Junior School

Marble Hill School runs the Junior Secondary School and Senior Secondary School Programmes as specified in the Nigerian National Policy on Education. It offers a wide variety of academic subjects taught by a dedicated and professional staff. The student begins with a broad spectrum of subjects, which becomes more focused as he or she progresses.



In the Junior Secondary School (Basic 7 to 9), the College emphasizes the basic skills in the following subjects:
1. English Studies
2. Mathematics
3. Culture and Creative Arts
    ⦁ Music
    ⦁ Fine  Art
4. Hausa Language
5. French Language
6. Business studies
7. Basic Science and Technology
    ⦁ Basic Science
    ⦁ Basic Technology
    ⦁ Physical and Health Education
    ⦁ Computer Studies
8. Religious and National Values
    ⦁ Christian Religious Studies
    ⦁ Social Studies
    ⦁ Civic Education
    ⦁ Security Education
9. Pre-Vocational Studies
    ⦁ Home Economics
    ⦁ Agricultural Science

AGE CONSIDERATION

Marble Hill School does not recommend that children should enter Class One before their tenth birthday. If they do, they will be tempted to enter university before their sixteenth birthday.

We feel that the best time to come to secondary school is at the threshold of adolescence, especially when it involves leaving home to enter a school boarding house.

Marble Hill School programme is not structured for caring for the needs of very young children who are still emotionally dependent on the close support of their parents. Our preferred age at entry would be 11 or near it.

However gifted a child may be, he or she should have completed a full primary school education before coming to Marble Hill School.

The structure of the educational system in Nigeria reflects this and if children are rushed through the early stages, part of the intention and vision of the National Policy on Education is being defeated.

Education at Marble Hill School aims to encourage leadership qualities in all students and to encourage responsible decision-making and independence of thought.

We feel that we are not going to get very far with either of these aims if children leave school when they are barely 16.

The best way of developing leaders in a boarding school is through the prefect system, and, indeed, as the school gets larger we need mature prefects for the efficient running of the boarding houses.

This means that we need senior students who are young men and women, rather than children.

Children who embark on a secondary school course too young are not usually chosen as leaders and as a result miss the opportunity to develop their full potential.