.  Datus International School is a wing of the Datus Complex Schools focusing on the IB and IGCSE curriculum.  We opened our doors to only 12 pupils on June 12, 1962.

The school was founded to serve the needs of the children in the community of Accra and of those families who are attracted by the unique Bi-lingual character of the school and who share its philosophy and objectives.

We have contributed immensely to the education of both local and international.  We have recently successfully embarked on the journey to become a recognized Cambridge ICGSE and an IB World School beginning with the Primary years Program of the IB.

With the National Curriculum (BECE/WASSCE), IB PYP (Candidate) and IGCSE, our students are following internationally recognized courses with external validation.

Our school is also recognized with the College Board for SAT/ACT/PSAT and also a member of the IB Organization and fully accredited by the Ghana Education services, an IB World School – www.ibo.org, Cambridge -British Council, ASCICS, NASIA, AAIE.

The language of instruction is English and we also offer French, Mandarin (for lower classes with the IB PYP) and Arabic Studies.  The school is proud of its inclusive ethos.  We see diversity as a strength and Datus is definitely a school of choice that has the most diverse community of learners in Ghana.

The School accepts applications from prospective parents throughout the year and those interested are encouraged to contact the school by way of telephone or e-mail by using the apply now button to get more information.

Our Motto

Knowledge is Power (Reg.1962)

Our Vision (Reg.2020)

Educating children to become independently thinking, globally, socially conscious, innovative, communicative and happy young individuals.

Our Mission (Reg.2020)

  • To be recognized by the success of our students in achieving their personal goals using multidisciplinary learning opportunities, developing their full potential and individualism, and creative mindsets
  • To aspire to the highest internationally recognized performance standards
  • To build and respect a culture based on internationalism
  • To focus on challenge, critical thinking, social emotional development, self actualization and welfare
  • To embrace and cultivate the giftedness and uniqueness of all learners
  • To promote an appreciation of the Ghanaian Culture
  • To be curious, self-reflect and act in a caring and positive manner towards everyone in future life
  • To develop self-belief and transformative leadership and entrepreneurship skills

Values – IIPATH 

*Innovation    * Integrity      *Purposefulness    *Accountability    *Trust    *Hard work

ICEE Principle

*Image    *Cost    *Enrolment    *Engage

Board of Trustees

The school is  governed by a Board of Trustees numbering not fewer than 7 and not more than 12.

Some Board Members are elected by parents and others are appointed directly by the Board itself.  The Board also includes a member of staff elected by his/her peers with full voting right.

Board Members serve two-year terms but may be re-elected or re-appointed. The International Advisor, Primary Principal and Secondary Principal attend Board meetings as ex officio members. The 2021 Board includes Members from USA, Ghana, Kosovo, Nigeria and Kenya.

Directors

  • Dr. Theresa Dowetin-Anagbo (Chair)
  • Philip Dowetin (Vice Chair)
  • Francis Dowetin (Co Chair)
  • Dr. Tassos Anastassiades (International Advisor/Consultant)
  • Daniel S. Tetteh (Consultant)
  • Esq. Akon Baba (Lawyer)
  • Walter Lowenberg (Consultant)
  • Anita Akwetey (Consultant)
  • Nnetaobase Egbe (Consultant)
  •  (Treasurer)

Ex Officio

  • Mrs Christine Ansah (Principal – PYP)
  • Baba Ayine (Headmaster – SHS)
  • Frederick S. Ampoh (Headmaster – Primary/JHS)
  • Sarah Ansah (Headmistress – Primary/JHS)

Board Of Trustees


Daniel S. Tetteh PMP – CSM
VP- Program Execution – JPMorgan Chase & Co
Dallas, TX


Philip P. Dowetin BSBA MBA CFA
Angel Oak Capital Investors
Atlanta, GA


Daniel Humphrys – Director of Administration and Strategic Planning

BA, MBA, MPHIL

Datus Complex Schools

Accra. Tema. Kasoa


Fisher Anagbo BSHM MSHM
Director, Watson & Fine Ghana Ltd – FA Industries & Consult
Ghana. Nigeria. Belgium.USA


Akon Baba ESQ. BSA, MBA
Parry Samuels & Associates (Knights Law Chambers)
CEO, DekonSab Ventures, Ghana

Dr Tassos Anastasiades, Kosovo
BSBA,MEDU,PHD

International Advisor


Mr. Nneotaobase Egbe
BBA, BA, MST
Channels TV, Nigeria

Dr. Theresa Dowetin Anagbo
BBA,MPHIL,PHD

Datus Complex Schools

Datus International School as an IB World school implements the International Baccalaureate Primary Years Programme, known as the PYP. The PYP is an International Curriculum for students aged 3 – 11 years. It focuses on the development of the whole child, addressing social, physical, emotional and cultural needs. At the same time, it gives children a strong foundation in all the major areas of knowledge: Languages, Mathematics, Science, Social Studies, Visual Arts, Music, Personal and Social Education and Physical Education. The PYP strives to help children develop an international perspective – to become aware of and sensitive to the points of view of people in other parts of the world.

Curriculum Stages

From Sunflower (3 years group) up to the end of Year 6 the curriculum at Datus International School (DIS) is based upon the framework of the International Baccalaureate Primary Years Programme (PYP).

Phases Year Group Age
Early Years  Sunflower (Nursery)  3-4
Cherry (Kindergarten 1) 4-5
Olive (Kindergarten 2) 5-6
Primary  Year 1 6-7
Year 2 7-8
Year 3 8-9
Year 4 9-10
Year 5 10-11
Year 6  11-12

The IB Learner Profile

At the heart of the PYP is the IB Learner Profile.

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. As IB learners we strive to be:

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learning independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions

Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk Taker We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of our lives – intellectual, physical, and emotional – to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

In the PYP a balance is sought between the acquisition of essential knowledge and skills, development of conceptual understanding, demonstration of positive attitudes and taking responsibility for action.
The PYP framework consists of five essential elements.

 

  • Knowledge 

 

Significant, relevant content that we wish the students to explore and know about, taking into consideration their prior experience and understanding.

 

  • Concepts 

 

Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re-explore in order to develop a coherent, in-depth understanding.

 

  • Skills 

 

Those capabilities that the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature.

 

  • Attitudes 

 

Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people.

 

  • Action 

 

Demonstrations of deeper learning in responsible behavior through responsible action; a manifestation in practice of the other essential elements

Teaching and learning in Early Years and Primary School is based around the Programme of Inquiry (POI). This is made up of Units of Inquiry, which give the children significant, engaging, and relevant and challenging learning experiences, driven by a set of key questions, which are conceptually based. Children are involved in a range of learning activities, planned in response to the key questions. 

The Programme of Inquiry draws together elements of different disciplines into a meaningful whole. Children in Sunflower and Cherry undertake four (4) units of inquiry per year while Olive and Year 1-6 undertake six (6) units of inquiry per year.

For further information on the Programme of Inquiry for the current school year, please see the Programme of Inquiry document displayed at the reception of the Primary School section of our school and the Early Years reception or contact the PYP Coordinator. The POI is also available on this website for download. 

LANGUAGES – English with French and Mandarin as Additional Languages 

The development of language is fundamental to the need to communicate, it supports, and enhances our thinking and understanding. The learning process simultaneously involves learning language, learning about language and learning through language. 

All mainstream classes are taught in and through the English Language. Students from Sunflower learn French as an additional language whiles Mandarin is introduced at Year 3 as an extra additional language. All students at DIS study one of the following languages; Ga, Twi and Ewe – either as a Mother tongue or the host country language. 

Language learning in Early Years and Primary School takes place within the context of the units of inquiry and also as a separate subject. The overall expectations for language learning are described in five developmental phases with each phase building upon and complementing the previous one. These phases cover DIS students from Sunflower through Year 6.

There are four strands within the Language Framework: 

Oral language – listening and speaking 

Visual language – viewing and presenting 

Written language – reading 

Written language – writing

MATHEMATICS 

Mathematic learning in Early Years and Primary School takes place within the context of the units of inquiry and also as a separate subject. The overall expectations for mathematics learning are described in four developmental phases with each phase building upon and complementing the previous one. These phases cover DIS students from Sunflower through Year 6.

There are five knowledge strands within the Mathematics framework: 

Data Handling 

Measurement 

Shape and Space 

Pattern and Function 

Number

SCIENCE 

Science learning in Early Years and Primary School takes place within the context of the units of inquiry. The overall expectations for Science learning are described in four developmental phases with each phase building upon and complementing the previous one. These phases cover DIS students from Sunflower through Year 6.

In Science knowledge and conceptual understandings are arranged into five strands:

  • Living Things 
  • Earth and Space 
  • Materials and Matter 
  • Forces and Energy 
  • Human and natural environments

SOCIAL STUDIES 

Social Studies learning in Early Years and Primary School takes place within the context of the units of inquiry. The overall expectations for Social Studies learning are described in four developmental phases with each phase building upon and complementing the previous one. These phases cover DIS students from Sunflower through Year 6. 

The knowledge content and conceptual understanding of the Social Studies curriculum is divided into five strands:

  • Human systems and economic activities 
  • Social organization and culture 
  • Continuity and change through time 
  • Human and natural environments 
  • Resources and the environment

VISUAL ART 

The Visual Art curriculum is divided into two strands:

  • Creativity 
  • Responding

These strands allow the students to learn specific skills within a creative framework, they allow the student to simultaneously create and respond to art. The overall expectations for Visual Art learning are described in four developmental phases with each phase building upon and complementing the previous one. These phases cover DIS students from Sunflower through Year 6.

MUSIC 

In the Early Years and Primary School, the Music curriculum is taught by a specialist teacher and learning takes place within the context of the units of inquiry and as a separate subject. The overall expectations for Music learning are described in four developmental phases with each phase building upon and complementing the previous one. These phases cover DIS students from Sunflower through Year 6.

PERSONAL AND SOCIAL EDUCATION 

In the Early Years and Primary School, the development of personal and social well-being takes place within the context of the Units of Inquiry and across all areas of the curriculum and school life. The overall expectations for personal and social education are described in four developmental phases with each phase building upon and complementing the previous one. These phases cover DIS students from Sunflower through Year 6.

PHYSICAL EDUCATION (PE)

In Early Years, Physical Education is taught by the Enricher and in Primary School by specialist teachers and learning takes place within the context of the units of inquiry and as a separate subject. The overall expectations for Physical Education learning are described in four developmental phases with each phase building upon and complementing the previous one. These phases cover DIS students from Sunflower through Year 6.

Philosophy 

Assessment at Datus International School identifies what students know, understand, can do, and feel at different stages in the learning process.

Purpose of Assessment 

The purpose of assessment at Datus International School is to promote student learning, to inform about student learning and to evaluate our programme’s effectiveness.

Types of Assessment 

Diagnostic/Pre-Unit Assessment provides information on what is already known and understood by a student. 

Formative Assessment provides information that is used to plan the next stage in learning. It is interwoven with teaching and learning. Formative assessment promotes learning by providing students with regular and frequent feedback. 

Summative Assessment provides teachers and students with clear insight into students’ understanding. Summative assessment is the culmination of the teaching and learning process, and gives the students opportunities to demonstrate what has been learned.

Principles of Assessment 

The following criteria for effective assessments are applicable to both formative and summative assessment. Effective assessments allow students to:

  • know and understand in advance the criteria for producing a quality product or performance 
  • synthesize and apply their learning, not merely recall facts 
  • participate in reflection, self- and peer-assessment to analyze their learning and understand what needs to be improved 
  • demonstrate a range of knowledge, conceptual understanding, attitudes and skills 
  • share their learning and understanding with others and highlight their strengths 
  • express different points of view and interpretations 
  • use a variety of learning styles, multiple intelligences and interests to express their understanding
  • produce evidence of student growth and learning that can be clearly reported and understood by children, parents, teachers, administrators, and School management. 

Documentation 

Teachers use a range of methods to document student learning as a means of assessing student understanding. This may include, but is not limited to, videos, audio, photographs and graphic representations.

Portfolios 

These are collections of children’s works that are designed to demonstrate successes, growth and higher order thinking and reflection over the school year.

Reporting 

At Datus International School, student progress is measured against the expected learning outcomes for their age group. Parents can expect feedback on their child’s progress both verbally in Parent Teacher Conferences, and in written format.

Parent/Teacher Conferences 

These are held in each term within the school year; parents are invited to spend ten minutes with the class teacher to discuss academic progress and social and emotional development. There is also the opportunity to meet with single subject teachers.

Student Led Conferences 

These are held each term, student-led conferences involve the student and the parent. The conference will involve the students discussing and reflecting upon samples of work that they have previously chosen to share with their parents. They share their successes and their challenges, and guide their parents through a typical learning experience in different curriculum areas. Teachers play an active role during the preparation for these conferences, but on the day, the students themselves take the lead, with support as needed from the teacher.

Written Reports

Written reports are sent out at the end of each academic term. They inform parents of progress in

  • English 
  • Mathematics 
  • Science
  • Unit of Inquiry 
  • French
  • Mandarin
  • Visual Arts 
  • Music 
  • Physical Education

as well as including comments on the student’s social interaction, and any contributions to the wider school community. 

Sunflower and Cherry reports contain narrative comments on the student’s academic, developmental and social progress.

Year 6 Exhibition 

The Exhibition is a culmination of learning throughout the PYP. The subject of the Exhibition is a student selected, real-world problem, which warrants an extended investigation. Students collaboratively develop and present their understanding to peers, teachers and parents.