School Description, Mission, Philosophy,
and Guiding Objectives
Description
Harare International School is an
accredited, independent, non-sectarian,
non-profit, co-educational day school
incorporating which provides the best
educational internationally-recognized
programs and best practices from around the
world. It is governed by a Board of
Directors, five of whom are elected from the
HIS Association, composed of all parents
with children attending the School, and two
of whom are appointed by the U.S. Ambassador
to Zimbabwe.
Mission
Harare International School teaches the
personal values, academic qualities and
sense of responsibility needed for life-long
learning, community service and world
citizenship through educational programs
that are relevant, challenging and engaging.
Philosophy
Harare International School is committed to
educating the whole child--intellectually,
physically, and aesthetically--in an
academically challenging, nurturing, and
child-centered environment. We foster
freedom of expression, independent thinking,
and positive personal values and qualities
while maintaining a sense of responsibility
to others through respect and cooperation.
The educational framework of Harare
International School supports a balance
between the processes and outcomes of
learning.
The curriculum is based not only on the
acquisition of knowledge but also on the
development of problem-solving and
critical-thinking skills. Using a broad,
research-based, and culturally-diverse
curriculum, we emphasize literacy; written
and oral communication; the creative process
of the arts and music; the acquisition and
mastery of multiple languages; reasoning in
the sciences and mathematics; the pursuit of
a physically active and healthy lifestyle;
and, technology to enhance the learning and
discovery process.
We believe that for students to be
effective, fully contributing members of
society, they must possess social and moral
responsibility, and demonstrate this through
understanding and respect for others and
service to the community. Harare
International School strives to enhance each
student’s self-worth, confidence, and pride
by providing programs that make the most of
our multi-cultural school community. This
school environment is created through a
partnership involving students, faculty,
administration, parents, and the Zimbabwean
community.
Guiding Objectives
Guided by our School philosophy, the School
shall exert every effort to:
|
1.
|
Maintain the status of an
International Baccalaureate World
School. |
|
2.
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Follow
a system of curriculum review to
ensure we provide a well-planned
educational continuum and implement
effective developments in
educational practice |
|
3.
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Provide a safe and welcoming school
environment that encourages students
to participate in curricular and
extra curricular activities. |
|
4.
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Create
a wide range of activities that are
challenging and meet the needs of a
diverse student body. |
|
5.
|
Encourage input from and foster a
productive relationship among
faculty, staff, administration,
parents and students. |
|
6.
|
Encourage an understanding and
appreciation of Zimbabwe, both its
nature and people. |
|
7.
|
Develop students’ understanding of
teamwork and sportsmanship, how to
win and lose with dignity. |
|
8.
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Counsel and prepare students to make
the best decisions leading to
college and university placement. |
|
9.
|
Foster
and celebrate a positive community
spirit within the school. |
|
10.
|
Based
on the school’s mission, philosophy
and guiding objectives, Harare
International School seeks to model
and educate students to be: |
|
Inquirers |
Their
natural curiosity has been
nurtured. They have acquired the
skills necessary to conduct
purposeful, constructive research.
They actively enjoy learning and
this love of learning will be
sustained throughout their lives. |
|
Thinkers |
They
exercise initiative in applying
thinking skills critically and
creatively to make sound decisions,
informed judgments, and solve
complex problems. |
|
Communicators |
They
receive and express ideas and
information confidently in more than
one language, including English, the
language of mathematical symbols,
and a range of art forms. |
|
Risk-takers |
They
approach unfamiliar situations
without anxiety and have the
confidence and independence of
spirit to explore new roles, ideas
and strategies. They are courageous
and articulate in defending those
things in which they believe. |
|
Knowledgeable |
They
have explored themes and ideas which
have global relevance and
importance. In so doing, they have
acquired a critical mass of
significant knowledge. |
|
Principled |
They
have a sound grasp of the principles
of moral reasoning. They have
integrity, honesty and a sense of
fairness and justice. |
|
Caring |
They
show sensitivity towards the needs
and feelings of others. They have a
sense of personal commitment to
action and service. |
|
Open-minded |
They
respect the views, values and
traditions of other individuals and
cultures and are accustomed to
seeking and considering a range of
points of view. |
|
Well-balanced |
They
understand the importance of
physical and mental balance and
personal well-being. |
|
Reflective |
They
give thoughtful consideration to
their own learning and analyze their
personal strengths and weaknesses in
a constructive manner. |
|
Responsible |
They
are able to make choices for which
they are prepared to accept personal
responsibility. |
|
Self-directed |
They
can set personal goals and plan and
execute strategies towards achieving
them. |
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