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Harare
International School Elementary department (Early Childhood 1 to Grade 5) is
committed to a quality education in an international context with
opportunities for all students, to develop intellectually, socially,
physically and emotionally. We believe that children learn best
when provided with a comfortable, safe and stable environment. The
atmosphere is one of trust and respect within a learning community.
HIS follows the
curricular framework of the International Baccalaureate Organization
Primary Years Programme which embraces a developmental inquiry-based
approach to learning, accepting children’s existing levels of
learning and validating their strengths, experiences languages and
cultures. Children are encouraged to develop their knowledge,
skills, concepts, attitudes and competencies within an atmosphere
that fosters a sense of belonging, self-confidence, a love of
learning, and the development of positive personal values and
qualities. The environment supports students as they become
independent learners, helping them to build strategies to seek their
own solutions. As active participants, children are given
opportunities to explore and interact meaningfully with the world
around them. The diverse teaching strategies employed recognize
learning as multidimensional and that each child has a unique
learning style. The curriculum is designed to maintain relevance,
challenge and engagement.
To this end HIS models and educates students in
the elementary school to be:
Inquirers
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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. |
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Thinkers |
They
exercise initiative in applying thinking skills critically
and creatively to make sound decisions, informed judgements,
and solve complex problems. |
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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. |
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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. |
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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. |
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Principled |
They have a sound grasp of the principles of moral
reasoning. They have integrity, honesty and a sense of
fairness and justice. |
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Caring |
They show sensitivity towards the needs and feelings of
others. They have a sense of personal commitment to action
and service. |
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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. |
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Well-balanced |
They understand the importance of physical and mental
balance and personal well-being. |
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Reflective |
They give thoughtful consideration to their own learning and
analyze their personal strengths and weaknesses in a
constructive manner. |
EARLY CHILDHOOD PROGRAM OVERVIEW
We
recognize the great importance of the early years of education
in laying the foundations for learning throughout life. We seek
to create an environment that is designed to educate and enrich
each child socially, emotionally, intellectually, physically,
and aesthetically. We acknowledge the important role of
families as the principal influence in the lives of young
children. We aim to foster this through a constructive
partnership between school and home.
In our program, children are
active participants in the process of learning as we seek the
appropriate balance between child-initiated and
teacher-generated activities. We play a lot, and encourage
interaction and conversation between children. We know children
learn best when they have real objects to manipulate, and their
understanding is increased when they talk about what they
experience with others. We structure their learning and play
environment so that they have choices, and learn to be
independent and responsible in how and what they choose. We make
every effort to create a safe, low stress environment with clear
limits and guidelines, based on realistic expectations for each
age group. We follow a daily routine so that all children feel
secure in participating, and learn to plan and enjoy order.
Teachers provide a model for
children. We listen to, talk with, and observe the children
carefully, to help them communicate what they are experiencing
and to challenge them to think further. We strive to make
children’s thinking visible to themselves. Children are
recognized as inquirers. Their inquiry takes many forms and is
the basis of well crafted units of exploration with universal
themes which form part of the International Baccalaureate
Primary Years Programme at HIS. Finally, we reinforce
friendship and social growth through cooperative learning
activities and a family atmosphere enabling children from all
over the world to learn to work together and appreciate each
other.
Please follow the link to see HIS
Elementary Programme Brochure and Overall Curriculum Expectations.(pdf)
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