Background

One of the biggest concerns of parents should be getting better school around for their kids
which offer better equipping service in every aspect of life starting from pre-schooling. Many
well matured people specially Christians may understand that school is not a place to gather just
a junk of information, where ever the source is. rather it is the place where the kids mind, value
system and ethics are shaped in addition to literacy.

School is one of business that requires higher initial investment and well-equipped human
resource. that is why we are suffering to find better school for our kids that meets the need.
Obviously trying to make the service affordable is the challenge of quality services and if the
school is profit oriented, then quality compromising is the usual option in a business world where
the majority of customers are middle and lower classes.

There are more than ten kindergarten schools located nearby, which has been factored in when
considering the requirement for new school places. Two of them are relatively considered to be
the best and owned by catholic church. They have better facilities like playground, class rooms
and relatively good curriculum and human resources. Though it doesn’t much the demand for
quality services which is capable of equipping kids and securing safe stay, it demands special
access to get your kids there

Providing a new will help best meet the demand for places whilst providing for greater local
choice for parents and pupils. A new school will also offer the opportunity to improve education
generally by strengthening partnerships and collaborative working with family and bring new
expertise and knowledge to the area.

The leading generation academy development will help to ensure safe stay, academic excellence
and Christian ethics with better facilities, well equipped teachers and continuous family
engagement. the school is a mission school that aims to follow Jesus model leadership Christian
values of love, mercy, respect, concern for the well-being of others. and Christian moral
standard. these will help to create ethical, hardworking and excelling generation.
Vision
The leading generation academy vision is to be a pioneer and a model in Ethiopia by creating
ethical generation that excels in every aspect of life Through Delivery of quality education that
based on Christian values.

Mission
The mission of leading generation school is working in partnership with Christian parents to
fulfil their responsibility for the education of their children by providing a Christ-centered
learning environment based on Biblical truth and practice as recognized by adherents of the
evangelical Christian faith

leading generation Christian School will have:

A curriculum that is Bible-based and Christ centered

A partnership with parents to nurture their children

Students who are equipped to positively impact the world

An inclusive community that honors cultural diversity

An environment which challenges learners to faithfully develop their giftings

A collaborative culture of excellence

A culture of prayer

These Biblical truths and practices, which are summarized in the school’s Statement of
Faith, recognize:

• God’s purposes as revealed in the Scriptures and in the risen Lord Jesus Christ

• That all truth finds its meaning and center in God; that God gives purpose and hope to
individuals as well as to His creation by virtue of the redemptive work of Jesus Christ; a mission
perspective involving a radical, personal commitment to see the Kingdom of God extended

• Prayer as a key tool in learning, inviting the Holy Spirit into every learning situation

These Biblical beliefs encompass all aspects of the school and permeate the curriculum,
including all of Ethiopian Curriculum statements which are presented within this Biblical world
view. It is expected that all members of the school community will demonstrate commitment to
these Biblical beliefs and be role models of these.
The purpose of the school, in partnership with parents, is to develop the abilities and character
of students who:

• Will develop a Christ-like character as taught in the Bible

• Recognize that God calls His people to claim the whole of human life for Jesus Christ as they
spread the Good News of His saving Grace
• Have a Christian vision and are equipped to become Godly leaders in the fields of their giftings
and abilities
• Will live virtuous lives and exemplify Biblical values in every area of life, personal, family and
in the pursuit of social peace, just government, responsible citizenship and compassionate
neighborliness.
• Will develop their academic abilities in balance with their other abilities and character
SPECIAL CHARACTER

The School promotes this by:

• Recognizing that parents in partnership with the school need to be involved and are responsible
for their child’s education
• Employing only qualified staff who have a genuine commitment to Jesus Christ and who model
a Christian lifestyle
• Providing equal learning opportunities for students from all socio-economic backgrounds
• Creating an environment where a sincere desire to know God is fostered
• Enabling children to personally adopt a Biblical Christian Worldview in knowledge,
understanding and life applications
• Fostering character, wisdom and knowledge by means of the curriculum and school culture
• Using teaching and learning strategies that challenge students to achieve to individual potential
• Actively pursuing opportunities for young people to serve, bless others and share their faith in
the wider community
• Encouraging students to view their education as an aspect of preparation for fulfilling God’s
purpose in their lives
 School Values

Actively demonstrating the fruit of the Spirit

Making decisions based on a Biblical world view
Being an authentic disciple of Christ
Living to please God through excellence

Sharing your faith with others.

Ne an independent, assessment capable learner
Having a strong cultural and spiritual identity
being an effective communicator

serving the community and being inclusive

Collaborate Respect, appreciate and discern the ideas and cultures of others.
Thinking critically and being engaged
Being good citizens showing care for others
Being a problem solver
Perseverance
Be resilient
Respond to changing world
Develop giftings faithfully

Feasibility study
According to statistics of Joshua project 98% of population of wolaita is Christian and 71% of
the population is evangelicals. there are about more than 80 local churches in sodo town only and
39 of them are KHC [kale hiwot church]. According to statistics of sodo town KHCS union [ ye
sodo ketema atibiyawoch hibret] 10 out of 39 local churches considered to be mega churches
[ above 3500 members]. With out considering other denominations, in the last four years only
about eight KHC local churches are planted. These points that there is significant growth in
churches. May be that was because of political instability in the country, people are shifting to
sodo for sodo is relatively safe and secure. whatever the reason is, from the information above
we cannot doubt the demand for Christian private school. but the sad truth is that there is no
private Christian school in the town where 98% of population are Christians.

Some of local churches tried to own their own school, with the aim of making pre schooling
affordable [almost for free]. The problem there is not being quality oriented and claiming to be a
Christian school just because the school is within the church compound and the teachers are
church members, while ignoring educational service excellence.

Though there are Christians who owned schools and there is Christian school owners union in
the town, the Christian school owners are never made their school a Christian school.

Regarding the demand for quality education in the town it is difficult to find the school specially
for kindergarten that meets the need. Parents primary concern is that how much safe the school
environment is for the pupils stay at school. The teaching learning environments like safe and
neat environment, facilities and playground with low potential hazards, well organized school
administration and staffs.

Starting the Christian school that meets need for both quality and Christian environment will be
beyond the expectation of parents. For there has never been such kind of school in the town.
These will force to promote the new school with detailed information of what the new Christian
school really is

Because of availability of transportation, the location of school will not be a big deal. But it is
advisable to offer transportation services or to be located at the central area of the town. Starting
Christian kindergarten school requires huge investment to ensure all the need of quality services.
it can be achieved through step by step investment. The detailed financial feasibility analysis is
addressed in budget section.

School program description and curriculum

A Christian Environment
Christ-centered teaching and learning
Daily religious instruction
Classroom devotions
Weekly Chapel services
Dedicated Christian teachers
A loving, nurturing and forgiving environment.

Religion
Religion is a part of the entire day and not confined to only one set of worship period
and instruction. Experiences such as caring for classmates, or making a
discovery on the playground are viewed with an awareness of the Creator. Solving
problems within the classroom involves sharing forgiveness with each other and
receiving forgiveness from God through Jesus. The children will be encouraged to
give gifts to others to show the love of Jesus Christ to all people. The children will
know that prayer comes from the heart, and that God hears and answers our
prayers.
MATHS
Students explore every day uses of math as they begin to learn about money,
temperature, time, days of the week, and calendars. Manipulatives are used to
increase awareness of sets, sizes, and shapes. They also sort and classify sets.
Making and recognizing patterns is an integral part of kindergarten math. Students
also begin to understand measurement using non-standard units of measure.
Recognition of whole vs. sets of objects making a whole is introduced.

Counting and Cardinality

Know number names and the count sequence.
1. Count to 100 by ones and by tens.
2. Count forward beginning from a given number within the known sequence (instead of having
to begins at 1).
3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with
0 representing a count of no objects).
Count to tell the number of objects.
4. Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with
one and only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number of
objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a
number from 1–20, count out that many objects.
Compare numbers.
6. Identify whether the number of objects in one group is greater than, less than, or equal to the
number of objects in another group, e.g., by using matching and counting strategies.1
7. Compare two numbers between 1 and 10 presented as written numerals.
Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as
taking apart and taking from.
1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds
(e.g., claps), acting out situations, verbal explanations, expressions, or equations.
2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using
objects or drawings to represent the problem.
3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using
objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and
5 = 4 + 1).
4. For any number from 1 to 9, find the number that makes 10 when added to the given number,
e.g., by using objects or drawings, and record the answer with a drawing or equation.
5. Fluently add and subtract within 5.
Number and Operations in Base Ten
Work with numbers 11–19 to gain foundations for place value.
1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by
using objects or drawings, and record each composition or decomposition by a drawing or
equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one,
two, three, four, five, six, seven, eight, or nine ones.
Measurement and Data
Describe and compare measurable attributes.
1. Describe measurable attributes of objects, such as length or weight. Describe several
measurable attributes of a single object.
2. Directly compare two objects with a measurable attribute in common, to see which object has
“more of”/“less of” the attribute, and describe the difference. For example, directly compare the
heights of two children and describe one child as taller/shorter.
Classify objects and count the number of objects in each category.
3. Classify objects into given categories; count the numbers of objects in each category and sort
the categories by count.3
4. Demonstrate an understanding of concepts of time (e.g., morning, afternoon, evening, today,
yesterday, tomorrow, week, year) and tools that measure time (e.g., clock, calendar).
a. Name the days of the week
b. Identify the time (to the nearest hour) of everyday events (e.g., lunch time is 12 o’clock,
bedtime is 8 o’clock at night).

Geometry (K.G)
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres).
1. Describe objects in the environment using names of shapes, and describe the relative positions
of these objects using terms such as above, below, besides, in front of, behind, and next to.
2. Correctly name shapes regardless of their orientations or overall size.
3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
Analyze, compare, create, and compose shapes.
4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations,
using informal language to describe their similarities, differences, parts (e.g., number of sides
and vertices/“corners”) and other attributes (e.g., having sides of equal length).
5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls)
and drawing shapes.
6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles
with full sides touching to make a rectangle?” Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Science
The Christian is in a unique position in the area of science. The Christian enjoys the
search for knowledge, stands in awe of the facts discovered, and praises God the
Creator for His everlasting wisdom and power. The children will observe weather and
the effects of weather that bring about seasonal changes. They are eager to learn
more in explorative ways as they compare things. They learn to classify animals such
as mammals, birds, fish, and reptiles and learn about their existing habitats. The
children will also learn more about themselves by exploring their five senses. Day and
night is explored as they study the sun and moon. Know number names and the count sequence.
Science Content Standards Kindergarten
Physical Sciences
1. Properties of materials can be observed, measured, and predicted. As a basis for
understanding this concept:
1.a. Students know objects can be described in terms of the materials they are made of (e.g., clay,
cloth, paper) and their physical properties (e.g., color, size, shape, weight, texture, flexibility,
attraction to magnets, floating, sinking).
1.b. Students know water can be a liquid or a solid and can be made to change back and forth
from one form to the other.
1.c. Students know water left in an open container evaporates (goes into the air) but water in a
closed container does not.
Life Sciences
2. Different types of plants and animals inhabit the earth. As a basis for understanding this
concept:
2.a. Students know how to observe and describe similarities and differences in the appearance
and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects).
2.b. Students know stories sometimes give plants and animals attributes they do not really have.
2.c. Students know how to identify major structures of common plants and animals (e.g., stems,
leaves, roots, arms, wings, legs).
Earth Sciences
3. Earth is composed of land, air, and water. As the basis for understanding this concept:
3.a. Students know characteristics of mountains, rivers, oceans, valleys, deserts, and local
landforms.
3.b. Students know changes in weather occur from day to day and across seasons, affecting Earth
and its inhabitants.
3.c. Students know how to identify resources from Earth that are used in everyday life and
understand that many resources can be conserved.
Investigation and Experimentation
4. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in the
other three strands, students should develop their own questions and perform investigations.
Students will:
4.a. Observe common objects by using the five senses. [Caution: Observational activities
associated with tasting and smelling should be conducted only under parental supervision at
home.]
4.b. Describe the properties of common objects.
4.c Describe the relative position of objects using one reference (e.g., above or below).
4.d. Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size,
weight).
4.e. Communicate observations orally and through draw
Arts
Art provides opportunities to explore, discover and express the kindergarten child’s
perception of the environment and of self. It is a vital element in the child’s personality
development. Art activities support and supplement the kindergarten curriculum in all
the developmental areas if the emphasis is on the art experience and not the complete
product.
Kindergarten children naturally respond to the rhythm and mood of music. A complete
musical experience includes sound, movement, listening, and creative expression.
Rhythm continues to be fun for this age student. They can echo rhythm and clap to
the beat of different tempos. Some attention is given to melody and range of notes as
they go up or down. They enjoy accompanying with instruments and moving while
singing. Awareness of sections of music in musical pieces gets them more involved in
their musical performance.
ARTS Content Standards Kindergarten
Students will:
DRAMA
• Demonstrate an awareness that drama serves a variety of purposes in their lives and in their
communities.
MUSIC - SOUND ARTS
Explore and share ideas about music from a range of sound environments and recognize that
music serves a variety of purposes and functions in their lives and in their communities.
VISUAL ARTS
• Share ideas about how and why their own and others’ works are made and their purpose, value,
and context.
DEVELOPING PRACTICAL KNOWLEDGE
Students will:
Drama
• Explore the elements of role, focus, action, tension, time, and space through dramatic play.
Music - Sound Arts
• Explore how sound is made, as they listen and respond to the elements of music: beat, rhythm,
pitch, tempo, dynamics, and tone color.
Visual Arts
• Explore a variety of materials and tools and discover elements and selected principles.
Developing Ideas
Students will:
Drama
• Contribute and develop ideas in drama, using personal experience and imagination.
Music - Sound Arts
• Explore and express sounds and musical ideas, drawing on personal experience, listening, and
imagination.
• Explore ways to represent sound and musical ideas.
Visual Arts
• Investigate visual ideas in response to a variety of motivations, observation, and imagination.

COMMUNICATING AND INTERPRETING

Students will:
DRAMA
• Share drama through informal presentation and respond to ways in which drama tells stories
and conveys ideas in their own and others’ work.
MUSIC - SOUND ARTS
• Share music making with others.
• Respond to live and recorded music.
VISUAL ARTS
• Share the ideas, feelings, and stories communicated by their own and others’ objects and
images.

PERSONAL HEALTH AND PHYSICAL EDUCATION

Cooperation is a key skill that students at this level begin to work on in a fun way.
Learning to play together fosters the idea of group work and responsibility for individual
as well as group actions. As age appropriate needs and abilities indicate, students
work on skills such as balancing, bouncing, and passing a ball. Their activity
throughout the day allows for emotional as well as physical release
Students will:
Personal Growth And Development
• Describe feelings and ask questions about their health, growth, development, and personal
needs and wants.
Regular Physical Activity
• Participate in creative and regular physical activities and identify enjoyable experiences.
Safety Management
• Describe and use safe practices in a range of contexts and identify people who can help.
Personal Identity
• Describe themselves in relation to a range of contexts.
MOVEMENT CONCEPTS AND MOTOR SKILLS
Students will:
Movement Skills; Science and Technology
• Develop a wide range of movement skills, using a variety of equipment and play environments.
Positive Attitudes; Challenges And Social And Cultural Factors
• Participate in a range of games and activities and identify the factors that make participation
safe and enjoyable.
RELATIONSHIPS WITH OTHER PEOPLE
Students will:
Relationships
• Explore and share ideas about relationships with other people.
Identity, Sensitivity, And Respect
• Demonstrate respect through sharing and cooperation in groups.
Interpersonal Skills
• Express their own ideas, needs, wants, and feelings clearly and listen to those of other people.
Healthy Communities and Environments
Students will:
Community Resources
• Identify and discuss obvious hazards in their home, school, and local environment and adopt
simple safety practices.
Rights, Responsibilities, And Laws; People And The Environment
• Take individual and collective action to contribute to environments that can be enjoyed by all.
“Appreciate and accept themselves and others as unique creations made in God’s image.

Language Arts

A phonetic approach to language helps students in their developmental stages of reading

readiness. Our reading readiness program consists of four components: Listening, speaking,
writing and pre-reading skills. Involvement such as role playing, retelling or illustrating will help
the children to express themselves Students acquire information, recognize distinctive
viewpoints, and further their knowledge of other disciplines.

Students address discrete elements of daily life, including: Greetings and introducing Family
and friends Pets Home and neighborhood Celebrations, holidays, and rites of passage Calendar,
seasons, and weather Leisure, hobbies and activities, songs, toys and games, sports Vacations
and travel, maps, destinations, and geography School, classroom, schedules, subjects, numbers,
time, directions Important dates in the target culture Jobs . Food, meals, restaurants, Shopping,
clothes, colors, and sizes, Parts of the body, illness and Technology.

Handwriting

Students will recognize and use capital and lower case D’Nealian letters and numerals correctly.
Proper posture, pencil grip, and proper positioning will be taught to ensure good writing habits.
Spacing between letters will be introduced. Self-evaluation of written work also begins at this
level

Communication

 Students use formulaic language (learned words, signs and phrases).

 Engage in oral, written, or signed conversations.
  Interpret written, spoken, or signed language.
 Present to an audience of listeners, readers, or SL viewers.
Functions

 List, name, identify, enumerate.

 Identify learned words, signs and phrases in authentic texts.
 Reproduce and present a written, oral, or signed product in a culturally authentic way.
Structures

 Students use orthography, phonology, or ASL parameters to understand words, signs and
phrases in context.
 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and
phrases in context.
 Identify similarities and differences in the orthography, phonology, or ASL parameters of
the languages the students know.
Settings

 Students use language in highly predictable common daily settings

 Recognize age-appropriate cultural or language-use opportunities outside the classroom.

School organization

Leading generation academy will be owned by sodo Christian hospital. The hospital expected to
make all the investments required for the school at its opening stage. But both the school and the
hospital will operate differently. The school will have its own board of director, who are
responsible for governance of the school and the school principal will be in charge of school
management. The Christian hospital CEO will be the chairperson of the school board of director.
Members of board of director are assigned by the Christian hospital CEO in collaboration with
school principal. The members are expected to be from different background but necessarily
include Christian education expert church pastor and parents and other stake holders.

The organizational chart

 board of
director

school
principal

unit admin clinical

leader assistant nurse

assitant sequrity house

teachers
teachers gurd keeping

Required human resource

s. position Salary per Required in no

no head
1 School principal 12,000 1
2 teacher 8000 3
3 Assistant teachers 4,500 3
4 Clinical nurse 6,000 1
5 Admin assistant 5,500 1
6 House keeping 2,500 2
7 Security guard 2,000 2
8
Total required human resource 13

Impact assessment

Social impact

the opening of leading generation academy will positively impact the society in different ways
the school will be a new quality education service benchmark in the town and so that other
private schools will work hard to compete in the market. And these will ascend the availability of
quality education offering schools in the town the school will work in partnership with family to
invest on their children. parents will get different trainings regarding Christian marriage, family
and parenting these plays vital role in nurturing families so that the school will contribute its part
to community. The students from our school will positively influence their peers to be cultured.
 Spiritual impact

Children’s need gospel conference

Collaboration with beloved

Estimated facility costs

s.no Location Numb Cost Total

er each cost
requir
ed
1 Chairs Student K 120 500 60,000
Teacher 12 800 9600
Secretary 1 5000 5000
Principal 1 12000 12,000
Visitor 6 1200 7,200
2 Tables or 4 Classrooms and 54 2000 108,000
student desks
(should be
10–11” above
chair height
dining room 27 2500 67,500
Desks Teacher 7 3500 24,500
Secretary/bookkeeper 1 4500 4500
Principal 1 12,000 12,000
Cabinets Classrooms 9 20,000 180,000
Filing cabinet Classroom and offices 2 20,000 40,000
Storage cabinet Various 1 20,000 20,000
 Classroom Classroom 3 22,000 66,000
computer
Computer and Office 5 22,000 110,000
printer
Chalkboards Classrooms (minimum 1 per 3 4000 12,000
room)
Bulletin board Classrooms ( per room) 3 7000 21,000
Audiovisual Television 4 70,000 280,000
equipment
Office 180,000 180,000
equipment
(photocopier,
etc
Playground 350,000 350,000
equipment
Earth work 30,000 30,000
Maps, globes, 50000 5,000
encyclopedias
Total facility 1,643,800
cost
Estimated Human resource cost [Salaries expense]

s. position Salary per Required in no per month Per year

no head
1 School principal 12,000 1 12,000 144,000
2 teacher 8000 3 24,000 288,000
3 Assistant teachers 4,500 3 13,500 162,000
4 Clinical nurse 6,000 1 6,000 72,000
5 Admin assistant 5,500 1 5,500 66,000
6 House keeping 2,500 2 5,000 60,000
7 Security guard 2,000 2 4,000 48,000
8 total 13 70,000 840,000
Annual school budget
Income budget jul aug Sep oct nov dec Jan feb mar apr may jun

Tuition 2,100, 210,0 210,0 210,0 210,0 210, 210,0 210,0 210,0 210,00 210,00
000 00 00 00 00 000 00 00 00 0 0
Registrati 21,000 21,00
on 0
Textbook
fees
Contributi
ons
Misc.
income
Total 2,121,
Income 000
Progra Expense Budge Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun
m t
Salaries 450,00 37,5 37,50 37,50 37,50 37,50 37,50 37,5 37,50 37,50 37,50 37,500 37,500
0 00 0 0 0 0 0 00 0 0 0
Teacher 74,100 341 4,000 4,000 4,000 4,000 4,00 4,000 4,000 4,000 4,000 4,000
supplies 00 0
Curric/ 50,000 5,000 5,000 5,000 5,000 5,00 5,000 5,000 5,000 5,000 5,000
books 0
Subtotal 882,00
0
Admin Budge jul aug sep oct nov dec jan feb mar apr may Jun
istratio t
n
Salaries 390,00 32,5 32,50 32,50 32,50 32,50 32,50 32,5 32,50 32,50 32,50 32,500 32,500
0 00 0 0 0 0 0 00 0 0 0
Office 326,00 326,
supplies 0 000

Postage

Bad
d450bt
Miscellan
eous
Subtotal

Plant Budge
t
Telephon
e
Utilities 24,000

Rent 300,00 25,0 25,00 25,00 25,00 25,00 25,00 25,0 25,00 25,00 25,00 25,000 25,000
0 00 0 0 0 0 0 00 0 0 0
Maint. 20,000 2,000 2,000 2,000 2,000 2,00 2,000 2,000 2,000 2,000 2,000
supplies 0
Maintena 4,000
nce
Cap. 50,000
improv
Subtotal 394,00
0
Subtotal

Total
Expense
Net Gain
(loss)