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HARAREINTERNATIONALSCHOOLSTUDENT/PARENTHANDBOOK2017–2018(PYP)ElementarySchool

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DIRECTOR'S MESSAGE ................................................................................................. 3 VISION STATEMENT ............................................................................................................ 4 MISSION STATEMENT ......................................................................................................... 4 SCHOOL PHILOSOPHY ......................................................................................................... 4 GUIDING OBJECTIVES ......................................................................................................... 5 HIS ADMISSIONS ........................................................................................................... 8 ENTRANCE AGE REQUIREMENTS…………………………………………………………………………………………..9 HIS GENERAL INFORMATION ...................................................................................... 11 LOST AND FOUND ............................................................................................................ 11 TRANSPORTATION ............................................................................................................ 12 BICYCLES ....................................................................................................................... 12 STUDENT VISITORS .......................................................................................................... 12 LEAVING CAMPUS ............................................................................................................ 12 LITERACY AND MEDIA CENTER .......................................................................................... 12

Circulation Policy ................................................................................................ 13 TEXTS, MATERIALS AND SUPPLIES ...................................................................................... 13 FIELD TRIPS ................................................................................................................... 13

Explore Zimbabwe Program .................................................................................. 14 Insurance Coverage for Field Trips .................................................................... 14

YEARBOOK AND SCHOOL PHOTOGRAPHS .............................................................................. 13 SCHOOL/HOME COMMUNICATION .............................................................................. 14

HIS Website ........................................................................................................... 14 Newsletter ............................................................................................................ 14 Teachers’ and Administrative Notices ................................................................. 15 Public Notice Board .............................................................................................. 15 New Parent Orientation Meetings ....................................................................... 15 Open House ............................................................................................................ 15

TUTORS ......................................................................................................................... 16 Major Assignments and Long-Term Projects ...................................................... 16 Daily Assignments ................................................................................................. 16

ATTENDANCE GUIDELINES ................................................................................................ 17 Explanation of Absence ........................................................................................ 17 Truancy .................................................................................................................. 17 Leaving School Grounds ....................................................................................... 17 Excused absences .................................................................................................. 17 Unexcused absences. ............................................................................................ 18 Denial of Credit .................................................................................................... 18 Advance Notification of Absence ......................................................................... 18 Tardies ................................................................................................................... 18 Early Dismissal From a School Day ..................................................................... 18 Returning from an Illness ................................................................................... 19 Absence on the Day of a Test ............................................................................... 19 Student Pick-up ..................................................................................................... 19

VACCINATIONS AND IMMUNIZATIONS ................................................................................... 19 EMERGENCY CONTACTS .................................................................................................... 20 NOTIFICATION OF PRE-EXISTING CONDITIONS ....................................................................... 20 PRESCRIPTIONS ADMINISTERED AT SCHOOL ......................................................................... 20 MINOR ILLNESSES AND INJURIES ....................................................................................... 20 COMMUNICABLE DISEASES ................................................................................................ 20 HIS SECURITY AND EMERGENCY PROCEDURES ........................................................ 21

Security ................................................................................................................. 21 MAJOR EMERGENCIES ...................................................................................................... 21

Medical Air Rescue Service ................................................................................. 21 School Accident Insurance .................................................................................. 21 Emergency Procedures ......................................................................................... 21

HIS BEHAVIOR EXPECTATIONS FOR STUDENTS ..................................... 22 GUIDELINES .................................................................................................................... 22

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RULES ........................................................................................................................... 22 ACADEMIC ETHICS ........................................................................................................... 23

Honor Code and Cheating ..................................................................................... 23 Plagiarism .............................................................................................................. 23 Discipline Code ..................................................................................................... 23

DISCIPLINE PROCEDURES ................................................................................................. 24 Detention ............................................................................................................... 24 Suspension ............................................................................................................. 24 Expulsion ............................................................................................................... 25 Use of Safety Holds .............................................................................................. 25 Extracurricular Travel ........................................................................................ 25 Corporal Punishment ........................................................................................... 26 Students’ Rights and Responsibilities ................................................................ 26

RULES FOR DANCES AND SCHOOL EVENTS .......................................................................... 27 Dress Code ............................................................................................................ 27 Physical Education Uniforms ............................................................................... 28 Items Not To Be Used At School .......................................................................... 28

TECHNOLOGY INTEGRATION OBJECTIVES ............................................................................. 28 DIGITAL CITIZENSHIP ....................................................................................................... 28 SPECIFIC GUIDELINES AND PRACTICAL REMINDERS ............................................................... 29

Hardware ............................................................................................................... 29 Software ................................................................................................................ 29 Network and Security ........................................................................................... 29 Network Printing .................................................................................................. 29 Internet ................................................................................................................. 30 Email ....................................................................................................................... 30 Storage Devices ..................................................................................................... 30 Labs and Behavior ................................................................................................. 30 Use of Student Work or Picture ......................................................................... 30 Sanctions ............................................................................................................... 31

ELEMENTARY SCHOOL OVERVIEW…………………………………………………………………………..…………39

ELEMENTARY SCHOOL FACULTY…………………………………………………………………………………….………….39

HARARE INTERNATIONAL SCHOOL CELEBRATING 25 YEARS OF QUALITY EDUCATON

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DIRECTOR'S MESSAGE It is my pleasure to welcome you to the HIS School community. HIS is a school where our faculty and staff are deeply committed to ensuring that every day, each and every student has the appropriate attention and care to reach his/her potential. We work to foster a school environment that is supportive and encouraging for both children and adults. At HIS, we provide an exemplary educational experience that fosters an international perspective, a perspective that develops modern global citizens using the challenging International Baccalaureate World School program (Primary Years Program, Middle Years Program, and Diploma Program) as our foundation. Not only do our students demonstrate excellent academic progress and achievement, they develop the important qualities of integrity, leadership, adaptability, resilience, and true compassion for others. Our unique and beautiful campus is the backdrop for a school determined to have a profoundly positive impact on the personal lives of its students as well as encouraging our students to be active caretakers of the environment. The school’s strategic plan, excellent teaching and support staff, parents, and HIS School Board are aligned with and support achieving the school’s vision: Where Together We Thrive and Reach for Excellence Our school mission, in essence, identifies our critical focus as HIS enables the development of the skills, knowledge, values and attributes needed for: ♦ Lifelong learning ♦ Community service and ♦ Global citizenship It is exciting to contemplate the educational program, activities and events scheduled for this year. Whether you are new to Harare International School or have been a part of our community for some time, please join us as we prepare our students for the future…. John E. Gates, Interim Director

Vision Statement Where Together We Thrive and Reach for Excellence

Mission Statement

Harare International School, as an IB World School, enables the development of the skills, knowledge, values and attributes for life-long learning, community

service, and global citizenship.

School Philosophy

Harare International School is committed to educating the whole child intellectually, physically and socio-emotionally. We foster freedom of

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expression, independent thinking, and a sense of personal responsibility in a student-centered learning environment. Our curriculum framework is based on the International Baccalaureate Programs that support the acquisition of knowledge and conceptual understanding through an inquiry-based approach, encouraging the development of problem-solving and critical thinking skills. In addition, we emphasize the effective use of current technologies, the acquisition of multiple languages, creativity through the arts, and the pursuit of a physically active and healthy lifestyle. Our commitment to academic excellence is supported through a strong staff development program. We believe that for students to be fully contributing members of society, they must be socially and ethically responsible. HIS achieves this by fostering in students personal attributes aligned with the IB Learner Profile. This includes maintaining a commitment to community service, celebrating our diversity, and developing an understanding of and respect for others and the environment. We are also committed to actively stewarding the environment through sustainable and eco-friendly practices. Guiding Objectives Guided by our school philosophy, the school shall be accountable to exert every effort to: 1. Maintain the status of an International Baccalaureate World School and

accreditation with the Council of International Schools (CIS) and the New England Association of Schools and Colleges (NEASC).

2. Provide a well-planned educational continuum and implement effective developments in educational practice including regular curriculum review.

3. Provide a safe and welcoming school environment that encourages students to participate in a wide range of curricular and extra-curricular activities.

4. Foster healthy emotional and social development of the individual. 5. Encourage and develop teacher best practices through professional

development based on recent research, participatory classroom instruction, and instructional differentiation.

6. Encourage input and participation among faculty, staff, administration, parents and students in order to foster productive relationships.

7. Provide facilities and resources for the development of student and faculty skills to apply modern information and communications technology for learning, collaboration and career applications.

8. Engender healthy competition, adaptability, invention and a striving spirit through participation in creative activities.

9. Foster environmental citizenship through active care of the environment, developing a green campus and implementing green practices.

10. Encourage understanding, appreciation and interaction with Zimbabwe’s people, culture and environment.

11. Practice understanding and respect for all people. 12. Develop and promote a culture of leadership and service to others. 13. Develop students’ understanding of teamwork and sportsmanship by

encouraging participation in team and individual sports, and other physical activities.

14. Counsel and prepare students to make the best decisions regarding life pursuits and further education.

15. Foster and celebrate a positive community spirit and school pride. 16. Based on the school’s vision, mission, philosophy and guiding objectives, and

the International Baccalaureate’s Learner Profile, Harare International School seeks to model and educate students to be:

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

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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 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. Courageous: 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, spiritual 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.

HIS PROFILE Internationalism More than 40 countries are represented in the HIS student body. We value this international context and its positive impact on learning, cross-cultural awareness and the development of life-long global friendships. Children from every part of the globe have the opportunity to share their (home-country) culture in classroom events, and through cultural presentations given by students, often with their parents, in individual classrooms and school assemblies.

History Harare International School started as an American-sponsored international school, founded on September 8, 1992 to serve the children of the expatriate community posted in Zimbabwe. The school provides a rigorous, modern and comprehensive program for students using English as its main language of instruction. The program uses best practices from around the world, centered on the programs of the International Baccalaureate Organization (IBO)—Primary Years Program (EC-Gr 5), Middle Years Program (Gr 6-10), and Diploma Program

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(Gr 11-12). Operating on a Northern Hemisphere academic calendar, HIS provides a college preparatory education for children between 3 and 18 years of age. Faculty The diverse composition of the student population demands a flexible and creative faculty. The certified professional staff is selected from among the best candidates available from around the world and our host country. Our teachers represent 12 different home countries. The average years of teaching experience of faculty is 10. Accreditation HIS is accredited by the Council of International Schools (CIS), the New England Association of Schools and Colleges (NEASC), and is authorized as an International Baccalaureate World School by the International Baccalaureate Organization.

We are members of:

• The Association of International Schools in Africa • The Association for the Advancement of International Education • The Association for School Curriculum and Development • National Association of Secondary School Principals • National Association of Elementary School Principals • The Academy of International School Heads • The International Schools of Southern And Eastern Africa

School Facilities

Harare International School is located on a beautiful 22-acre campus in the suburb of Mount Pleasant in Harare. On one campus are distinct facilities for our early childhood (pre-kindergarten) and elementary students, facilities for our middle school students, and facilities for our high school students. While we often overlap and work together, these facilities are purpose-built and provide the backdrop of our learning environment. In addition to the classrooms, students have the ability to work and explore throughout the campus and throughout Zimbabwe. We Also Have:

• A beautifully designed, award-winning performing arts center that seats 700. This facility also houses a drama classroom, two music classrooms, and practice rooms for music.

• Two computer labs – one is a design production lab and the other a full Mac lab

• An art room for each division of the school. • A large gymnasium with fitness center. • Three science labs. • Outdoor sporting facilities for soccer, tennis and basketball. • An extensive literacy/media center for the entire school. • A competition-sized swimming pool. • A canteen. • A nurse’s office.

We have a commitment to preserving the “green spaces” and the feel of the African environment of the campus as we look at the needs of growth of facilities and remodeling of spaces.

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Governance A seven-member school board governs the school. Five members are elected from the parent body; the U.S Ambassador to Zimbabwe appoints two members. All members serve two years unless they run as a one-year candidate. Elections for Board positions are held at the Annual General Meeting (AGM) each year in May. Matters related to the School’s Articles or By-laws may be voted up at the AGM. Membership in the Association is automatically conferred on the parents or guardians of children enrolled in the School. There are regular Open School Board meetings, which are announced in the school newsletter, and parents are encouraged to attend. The management and administration of the School, as delegated by the Board, resides with the School Director and administrative team. The Board is the policy-making body of the School. The Board Policy Manual is available for perusal in the library and the Director’s office. There are several Board committees that oversee important aspects of the School’s development and operations. The current committees are: Finance, Governance & Policy. HIS 2017-2018 School Board Chairperson: Kate Rudder Vice Chairperson: Pamela Ntshanga Treasurer and Finance Committee Chairperson Barry Gill Secretary: Kelly Bauer Bennett Board Member Don Anderson Board Member James Mushore Board Member Daniel Tivadar Communication Hierarchy To optimize communications in either offering suggestions or resolving concerns as effectively as possible, the School asks all involved to adhere to its Communications Hierarchy that specifies the following steps:

• If there is a concern related to a student or a specific class, parents are asked to contact the teacher directly.

• If there is a concern related to a student that is more psychological, emotional or social, parents are asked to contact the counselor in the respective school division.

• If a concern has not been resolved at the previous two levels or is related to the operation of the School in a general way, please contact the appropriate principal.

• If your concern remains unsolved or is seen to be within the purview of the director of the School, please contact the director.

• If your concern remains after the above steps have been taken, please contact the Chair of the School Board either in person or in writing.

HIS ADMISSIONS

HIS admits students regardless of religion, ethnic or national origin, gender, and sexual preference to all the rights and privileges, programs and activities

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generally accorded or made available to students at the School. HIS does not discriminate on the basis of religion, ethnic or national origin, gender, and sexual preference in administration of its admission and educational policies, athletic or other school administered programs. We welcome prospective parents to arrange a private tour of the School prior to admittance. Please contact our Admissions Office (admissions@his.ac.zw) for an appointment. Admission shall be based upon students’ records and available test scores submitted as required by the professional staff to determine:

1. The potential of the applicant to benefit from the educational services available,

2. The capacity of the School to meet the educational needs of the applicant and

3. The ability of the School to meet the behavioral or emotional needs of the student.

Entrance Age Requirements Students applying for admission to Early Childhood 1 through to Grade 5 must reach the minimum age on or before October 1 of the school year for which admission is sought, as follows: Grade Minimum Age Early Childhood 1 3 Early Childhood 2 4 Kindergarten 5 Grade 1 6 Grade 2 7 Grade 3 8 Grade 4 9 Grade 5 10 In addition, students must possess the academic preparation specified for each grade level.

Class Size

Optimum and Maximum class/section sizes are as follows: Optimum Maximum Early Childhood 1 14 16 Early Childhood 2 16 16 Kindergarten 18 20 Grades 1-2 18 20 Grades 3-5 18 21 Grades 3-5 18 21

Students may be enrolled in Harare International School upon completion of the admissions process, which requires the following forms to be submitted:

a) A completed application form through the online platform Open Apply (his.openapply.com), which consists amongst others of 3 years of previous school records and any available Educational – Psychology assessments and / or Individualized Education Plans (IEPs) and photocopy of passport).

b) A completed application part 2, which consists amongst others of a Medical Form, Financial Undertaking Form, Enrollment Form

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After the application form has been received, the appropriate Principal schedules each applicant for an assessment. A student’s enrollment will be considered conditional until all required forms, documentation, and fee payment have been received and interviews and assessments are completed and have a positive outcome. All students applying to Elementary school have an orientation working session with the Elementary Principal and will be placed in the appropriate grade (age-based placement). In cases where there are concerns regarding placement, the student will be screened by the Learning Support teacher and placement will be determined and in conjunction with the Elementary Principal, in consultation with classroom teachers, as needed.

Splitting Classes In an effort to accommodate families who apply to HIS after the school year has started, admissions for all classes will remain open until the October mid-semester break. If the class size on or before October 1st is such that the class can be divided and remain financially viable, this will be done, provided space and qualified teachers are available. Waiting List Classes reaching maximum size limits by October 1 will be closed. Applications will continue to be accepted and placed on a waiting list. In the event that students withdraw during the year, students on a waiting list will be admitted at the time vacancies occur. Admissions Preference The priority sequence for admissions shall be as follows providing the student meets admission criteria:

1. Dependents of official U.S. Government employees and contractors 2. Dependents of overseas-hire faculty and administrators 3. Dependents of other nationalities within the international diplomatic

community and international organizations and the international business community including children of private U.S. citizens who wish to secure an international education

4. Siblings of students already enrolled in the School 5. All other students

Admission to the Early Childhood Program will be based upon the date of application, with ceilings set at 16 students for Early Childhood 1 and Early Childhood 2. Student Withdrawal Procedures It is important that the Admissions Office is notified as early as possible if you intend to remove your child from school prior to the scheduled end of the year. If you are departing HIS, a parent/student checkout sheet is required for each student prior to departure. Forms are available in the School Principal offices. This procedure’s purpose is to ensure that all outstanding bills have been

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settled, textbooks and classroom materials, including iPads and laptops, have been returned in good condition and that all library books have been returned and all fines paid. In addition, this form needs to be initialed by specialist teachers to indicate that textbooks, art supplies, musical instruments and P.E. equipment have been returned. It is required that all departing students leave a forwarding address or an email address in the Admissions Office.

CHILD PROTECTION POLICY Child abuse and neglect are concerns throughout the world. Child abuse and neglect are violations of a child’s human rights and are obstacles to the child’s education as well as to their physical, emotional, and spiritual development. Harare International School endorses the UN Convention on the Rights of the Child, of which our host country, Zimbabwe, is a signatory. Schools fill a special institutional role in society as protectors of children. Schools need to ensure that all children in their care are afforded a safe and secure environment in which to grow and develop, both at school and away. Educators, having the opportunity to observe and interact with children over time, are in a unique position to identify children who are in need of help and protection. As such, educators have a professional and ethical obligation to identify children who are in need of help and protection and to take steps to ensure that the child and family avail themselves of the services needed to remedy any situation that constitutes child abuse or neglect. All staff employed at Harare International School must report suspected incidents of child abuse or neglect whenever the staff member has reasonable cause to believe that a child has suffered or is at significant risk of suffering abuse or neglect. Reporting and follow up of all suspected incidents of child abuse or neglect will proceed in accordance with administrative regulations respective to this policy. Harare International School seeks to be a safe haven for students who may be experiencing abuse or neglect in any aspect of their lives. As such, HIS will annually distribute this policy to all parents and applicants, communicate this policy to students, will provide training for all staff, and will make every effort to implement hiring practices to ensure the safety of children. In the case of a staff member reported as an alleged offender, Harare International School will conduct a full investigation following a carefully designed course of due process, keeping the safety of the child at the highest priority. For complete details of the HIS Child Protection Policy, view on the HIS website - http://www.harare-international-school.com/school-policies. Information on the Convention on the Rights of Child is on: (http://www.unicef.org/crc/ index_30160.html.)

HIS GENERAL INFORMATION Lost and Found All belongings – hats, lunch boxes, jackets, shoes, school bags, etc. – should be clearly labeled with the owner’s name. Many items belonging to individual students are identical, so labeling is important.

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A lost-property area is maintained near the reception area. Any item found on the school grounds will be kept in the lost-property area. You may check for your belongings there by seeing the receptionist. Lost and Found items will periodically be displayed near the Big Tree to be identified and collected. Items that have not been collected will be donated to a charitable institution. Transportation The School does not provide student transportation to and from school. HIS encourages all parents to arrange for car pools. Transportation in Harare is time-consuming and car pools will save you time and fuel and relieve any parking problems we have on the campus. Please notify your child’s teacher and Reception of car pool arrangements and of any changes in transportation arrangements. We do not release students to new drivers or persons unknown to us if we have not been notified in advance. Bicycles Students are welcome to ride bicycles to and from school with parental permission. All bicycles are to be parked (and locked) in the space provided by the main entrance. Students may not ride bicycles on campus. Student Visitors Students must receive prior approval from the appropriate Principal before bringing guests on campus during the school day. This is not typically encouraged and is often a distraction to students and teachers, and the request may not be able to be granted. Guests are the responsibility of their hosts and must remain in the host’s company while at HIS. Please contact the appropriate Principal for approval. Once approved, guests are welcomed to visit for half days. Leaving Campus Students are not allowed to return to campus once they have left for the day unless there is written permission and approval from a school administrator. This includes leaving after the end of the academic day and returning for after-school activities. If a parent plans to collect their child during the school day (such as for a doctor’s appointment), they must report their plans to reception and meet their child there. No student will be allowed to leave campus without a gate pass from the receptionist appropriate secretary. Media Literacy Center The Harare International School Media Literacy Center currently has over 27,000 books available for parents, teachers and students to check out. Our collection includes numerous titles from various genres: graphic novels, comic books, horror, historical fiction, realistic fiction, non-fiction, etc. There are over 11,000 titles in our "Everyone" collection, 3000 titles in "Junior Fiction", 4000 titles in "Adult Fiction" and 7200 titles in "Non-fiction". We are also looking

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into branching out to develop an electronic library. There is also a Mac Lab on the second floor that is reserved mainly for classroom use. We are currently planning for a renovation of the Center to accommodate immediate and future needs. Hours of Operation: Monday-Thursday 7:00am - 4:30pm & Friday 7:00am - 3:00pm Circulation Policy Library and media center materials may be checked out for a total of two weeks. After that time, they must either be renewed or returned. Lost or damaged materials must be paid for immediately, or there will be a temporary “freeze” placed on the account. There is a limit to the number of books/items to be checked out by specific groups. • Parents = 5 books • Early Childhood & Kindergarten Students = 1 book • Students in grades 1+2 = 2 books • Students in grades 3-5 = 3 books Texts, Materials and Supplies HIS issues all textbooks to students at no additional cost. These texts and materials are the property of the School and it is each student’s obligation to protect his/her books. All textbooks must be returned at the end of the year in good condition. Texts and materials that are not returned or are damaged will result in a fine. P.E. Uniforms: Please reference the relevant section describing P.E. dress expectations. Yearbook and School Photographs Each year a local school photographer provides excellent quality color school photographs of individual students, as well as class photos, for purchase.

EXTRACURRICULAR ACTIVITIES Field Trips To enrich the curriculum and specific units of study, educational field trips are organized to take full advantage of the resources in and around the city of Harare. Buses are often hired from outside contractors for field trip use. Upon enrollment, parents are asked to sign an HIS Disclaimer Form, which grants permission for their child to attend scheduled school field trips. It is understood that by completing this form, permission is granted for a student to attend all field trips unless the parents notify the leader of the trip to the contrary. All field trips will be publicized by the sponsoring teacher(s) in writing prior to the trip. It is the parent’s responsibility to inform the teacher if a child is not allowed to attend.

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Explore Zimbabwe Program “Explore Zimbabwe” field weeks are an integral part of the Harare International School program. All students in grades four through twelve go on an extended overnight excursion within Zimbabwe, generally for two to seven nights. These trips are organized through HIS and supervised by teachers. There are many benefits to be derived from the Explore Zimbabwe program. Depending on the excursion, it may provide students with an opportunity to experience the unique culture or natural history of Zimbabwe on an intimate level. Many students are in Zimbabwe for a short time and would not otherwise be able to get this up close look at the African culture, biological diversity and the incredible beauty found in the many and differing regions of Zimbabwe. Insurance Coverage for Field Trips HIS students are covered by MARS (Medical Air Rescue Service) during the Explore Zimbabwe excursions only. This insurance provides ambulance and emergency air rescue service. Parents should provide appropriate insurance coverage for their children for all other trips as the MARS coverage is only for Explore Zimbabwe.

SCHOOL/HOME COMMUNICATION The School endeavors to communicate regularly with its parent community through a number of means many of which are electronic in nature. Regular access to the Internet is therefore essential. HIS Website: www.harareintlschool.com Newsletter Parents are notified/reminded about the latest school confirmed events in the ‘Weekly Events’ Newsletter, distributed every Friday. It contains dates to remember, announcements, and reminders of up-coming School activities. The ‘Monthly News’ Newsletter is distributed on the Last Wednesday of the Month, to showcase the major events that HIS has been involved in for that month. It will have in-depth coverage and photos from the evens. The Newsletters will be emailed to you. Official HIS social events for students are listed on the School website calendar or in the Newsletter. Only those listed are official school functions. Getting started Installing the School Communicator is simple. You can download the installer from the School Communicator website: www.school-communicator.com/downloads. Alternatively, go to //www.school-communicator.com/download.php?schoolid=7102 . When downloading click “save” first and thereafter “run”. You can install the School Communicator on as many computers as you like – for example work and home or both and your spouse. The School Communicator is compatible with Windows XP, Vista and Windows 7, as well as Mac OS 10.6 and 10.7 and 10.8.

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Always up-to-date The school adds news and relevant information regularly. Your School Communicator will automatically update as new information is added. There’s nothing further you need to do. The School Communicator will pop up once a day when you switch on your computer, so you’re always informed of what’s happening at the school. Get only the news you want You can select which news and calendar information you’d like to receive. Click on the Personalize tab and select the relevant channels from the list provided. How will the School Communicator affect your computer? The School Communicator is a lightweight application and should have no noticeable impact on your computer. In some instances you might need to change your anti-virus or firewalls settings to allow the School Communicator to run. If you are on a company network you might need to ask your network administrator to assist you. Bandwidth The School Communicator typically uses about 30Mb of data a month. This will fluctuate a little from month to month depending how often we update the content, but should never be excessive. Privacy Any personal information shared with the School Communicator (including your registration details) is absolutely private, and may only be used by the school. It may not be sold or shared with any third party. The School Communicator servers are protected by Thawte to ensure no unauthorised access of your details. Teachers’ and Administrative Notices Teachers will often communicate with parents through notices about specific activities in the classroom or concerning a specific class. The Administration, on occasion, may send out notices in addition to the scheduled Newsletters. STAY INFORMED! In families where there is more than one student, school notices will typically be sent home with the youngest child. Public Notice Board The main public notice board on the school grounds is located by the car park. Please check it periodically for notices, and useful information. New Parent Orientation Meetings Orientation meetings will be held at the beginning of the year in August and again in January for families new to the School. It is highly recommended that new parents attend so as to understand the operations and expectations of HIS as well as to meet the Administration and fellow newcomers. Open House Open Houses are scheduled in the first few weeks of school to introduce all parents to the School, the teachers, and the specific program that your child will be experiencing. Teachers will talk about their methods, their specific expectations, materials used, parental support, and events for the year. These will be informative afternoons for you to learn about your child’s program. Due to its tight schedule, Open House is not the time for questions about individual children’s progress. Please make an appointment with your child’s teacher if you wish to have an individual conference.

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HOMEWORK AND ASSIGNMENTS Home Learning (Homework) Home learning is a requirement for all students at HIS. The amount of home learning is determined by the grade level of the student and includes written, oral and reading assignments. Home learning is seen as serving three important purposes:

1. To reinforce and supplement skills taught during class. 2. To share the student’s progress with parents. 3. To build proper study habits for future learning and growth.

It is requested that parents make home learning an educational priority and oversee their child’s home learning in an effort to ensure maximum progress. HIS strongly recommends that a scheduled time and place for home learning be established. Parents need to provide a quiet study area for the student where there is minimal distraction. If your child tells you that he/she has no home learning assignments, then time should be spent reading, writing in a journal, or reviewing previously studied material so that a routine of quiet study time is established. The amount and type of home learning will depend upon the grade level of the student.

• Kindergarten: As suggested by classroom teacher • Grade 1: Some assigned home learning and reading • Grades 2 and 3: 20-30 minutes of home learning plus reading • Grade 4: 30 minutes of home learning plus 30 minutes of reading • Grade 5: 40 minutes of home learning plus 30 minutes of reading

Home learning may be assigned over weekends and holidays. Tutors Some students may have a private tutor to support their understanding of knowledge and concepts, or to help them develop skills, or to suggest areas for improvement, or to offer additional learning strategies. However, the student should write their own work and develop their own ideas for tasks. Work submitted for assessment that does not reflect a student’s independent ability may lead to a teacher requesting the task be redone. Student work that appears to be the work of a tutor will be treated as academically dishonest. Major Assignments and Long-Term Projects Major assignments (to be defined by individual instructors) that are not completed by the assigned date and time may receive a failing grade. Students who are absent on the day a major assignment is due should make arrangements to have the assignment delivered to the teacher that day. If neither the assignment nor the student appears, the assignment may receive a failing grade, unless the student brings a signed note from home to the teacher indicating that he or she was too ill to work on the assignment before the original date the work was due. Daily Assignments Daily assignments that are not completed on time will receive a late grade to be determined by the individual teacher. Missed quizzes will be made up at the discretion of the teacher.

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ATTENDANCE/ABSENCES Attendance Guidelines To receive credit, students must be in attendance at least 90% of the days each semester that the school is in session (i.e. they cannot be absent more than 9 days per semester), regardless of circumstances. All absences (see absence guidelines, below) will be counted in the calculation of the attendance requirement. Parents should be aware that a written note to the school does not excuse their child from the attendance requirement. Reasoning: Students who do not participate fully in the curriculum and activities designed by the school do not gain the intended educational benefits of the program. The curriculum has been established to meet the needs of our international school population and emphasizes interactive, hands-on experiences. Class activities, organized trips (such as Explore Zimbabwe) and assignments are such that they cannot always be replicated at a later date. Regular daily attendance, therefore, is necessary and expected of all students. The School asks parents to ensure that their children begin classes from the first day of school onward and attends regularly. We urge parents to exercise discretion and avoid absences due to convenience, travel, and vacations during regularly scheduled school days or on days adjacent to weekends and school holidays. Students are never to leave campus during the school day unless they have prior permission from the Director or appropriate Principal or a parent/guardian has checked the student out. Students who are absent and are within the attendance guidelines can receive class credit for excused absences and will not receive class credit for unexcused absences. Explanation of Absence The School is authorized to require a satisfactory explanation from parents, by written note, of any student absent from a class or a part of a class during a school day. Truancy Students truant from School will be subject to the consequences outlined in the Discipline Code (see further). Leaving School Grounds No student shall be permitted to leave School before the end of the regular school day without the approval of the Director or appropriate Principal. Students shall not be permitted to leave School without a request signed by or a validated phone call from the responsible parent or guardian. Students are to remain on campus between the end of the academic day and attendance at extra curricular activities and are not to return to campus once they have left. Students are expected to leave campus on conclusion of their day’s activities. Excused absences In the case of excused absences, faculty members are asked to administer make-up tests as necessary and grade the work missed without penalty. Students are responsible for getting missed work and will have the same number of days they

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have been absent to make up the work. Work will not be provided in advance of excused emergencies. 1. Illness: Throughout the course of the school year, it is recognized that

students will occasionally contract illnesses requiring them to stay home. If this occurs, please contact the School to obtain assignments for the work missed during the absence. Readmission after an absence requires a signed note from the parents.

2. Absences as a result of school-sponsored functions such field trips, other HIS trips, exchanges and participation in extracurricular activities may necessitate a student missing classes. These absences are counted as excused. In such cases, students may make up the work they missed and the day(s) will not count against the 90% attendance requirement.

Unexcused absences. In the case of unexcused absences, students do not receive make-up tests and shall receive a zero for any test, quiz or written or oral work that was due or missed. 1. Absences that are not the result of a medical condition or extreme and

unavoidable circumstances (such as a death in the family), from the first day of school to the last will be counted as unexcused absences.

2. Students will receive no credit for missing semester examinations without a valid medical excuse.

Denial of Credit Because participation is deemed an important part of the learning process, the School reserves the right to deny credit to any student who is absent for any reason, in excess of 10% of the school days (or 9 days) per semester. In the event of extenuating and unavoidable circumstances requiring longer excusable absences (e.g., prolonged illness, family bereavement) individual cases will be assessed by the Director of Student Services/Counselor and the Principal in consultation with the family and the classroom teacher. Such an exception must be applied for immediately upon the student’s return to school and will not be considered at a later date. Advance Notification of Absence If it is known in advance that a student will be absent from school, he/she should obtain an “Advance Notification of Absence Form” from Reception or the Admissions Officer and bring a note from a parent explaining the absence. The form should then be taken to each of the teachers. The completed form should be shown to the Principal for determination of excused or unexcused absence. This is the student’s responsibility. Failure to complete this process will automatically result in the absence being “unexcused” and all work missed receiving no credit. In the event the absence is determined excused, the due date for material missed will coincide with the student’s return to school unless other arrangements have been made with teachers. Tardies At the start of the school day, students are tardy when they arrive after 7:30. Students who are tardy to any class must check in with Reception for a tardy slip. Three tardies in any given class will constitute an unexcused absence for purposes of the attendance policy. Students missing more than ten minutes of a class will be considered absent. Early Dismissal From a School Day Students who need to leave prior to the end of the school day must have a note from home requesting an early release. The note should be given to the classroom teacher for delivery to the Principal’s office. Any student leaving

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early at any time needs to sign out in Reception before leaving campus. If a parent needs a student released without prior notification, the parent should report to Reception where arrangements can be made. Three early dismissals will constitute one unexcused absence, for purposes of the attendance policy. Students missing more than ten minutes of a class will be considered absent. Returning from an Illness A student returning from an illness must see his or her teachers the first day back at school to determine make-up requirements. Students who are absent are responsible for getting homework assignments from either the teacher or other students in class. A student is encouraged to hand in all assigned work as soon as possible upon return. The student will have one day for each day absent (if the absence was excused) to make up the work and receive full credit. It is the student’s responsibility to make sure all missed work due to absence is completed. Absence on the Day of a Test A student who is absent on the day of a test may sit the test at the discretion of the teacher in consultation with the principal. Student Pick-up Students should be picked up as soon as possible after either the academic day or their involvement in after-school activities. Since the School does not provide supervision of students after 3:00 pm in the Elementary after-school activity program and only for those Middle and High School students involved in activities, parents accept liability for their children by not picking them up. ALL students should be picked up by 5:00 pm in any event. Note: The Administration Building and the switchboard close at 5:00 pm.

HIS HEALTH AND FIRST AID There is a registered nurse, Mrs. Carol Madziva, on campus daily. Her office is located next to the Administration Building. The objectives of the School health service are: • To promote good health habits among students; • To provide a sanitary and healthy environment in school; • To provide initial first aid and treatment of minor ailments; • To provide on-site monitoring of student healthy condition(s) and to provide a

link with parents when referral is required; • To organize and coordinate the various screening programs; • To maintain student medical records. In the event of serious injury or illness, the School will attempt to contact the parents. In this regard, it is the parent’s responsibility to notify the School through the Admissions Office of changes in address or telephone number. The Director, at his discretion, may take whatever other action that may seem necessary including transporting the student to local medical facilities. Vaccinations and Immunizations In order to protect the health of all students, the School requires that each enrolled student be appropriately immunized against diphtheria, tetanus, polio and measles. Proof of immunization against these communicable diseases must be presented to the School office prior to admission.

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Emergency Contacts It is essential that the School be able to contact a parent or guardian in cases of illness or an emergency occurring at school. At the beginning of every school year, your child will be provided with a Contacts update. It is of the utmost importance that this form is completed and handed in to Reception. Forms are also available at Reception. Students may not participate in the Explore Zimbabwe Program unless emergency information is on file. Any changes of address, telephone numbers or doctors should be reported immediately to Reception so that you are assured of the School following your directions. In the case of an emergency, the School will act according to the data on the student’s emergency card. Parents should notify the office if, in their absence, their child would be staying with another family or friend. Notification of Pre-existing Conditions The Medical Form outlines the student’s present health status, inoculation record, allergies to medications, history of illness and chronic conditions. This information is vital to the School so that modifications to your child’s program and activities can be made. These records, on file in the nurse’s office, will be made available to an emergency medical team or doctor attending your child in the case of accident. Please inform the classroom teacher, the P.E. teacher, and the nurse of all allergies and asthmatic tendencies. Prescriptions Administered at School Please notify the School nurses if your child is taking doctor-prescribed medication. The nurse must keep and dispense all medication to Elementary School children. If parents would like the School nurse to administer prescribed medicines to older students, they must supply written directions as to frequency and dosage. Minor Illnesses and Injuries In the event of a minor illness or an accident during school hours requiring parental or medical attention, parents or guardians will be notified by phone. Parents, or their appointed substitutes, will be asked to collect the child at the school. Communicable Diseases The School nurse must be informed immediately of any type of communicable disease(s) your child contracts. Parents will be notified if there is a concern of contagion. The following information on the period of communicability will help parents determine how long the student should be kept home:

1. Athlete’s Foot: Exclude from swimming until fully treated. 2. Chicken Pox: From one day before appearance of rash and until all scabs

are gone (7+ days). 3. Conjunctivitis (pink, sore eyes): As long as eyes are reddish. 4. German Measles: From 7 days before rash to 4 days after appearance of

rash. 5. Impetigo and other skin infections: As long as lesions are active. 6. Influenza: As per your physician’s advice. 7. Lice and fungal infections of the skin: For 24 hours after application of

medicine 8. Measles or Rubella: From 14 days before to 5 or more days after appearance

of rash. 9. Mumps: For 24 hours before glandular enlargement and until the swelling

subsides. 10. Typhoid Fever: For as long as typical bacilli are present in the

excrete, usually after the first week of convalescence.

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HIS SECURITY AND EMERGENCY PROCEDURES Security HIS takes reasonable and recommended measures to ensure the safety of our students and our facility. We regularly hold emergency drills involving staff and students and have state-of-the-art equipment. HIS is a closed campus, which means that once students arrive they are meant to be on campus until the person responsible for them picks them up. Students must sign out with Reception once they have obtained permission to leave campus from the responsible parent/guardian and the appropriate Principal or the Director. All vehicles must have an HIS - issued sticker clearly displayed in order to gain entrance to the campus. Vehicles without an HIS sticker will only be allowed to enter the campus if there is approval from a member of the administration. It is strongly recommended that students store necessary items in their assigned locker – and lock it! The school will not be responsible for items that go missing, so it is a good idea to not bring valuable items to school. Personal items require students to be personally responsible for them! Major Emergencies Medical Air Rescue Service HIS provides ALL students with major-emergency insurance coverage on Explore Zimbabwe trips. MARS will respond to a call with an ambulance (or plane if out in the bush) in the case of a serious accident or health incident. MARS responds immediately and the patient will be transferred to an appropriate facility for treatment. The Emergency Card, with its relevant medical profile and parent directives, will be made available to the attending emergency trauma team. School Accident Insurance The School does not carry individual health or accident insurance for students. This is the responsibility of parents. Emergency Procedures The safety and security of students is the school’s foremost priority and the utmost care will be taken in reaching the best decisions and communicating them to the community in an appropriate manner. The following are possible scenarios in response to potential emergencies:

1. Lockdown In certain situations students will remain in the classroom. Teachers will secure the doors and windows. Students will move to the most isolated, less visible part of the classroom and remain quiet.

2. Building Evacuation (fire drill, bomb threat, etc.)

In certain situations all students and HIS personnel will evacuate the buildings and gather on the soccer field to await further instructions.

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3. Off-Campus Evacuation In the unlikely event of a threat against the school or an impending civil disturbance near the School that would necessitate early closure and dismissal of students, parents would be contacted via our normal communication channels with the request to pick up their child(ren) as soon as possible. If it is not possible for students to safely transit home, or if the situation warrants, students would be walked to “safe haven” homes adjacent to the school. Parents would then be contacted to pick up students from the “safe haven”. An evacuation of the campus would always be considered an option of last resort.

4. Stay Home

In certain situations, most likely occurring when school is not in session, school may be cancelled for a period of time. Parents would be contacted via normal communication channels initiated by the Director.

5. Transportation Interruption Should a situation develop that affects safe transportation of students, provisions have been made to keep students on the campus for a period of time under the care of the professional staff and community volunteers until it is safe for parent pick up.

Fire Drills and Safety Drills All emergency procedures are prominently posted in every classroom and are reviewed during the year to familiarize students with both routes and procedures. Drills are held on a regular basis.

HIS BEHAVIOR EXPECTATIONS FOR STUDENTS The ultimate goals of the School shall be to assist each student to develop self-discipline and to learn to accept responsibility for his/her actions. We believe that honesty; trust and common politeness are necessary to maintain the integrity and standards of Harare International School. Each student should treat fellow students, the faculty and staff and visitors with kindness, respect, consideration and decency. Each teacher is responsible for his/her own classroom discipline and is expected to handle routine problems in an acceptable and expedient manner. All staff are generally responsible for all students on school grounds, and all students are answerable to all staff. Parents shall be expected to cooperate fully in the achievement of good student conduct and attitudes. Guidelines The following four guidelines serve as general rules for students while at school or on school-sponsored trips: 1. Students will show respect for all adults and fellow students through

appropriate language, attitude and behavior. 2. Students will show respect for property – their own, property of others and

the school’s. 3. Students will be truthful. Misrepresenting the truth, plagiarizing and

stealing will not be permitted. 4. Students will be responsible for following all classroom and school rules. Rules 1. We respect ourselves and all follow the Golden Rule – treating others as we

wish to be treated 2. We show self-respect in the way we dress

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3. We are helpful, kind, polite and listen attentively to all members of the School community and visitors

4. We are considerate of everyone on campus by maintaining an appropriate noise level, both in and outside the classroom

5. We are responsible for our own belongings and treat anything owned by others, including all school equipment and the grounds, with respect -- leaving everything as we would wish to find it

6. We are tolerant and do not discriminate, ridicule or bully anyone 7. We are punctual and well prepared for all classes, sports and school

activities 8. We are honest, do not plagiarize and accept full responsibility for all our

actions 9. We strive to set a good example to our peers and to uphold the standards of

our school, both on and off campus 10. We are environmentally aware by maintaining the grounds; keeping them

free of litter and respecting all plants and wildlife Academic Ethics If a school is to be a learning community that functions effectively, it must place its highest values on personal integrity and mutual trust. Without these, no real learning can take place. Honor Code and Cheating Cheating can be defined as any practice that is intended to deceive. It is not only dishonest and morally wrong, but it also creates a false impression of a student’s real learning and makes valid assessment of a student’s work impossible. For these reasons, cheating on homework assignments, quizzes, exams and papers is not acceptable. Students found cheating on quizzes, tests, and homework or research papers may be given an automatic failing grade and this is at the discretion of the teacher – not automatic. The student will also be sent to the Principal and his or her parents will be informed of this serious breach of academic integrity. In addition, disciplinary consequences will be assigned, up to the possibility of expulsion if necessary. Plagiarism Plagiarism is the practice of knowingly using someone else’s words or ideas and presenting them as your own without the necessary acknowledgment. Plagiarism, a form of cheating, is dishonest and misleading. There will be times when a student will wish to use the work of others. This is legitimate provided that the source is acknowledged. If the student is quoting someone else, he/she must use quotation marks. The author of an idea should be acknowledged either in the text or in a footnote. If using another’s conclusions or ideas, the student must state that the original ideas were not his/her own. This is particularly important when rephrasing sentences taken from a book or when using material from an encyclopedia or other reference source. The best rule to follow is to always acknowledge the source. Any questions about plagiarism should be directed to the teachers before the assignment is submitted. Academic Honesty Policy (view full policy document on HIS Website) http://www.harare-international-school.com/primary-years-programme/ Discipline Code Part of the aim of educating students at the School is to involve faculty, family and community. Therefore, students enrolled at the School are considered representatives of the School, and assume the responsibility of law – abiding and well – mannered behavior both within and outside the School community. While

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the School does not assume the position of policing student behavior after school hours, activities or behaviors that violate school rules and school’s code of conduct after school hours may carry disciplinary consequences at the School if these cause harm to the reputation of the School or to members of the School community. In cases of violation of School rules, the School reserves the right to take appropriate disciplinary action, including placing a student on Detention, in – school Suspension, Total Suspension or Expulsion. Parents will be contacted for all offenses deemed serious enough by the Administration to warrant disciplinary action. Discipline Procedures As a private school, HIS reserves the right to take appropriate disciplinary action, including placing a student on Detention, In- or Out-of-School Suspension, asking a student to withdraw, or Expulsion, for activities considered detrimental to the welfare of the school, the student body, or the individual when said activity is at or near school, on transportation to and from school activities, or at school-sponsored functions. Parents will be contacted for all offenses deemed serious enough by the Administration to warrant disciplinary action. Detention The following types of infractions may lead to disciplinary measures such as detention:

1. Tardiness to class 2. Causing a disruption or disturbance 3. Profanity 4. Discourteous or disrespectful behavior to fellow students or adults

If detention is issued as a disciplinary measure, the person assigning the detention (Director, Principal or teacher) will notify the parents of the reasons for detention. Suspension The following types of infractions are more serious and will result in consequences that are more serious such as suspension:

1. Fighting, bullying, harassing or threatening a student or staff member; 2. Disregard for school or personal property; 3. Smoking; 4. Cheating, lying, being in breach of examination procedures or other forms

of unethical or immoral conduct; 5. Leaving school grounds without authorization; 6. Cutting classes (no credit will be given for work missed during a “cut

class”); 7. Truancy; 8. Repeated violations of School rules warranting Suspension and Detention.

The Director and Principal have the option of suspending a student for a period of up to ten days for serious violations of school rules and regulations. In cases resulting in suspension, the following procedures will be followed:

1. The student shall have the opportunity to explain to the Director and/or Principal his/her version of the incident or misconduct.

2. The Director and/or Principal shall inform the student and his/her parents in writing of the alleged breach of rules.

3. After due consideration of the case, the Director and/or Principal shall make the decision as to whether suspension is warranted and for what period of time. This process shall take place as soon as possible after the infraction.

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Expulsion The following type of actions is to be considered major breaches of school rules and may warrant a recommendation by the administration to the Board of Directors for Expulsion:

1. Possession, distribution, sale, use or being under the influence of illegal or harmful drugs or alcohol;

2. Carrying or using dangerous weapons or objects; 3. Endangering the welfare of others; 4. Vandalism or theft of school or personal property; 5. Any unauthorized access to the HIS computer system, including using

passwords not authorized to the individual or accessing files, exams of any other information which is designed to be protected from student access

6. Repeated violation of school rules. In the event a student commits an act warranting expulsion, the following sequence of events will occur:

1. The student shall have the opportunity to explain to the Director and/or Principal his/her version of the incident and/or breach of school rules.

2. The Director and/or Principal shall inform the student and his/her parents, in writing, of the alleged breach of rules or grounds for expulsion.

3. The Director, in consultation with the Principal and relevant teachers, shall then decide whether to make a recommendation for expulsion to the School Board. The student will be suspended pending a full hearing by the School Board.

4. Once the expulsion has been recommended to the School Board, the student and his/her parents shall have the opportunity to present their case to the Board at the earliest opportunity, and no later than the next scheduled Board meeting.

5. After due consideration in Executive Session, the School Board shall make the final decision on the case for expulsion.

Use of Safety Holds In the event where a student’s behavior poses a threat to themselves, other students, staff, or property the school reserves the right to take the necessary precautionary measures to de-escalate the student and their behavior. In cases where verbal calming methods are ineffective staff may use proper holds to restrain the student. Extracurricular Travel The School recognizes the value of the development of individual students’ talents through participation in non-academic events involving extracurricular travel. The opportunity to participate in such events also provides incentives for students to increase their academic efforts in order to travel. Students will be informed at the time they are trying out for a sports team, or committing to an extracurricular activity that travels or will cause a student to miss academic time, of the following academic and behavioral requirements necessary for participation:

1. Students who are on academic probation or currently have one “F” grade or two “D” grades will not be permitted to participate in extracurricular travel.

2. The Director of Student Support Services/Counselor will initiate a check of academic standing. Coaches or Advisors will provide a list of students to the Director of Student Services who will check their academic standing. The appropriate Principal will review this information.

3. Student participation will be reviewed on an individual basis. Student concerns will be addressed with the Counselor and Principal for final determination for travel.

4. The time spent on extracurricular travel must be within the allotted number of absences as stipulated by school. Students should not be absent more that 5 days per semester for school-sponsored trips.

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5. Students who travel are given the privilege of representing the School. If a student’s behavior prior to the trip has warranted disciplinary action, the Counselor and Principal will review the student’s participation in the trip with input from appropriate teachers.

6. Any student who violates a curfew rule on an overnight school-sponsored trip will not be allowed to participate in any future extracurricular travel activity until judged permissible by the appropriate Principal. Such violations may call for additional disciplinary consequences as judged appropriate by the Principal.

7. Any student found not to be meeting these requirements would be informed by the appropriate faculty advisor. The student will have the opportunity to meet the requirements to travel only until such time that travel arrangements are confirmed.

8. The final decision on travel or missing class time rests with the appropriate Principal.

Students traveling locally—and especially internationally--as participants in an organized group event (an ISSEA sports team, for example) must travel, stay and return together as a group both for safety purposes and to ensure the integrity of the group. Students who commit to a school trip do so with the understanding that they are integral to the activity. Students who commit to the club activities, including optional events such as MUN and sports trips, and then withdraw from the event, may not be allowed to participate in the next season or offering of that club at the discretion of the Principal. Corporal Punishment Corporal punishment (intentional physical punishment of a student) is not allowed for any reason. A staff member’s physical contact with the body of a student shall not be considered corporal punishment if it is used as a last resort, is reasonable and necessary under the circumstances and is not designed or intended to cause pain or if the staff member uses reasonable force, for the protection of the staff member, the student or other students; to obtain the possession of a weapon or other dangerous object within a student’s control; or the protection of property. Students’ Rights and Responsibilities Rights: Each student has the opportunity and right to use the School as a means for self-improvement and individual growth. In doing so, he/she is expected to conduct his/her affairs in such a way as to assure other students the same opportunities without serving to restrict or otherwise inhibit their individual or collective rights. It is the intent of the School to afford protection of the rights of all School personnel and students, including the rights to free inquiry and expression, the right to freedom of association and the right to due process.

1. Discipline: Of equal importance is the right of school authorities to prescribe and control – consistent with the School’s discipline code – student conduct in the School. The purpose of all school rules and disciplinary actions is to make the student understand that he/she is responsible for his/her actions.

2. Behavior: The code of behavior expected from our students rests on three basic rules: respect for themselves; respect for others; and respect for their own and others’ property.

3. Freedom of Expression: Students may freely express their points of view provided they do not seek to coerce others to join in their mode of expression and provided also that they do not otherwise intrude upon the rights of others during school hours, including the right of others to learn.

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4. Due Process: Students are to have clearly established means by which administrative due process is available to them as specified in the Rules and Discipline Policy in the Policy Manual.

Students are entitled to be treated with respect, courtesy and consideration by every other student, teacher and school employee, know what the rules are, to be notified of charges against them, be provided the opportunity to respond to those charges, to have counsel, to appeal a decision about the charges to a higher level when he/she feels unfairly treated or when an objective hearing has not been allowed, and to have the charges or penalties removed from their records if their innocence or non-involvement is shown by the evidence. Sports Activities Good Sportsmanship is expected of all students who participate, either as athletes or spectators, in any form of school-related sports activities. Rules for Dances and School Events In addition to regular school rules, the following are also to be observed:

1. Guests may be brought only when the Principal has granted permission in advance (see Appendix 2).

2. No one will be admitted after the first hour of a dance or school event. 3. Students may not leave the dance or school event until the published end

time unless picked up by their parents. 4. Possession or use of harmful drugs or alcohol before or during a dance or

social event will not be permitted. 5. Smoking will not be allowed while attending a dance or other school event. 6. Admission to a social event may be refused and students may be asked to

leave if their behavior or dress is inappropriate. Students who violate these rules will be reported to the Principal. In cases of serious misbehavior, chaperones are authorized to telephone parents and explain that they should come to the event to pick up students. Students of the sponsoring class are responsible for finding chaperones. Students may bring a guest to a dance, but the guest list must be compiled by the sponsoring class and approved by the Principal forty-eight hours before the event. Dress Code There is no uniform for students of the Harare International School. However, students are expected to dress appropriately and comfortably for an active day. Students should be neat, clean, and dressed with propriety and good taste, respecting the values and standards of people of our host country, and reflect well on the school and the international community. In this day and age, what is appropriate and tasteful seems to vary from person to person and culture to culture. However, there are some general guidelines that must be followed:

1. Students should not wear short shorts, tops with spaghetti straps (so thin as to reveal underwear straps), crop tops that reveal the midriff, mini skirts or shorts that are mid-thigh or shorter, T-shirts that bear inappropriate messages, cut off garments or garments that are frayed or with holes in them. Leggings, jeggings, or tights may not be worn as slacks. When worn they must be under a top or shorts that are mid-thigh or longer. Flip-flops or high heeled/platform shoes are not to be worn. (Students are particularly urged to wear closed shoes on science laboratory days as they may handle potentially hazardous or hot materials.)

2. Students must be in proper dress and footwear for physical education. Sandals and Crocs are not adequate.

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3. Please remember that Harare International School is a college preparatory school and students should dress accordingly so as to serve as “ambassadors” of the School.

4. Because of Harare’s altitude and the strength of the Zimbabwean sun, HIS students are encouraged to wear hats whenever they are outdoors. As a matter of courtesy, students are not allowed to wear hats indoors.

Physical Education Uniforms For hygienic reasons, it is important that students change clothes for physical education. All students in grade 4-12 physical education must change into appropriate attire for PE class. All clothing should be washed regularly and free of inappropriate slogans or designs. Students should keep a variety of items in their PE locker in case of cold weather, rain or a change of facility being used on a particular day. It is the student’s responsibility to be prepared each day for all conditions. This consists of the following items.

• Top: School T-shirt, team uniform, plain white t shirt and sweatshirt or light jacket

• Shoes: Proper athletic shoes appropriate for the facility being used. Indoor shoes must be non-marking and clean. This is especially critical during the rainy season.

• Miscellaneous: A change of socks, hat, sunscreen, a towel and a water bottle.

• All jewelry, including watches, is to be removed before class and left in the locker.

Items Not To Be Used At School Skateboards, skates, and bicycles may not be used on school grounds.

TECHNOLOGY AND THE INTERNET Technology Integration Objectives The school provides computers, digital tools, Internet access, technology instruction, and lab supervision in order to improve the learning outcomes of students. Constructive use of these resources prepares students to become productive global citizens in the 21st century. The school strives to provide opportunities for students to: (a) acquire digital literacy skills that support achievement of academic and creative goals; (b) learn how to utilize technology responsibly in order to create and participate in a vibrant learning environment; and (c) practice utilizing technology effectively and ethically in their lives outside of school. The school expects students to become digital citizens who maintain healthy habits and make responsible decisions regarding the use of technology throughout their lives. In order to utilize technology resources at school, a parent and student must read and agree to abide by the following guidelines. Digital Citizenship The same guidelines that apply to the use of productive communication and ethical behavior at school apply to communication and behavior with digital tools: 1. Be polite. You are a representative of this school on a non-private system. Do

not use profanity or vulgarities. Never send, or encourage others to send, inappropriate or potentially damaging messages in any digital format.

2. Be smart. Use digital tools for productive communication and effective project collaboration. Use digital tools to create positive learning environments. Do not try to solve disagreements or deal with emotional issues digitally.

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3. Be safe. Do not reveal any personal information including your age, home address, and phone numbers. Do not reveal personal information regarding other students or staff.

4. Be proactive. Refuse to be cyber-bullied. Report cyber-bullying to a teacher immediately. Cyber- bullying will result in consequences consistent with school behavioral infractions.

5. Be responsible. Access and create digital materials that add quality to the world around you. Do not share inappropriate digital materials found on the Internet. Do not bring inappropriate digital material to school on personal storage devices.

6. Be ethical. Learn about copyright issues and laws. Observe all digital copyright rules in your acquisition and use of digital materials. Cite sources for direct quotes or paraphrases. Cite sources for audio or visual materials that you utilize in your projects.

Specific Guidelines and Practical Reminders Hardware 1. Do not change desktop settings. 2. If you change the language settings in order to work in a language other than

English, you must reset the machine before logging off. 3. Students are financially responsible for replacing school equipment damaged

by careless usage. 4. Students must sign up with the lab teacher to utilize cameras. Only teachers

may sign out and pick up a camera or other equipment to use on a school trip. 5. Students may not use school technology for personal and commercial

endeavors. Software 1. Students may only use software that is installed on a school machine. 2. All software must be approved by the technology director and installed by a

school technician. 3. Software used on school machines is licensed. No one may copy the software

for personal use. 4. Use of non-educational or commercial gaming software is not permitted.

Network and Security 1. Use the network responsibly. Breaches of network security cause problems

for all users. If you notice a security problem on the network, you must report it to the technology director immediately. Do not share that information with anyone else.

2. Keep your network password secret. Revealing someone else's password or accessing the network using someone else's password will result in loss of network privileges and possible additional disciplinary consequences.

3. Do not attempt to access folders other than student docs and photos on the server.

4. Do not use the network in any way that would disrupt the use of the network by others.

Network Printing 1. Use network printers responsibly. Use the correct printer and pick up your

printed copy immediately. 2. Use print preview to avoid printing incorrect layouts and blank pages. You may

print only one copy of any version of an assignment. 3. Printed work must have a header that includes your name, subject, and

teacher. 4. Print double-sided to save paper if the printer allows. 5. Do not print directly from the Internet. Take notes or email the link to your

home for further reference.

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6. Permission is required to print in color to a lab printer. Use the draft setting, which produces a good quality color print.

7. All students are responsible to recycle paper in the labs. Internet 1. Use Internet for educational purposes only, both during and after school. 2. Students are responsible for the sites they visit. To avoid consequences,

notify the teacher or lab supervisor if you inadvertently reach an inappropriate site.

3. School Internet bandwidth is not to be used for visiting social networks. 4. School projects that include interaction with other students must be approved

by the teacher, with a written record of the project for lab supervisors to monitor.

5. Only eleventh and twelfth grade students may download Word or Pdf formatted documents for class and college purposes.

6. Students must have the lab teacher's permission to post any item to a school-related Internet project.

Email 1. Students may send and receive email from their school email accounts only. 2. Students may not access external email services from school. 3. An email account that exceeds the posted limit will cease to function until it

is cleaned. The student is responsible for all assignments emailed by a teacher, even if the account is blocked.

4. Sending emails to large groups or participating in chain mail activities will result in the email account being closed for a length of time.

5. The school makes no guarantee that a student's email is private. 6. If the filtering software allows offensive emails into your account, report it

to the technology director. You may need to forward a copy to the systems administrator to help resolve the problem. After reporting, delete the emails without opening them.

Storage Devices 1. Students are responsible for saving copies of all digital schoolwork in at

least two locations. While the school will make every effort to store student work on the server safely, this is not guaranteed.

2. Students may not utilize or transfer programs installed on personal storage devices to school computers.

Labs and Behavior 1. Students must respectfully observe all lab rules enforced by the lab

supervisor in order to retain lab use privileges. 2. The teacher must give a student permission to listen to music in the HS lab

during class time. 3. Listening to individual music in the MS lab is not allowed during class time by

any student using the lab. 4. Unless there is a written request for an exception written into a teacher's

substitute lesson plan, regular rules will be enforced. 5. Students must log off the network and leave the computer area tidy before

leaving the lab. Use of Student Work or Picture 1. The school occasionally highlights exceptional work of students by posting it

to the Web. The school may also wish to use exceptional work in digital products or printed documents that advertise the strengths of the school. Only the student's first name may appear with work. Names of students in pictures will not be revealed.

2. If a student or parent wishes to deny the use of schoolwork or pictures to be used in this manner, the parents may write a letter to the appropriate

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principal stating that the school does not have permission to use their child's work or picture in school publications or websites.

Sanctions Violations of the above rules will result in a temporary or permanent ban on Internet use. Additional disciplinary action may be added in line with existing practice on inappropriate language or behavior. When applicable, police or local authorities may be involved.

HIS PARENT INVOLVEMENT Ways Of Being Involved If you want to be involved on a class level: With the transience of the School population, parents often don’t know each other. We strongly encourage you to create ways to get to know teachers and other parents, and make the class a unified body working for the same goal: your children/our students.

• Attend meetings. • Talk to the teacher and other parents of children in the same grade. • Respond when teachers ask for help with class projects, field trips and

activities. Requests may come to you through the Newsletter, class letters from individual teachers, or through the class representative and Parent Organization.

• Volunteer as a resource person in the library or a classroom. • Serve as a Classroom Representative. • Sponsor an after-school activity.

If you want to contribute to the organization of a school social event:

• Respond to the requests made in the Newsletter or in special notes sent to you.

• Take initiative by sharing your ideas with teachers, administrators and other parents and then volunteer to carry them out!

• Attend the meetings of the Parent Organization • Join the Parent Organization.

If you have free time or a special talent which could be of use to the School:

• Respond when the School does a survey of talents at the beginning and middle of the school year.

• Be a volunteer when help is requested. • Volunteer your time and talent to the School through one of the teachers,

Principals, or the Director of Student Services, even if no special request has been made.

If you want to follow your child’s education closely and are interested in education in general:

• Attend Parent-Teacher conferences and support the education of your child at home.

• Attend special events in which your child is involved. • Attend class teas, open house meetings organized by the School. • Attend Board and Committee meetings. • Join the Parent Teacher Organization.

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• Attend annual Association meetings. If you want to become more involved in shaping school policy:

• By being a parent, you are automatically a member of the HIS Association. • The Association has the authority to elect Board members and approve

changes to the Articles of the Association and By-Laws. • Attend informational and discussion meetings. • Attend School Board meetings to keep yourself informed. • Bring suggestions for curriculum development to the appropriate Principal

who will refer them. Classroom Representatives Classroom representatives coordinate with the other parents of the class and the classroom teacher. They render help and support for various class activities such as class parties and special projects. In addition, they organize social events and assist in organizing other whole school activities and productions. Parent/Teacher Organization (PTO) The Parent Organization is a group of volunteer parents who meet on a regular basis with the Director and Principals to discuss ways in which the parents can assist the School community. The current chairperson of the Parent Organization is Mrs. Sandra Sousa. All parents of the Harare International School are strongly urged to be active members of the PTO that was formed by parents and the administration as a forum for the exchange of ideas and to support the School with fundraising and practical assistance. Everyone is invited to attend the monthly meetings and contribute to activities. Dates of the meetings are announced in the Newsletter and minutes of meetings are available in the Parents’ Corner in the Library. The PTO’s goals are: assistance with planning and organizing school events, establishing goodwill by welcoming and supporting new students and their families, and supporting students involved in community service projects through a Community Outreach Program. Suggestions We always welcome whatever suggestions you may have for improvement. Please direct your suggestions to the Principals or Director. Parent Questions / Concerns Questions will come up from time to time regarding the School’s policies and/or programs. The School feels that an important function of the School is to encourage and implement effective communication with the student and parent community. The best way to have questions answered is to speak directly to the person with whom you have a concern. Parents with questions about their children’s performance are urged to contact their teachers directly. Usually this communication will result in finding the answers sought. However, if there are questions still unanswered, the parent or teacher is urged to contact the division Principal. The Principal may elect to meet with the parent or the parent and teacher together. It is likely that resolution to any problems will be found at this step. If the situation is not resolved satisfactorily, the concern can be taken to the Director.

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ELEMENTARY SCHOOL OVERVIEW Elementary School Philosophy Harare International Elementary School is committed to an enriching education in an international context. Our primary goal is to promote the development and enhance the achievement of the whole student - physically, socially, emotionally, aesthetically and intellectually. We believe that children learn best when provided with a responsive, challenging, comfortable, safe and stable environment. The atmosphere in the Elementary School (ES) is one of co-operation, collaboration, trust and respect within a learning community. The ES is an integral part of the whole of Harare International School (HIS). Everything that happens in this division of the school impacts on the Middle School and High School and on the whole HIS community. With this in mind and aligned with our Vision and Mission statements, we are committed to the pursuit of sustainable excellence in aspects of our work and operations. Our enrolment in the ES is approximately 220 students within the age range 3 – 11 years old and comprising approximately 40 nationalities. The class range is from Early Childhood (EC 1) – Grade 5 and the average class size is 15 students. Student learning is facilitated and supported by a dedicated, qualified and committed faculty of teachers and teaching assistants. Art, Music, Modern Languages (French and Spanish), Physical, Social and Health Education, English as an Additional Language, and Special Needs are taught by specialist teachers. In addition to this, media specialists help to integrate ICT and media literacy activities into the curriculum. Either full-time or part-time teaching assistants support teachers in all classrooms. Self-contained class teaching as well as team teaching is utilized in the ES. The varied program and abundance of activities help us to focus on and foster the development and growth of “the whole child”. In order to ensure optimal service delivery of the curriculum we strive to ensure that the learning environment is compatible with the expectations for the best possible teaching – learning outcomes. The ES has its own designated playgrounds, music room, art studio and two Modern Language rooms, along with shared computer labs and multiple class sets of iPads. The teachers also have their own laptops. Students have easy access to our shared media-literacy center and state of the art gymnasium, fitness center and swimming pool. The learning environment of the ES is a place where the physical and emotional safeties of our students are of paramount importance. Moreover, we are extremely responsive to their needs – we celebrate the diversity of our learners and their families. As such, we appreciate and respond to the fact that each student has his/her own learning style and profile, personality, talents, mother tongue and cultural heritage. We value a strong and sustainable school-home partnership and to facilitate this we have in place various ways of communicating with parents about student learning and progress and school events. We implement an open door communication policy where parents’ concerns and issues are raised and addressed. Elementary School Faculty The diverse composition of the student population demands a flexible and creative faculty. The certified professional staff is selected from among the best candidates in the highly competitive overseas and local teaching market joining us from home countries including USA, UK, and Zimbabwe, our host country.

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PYP Elementary Staff 2017 - 2018 PYP Principal

Niel Petersen npetersen@his.ac.zw PYP Principal’s Personal Assistant

Dionne Green dgreen@his.ac.zw PYP Grade Level Teachers EC1 Gayle Scott gscott@his.ac.zw EC2A Carmen Bradshaw cbradshaw@his.ac.zw EC2B Sherelyn Hillman shillman@his.ac.zw KA Bronwyn Benadé bbenadé@his.ac.zw KB Farai Priscilla Chakanetsa fchakanetsa@his.ac.zw

1A Una Breathnach ubreathnach@his.ac.zw

1B Jill Ferguson jferguson@his.ac.zw 2A Vinu Kanda vkanda@his.ac.zw

2B Maxine Antipas mantipas@his.ac.zw

3A Jennifer Norland jnorland@his.ac.zw

3B Ivy Decker-Jones ideckerjones@his.ac.zw

4A Patricia Mutepfa pmutepfa@his.ac.zw

4B Laurel Howe lhowe@his.ac.zw 5A Claire Ingram cingram@his.ac.zw

5B Robert Howe rhowe@his.ac.zw

PYP Specialist Subject Teachers Visual Arts Florence James fjames@his.ac.zw Modern Language French

Eloise Bowles ebowles@his.ac.zw

Modern Language Spanish

Miomira Dakovic mdakovic@his.ac.zw

Music Ian Wallace iwallace@his.ac.zw

Music EC1 and EC2

Carmen Mutengo chwarari@his.ac.zw

Physical Education

Lynn Chanakira lchanakira@his.ac.zw

EAL/PYP Coordinator

Pip Farrelly pfarrelly@his.ac.zw

LSS Mandisa Ngwenya mngwenya@his.ac.zw

EAL/LSS Mark Dickinson mdickinson@his.ac.zw ES Counselor TBA PYP Teaching Assistants EC1A Farisai Marovatsanga fmarovatsanga@his.ac.zw EC2A Ennia Banda ebanda@his.ac.zw EC2B Lucy Chenje lchenje@his.ac.zw KA Shamaylah Ebrahim sebrahim@his.ac.zw KB Sibusiso Chinyemba schinyemba@his.ac.zw 1A Hazvinei Mafukidze chirizdee@gmail.com 1B Cynthia Chifamuna cchifamuna@his.ac.zw

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2A Vanessa Morris vmorris@his.ac.zw 2B Nadine Mtamangira hmafukidze@his.ac.zw 3A & B Nomsa Shamu nshamu@his.ac.zw 4A & B Dasiree Mukotekwa dmukotekwa@his.ac.zw 5A & B TBA LSS Sientania McNeil smcneil@his.ac.zw PE Edric Godzongere egodzongere@his.ac.zw Suzuki Violin Tinotenda Chikoto (Part

time) ctinotenda22@gmail.com

Music Carmen Mutengo chwarari@his.ac.zw Spanish Cherielene Samuel csamuel@his.ac.zw French Beverly Mapfumo bmapfumo@his.ac.zw Art Tapiwa Zendera tzendera@his.ac.zw

An Overview of the Elementary School Curriculum: (Adopted from IB PYP Documentation and the IBO website http://www.ibo.org/pyp (10.11.14.)

IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

The pedagogical framework of the Elementary School is the International Baccalaureate (IB) Primary Years Programme (PYP) which is an international curriculum that develops the skills needed for life long learning. The ES is fully authorized by the IB for the PYP.

The IB Primary Years Programme, for students aged 3 to 12, focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It is a framework guided by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subjects areas, as well as transdisciplinary skills, with a powerful emphasis on inquiry-based learning. During the course of one academic year the ES will have covered 44 units of inquiry that are aligned with the transdisciplinary themes.

The PYP promotes international mindedness through the IB Learner Profile and positive attitudes; it is transdisciplinary, concept driven, inquiry based and skills oriented; an additional and important aspect of the PYP is that it leads to student led action. The PYP is also aligned to the concept of 21st Century Learning.

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Internationally Minded: Children share and explore ideas related to community and global issues collaboratively. The ability to consider the point of view of someone else in the same class, plays a vital and central role in developing international mindedness. In order to facilitate the development of internationalism and international mindedness, our students are encouraged to develop the 10 attributes of the learner profile:

Transdisciplinary A significant and distinctive feature of the IB Primary Years Programme is the six transdisciplinary units. These themes provide us with the opportunity to incorporate local and global issues into the curriculum and effectively allow students to go beyond the confines of learning within subject areas

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(mathematics, language, science, technology and social sciences). These global themes help teachers and students to explore knowledge and make meaningful learning connections between subjects through units of inquiry. Where possible, the units of inquiry are supported by the arts, physical education and modern languages.

The six transdisciplinary units are:

Who we are Where we are in time and space How we express ourselves How the world works How we organize ourselves Sharing the planet

Concept Driven At the core of the PYP are key concepts or powerful ideas that have relevance within and across the subject areas. Students are given opportunities to explore and re-explore these concepts through questions and lines of inquiry in order to develop a coherent in-depth understanding.

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Skills The students develop capabilities required to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature. These capabilities or skills are:

Thinking: Communication Social Research Self-management

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Positive Attitudes Students develop explicit dispositions or attitudes that are expressions of fundamental values, beliefs and feelings, which constitute socially responsible behaviors related to learning, the environment and people.

Meaningful Learning leads to Responsible Student Action: Students are encouraged to reflect on their learning and act responsibly on that which they consider to be meaningful to them. This can take the form of service action within the school, local or global community.

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Assessment Assessment in the PYP identifies what students know, understand, can do and value at different stages in the teaching and learning process. The direct link between assessment and the teaching and learning process means that they must function purposefully together. This means that assessment of student progress is ongoing and uses a range of assessment strategies and tools. The PYP assessment policy is accessible on the school website.

2017 – 2018 PYP Programme of Inquiry:

Harare International School IB PYP PROGRAMME OF INQUIRY 2017-18 Trans- disciplinary theme

An inquiry into

Who we are

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

An inquiry into

Where we are in place

and time

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

An inquiry into

How we express

ourselves

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

An inquiry into

How the world works

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

An inquiry into

How we organize ourselves

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

An inquiry into

Sharing the Planet

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Early Child-hood 1

Updated May 2017

ME IN MY CLASSROOM (1)

Central idea: Learning to work in a new environment requires us to work with others.

LET’S PLAY (2)

Central idea: We use play to express our feelings and ideas in order to come to new understandings.

LIGHT AND DARK (3)

Central idea: Light and dark occur as a regular natural pattern which affects our environment.

AMAZING ANIMALS (4)

Central idea: Animals and people interact in different ways and we have a responsibility towards them.

Key concepts: function, connection, responsibility Related concepts: independence, relationships Lines of inquiry; -the classroom environment and routines - feelings and emotions towards new situations -getting along with others Learner profile/attitudes: open-minded, balanced, principled, co-operation, independence, integrity, tolerance ATL :social, communication, self-management Subject focus: social studies, language, mathematics, PSPE (visual arts, modern languages, music)

Key concepts: function, connection, perspective Related concepts: expression, feelings Lines of inquiry; -communicating through play -imaginative use of everyday materials -games and toys Learner profile/attitudes: communicator, courageous, enthusiasm, creativity, confidence, cooperation, principled ATL: thinking, communication Subject focus: language, mathematics (social studies, drama, dance, PSPE, modern languages, visual arts, music)

Key concepts: form, change, causation Related concepts: systems, forms of energy Lines of inquiry; -sources of light -shadows and reflections -the effects of day and night -how people and animals behave during day and night Learner profile/attitudes: inquirer, thinker, reflective, curiosity, commitment, creativity ATL: thinking, research Subject focus: science, language (visual arts, social studies, PSPE, modern languages,

Key concepts: responsibility, reflection, perspective Related concepts: well-being, role Lines of inquiry; - the role of animals in our lives -our responsibility towards the well-being of animals -the animals in Zimbabwe Learner profile/attitudes: knowledgeable, caring, respect, appreciation, commitment, empathy ATL: thinking, social, self-management, communication Subject focus: science, language, mathematics (social studies music, drama,

mathematics, music)

modern languages, visual arts, PSPE)

Trans- disciplinary theme

Who we are How we express ourselves

How the world works

Sharing the Planet

Early Child-hood 2 Updated May 2017

WHO I AM (1) Central idea: As we grow we learn about our unique identity and how special we are. Key concepts: form, perspective, change Related concepts: self, growth, interests, family Lines of inquiry; -understanding what I can do -my interests -how I grow and change Learner profile/attitudes: caring,

LET’S IMAGINE (3) Central idea: We use our imagination and creativity to express ourselves. Key concepts: perspective, reflection Related concepts: imagination, creativity, expression Lines of inquiry; -what imagination is -what creativity is -different ways of expressing creativity and imagination Learner profile/attitudes: communicator, courageous,

EXPLORING MATERIALS (4) Central idea: Understanding the way materials behave determines how people use them. Key concepts: form, function, causation Related concepts: behaviour, properties, materials Lines of inquiry; -how materials behave -how materials change -how we use materials Learner profile/attitudes: thinker, knowledgeable,

IS IT ALIVE? (2) Central idea: Living things sustain life on earth and play a role in our lives. Key concepts: reflection, responsibility, connection Related concepts: living, non-living, classification Lines of inquiry: -living and non-living -the needs of plants and animals -how plants and animals contribute to our lives Learner profile/attitudes: inquirer,

principled open-minded, inquirer, balanced, respect, integrity, cooperation, tolerance ATL: research, social, communication, self-management Subject focus: social studies, language, mathematics, visual arts, PSPE (science, modern languages, music)

creativity, confidence, enthusiasm ATL: thinking, social, communication Subject focus: language, mathematics (drama, PSPE dance, visual arts, modern languages, music)

inquirer, curiosity, independence, creativity ATL: research Subject focus: science, mathematics, language (visual arts, social studies, modern languages, music, PSPE dance, drama)

knowledgeable, reflective, curiosity, appreciation, commitment, empathy ATL: thinking, research Subject focus: science, mathematics, language, visual arts (social studies, modern languages, music, PSPE, dance, drama)

Trans- disciplinary theme

Who we are

Where we are in place and

time

How we express ourselves

How the world works

How we organize

ourselves

Sharing the Planet

Kindergarten Updated May 2017

BUILDING FRIENDSHIPS (1) Central idea: Our actions impact on our relationships with others.

HOME SWEET HOME (3) Central idea: Homes reflect people’s culture and

SOUNDS ALIVE (4) Central idea: We express ourselves through the creation and

PUSHES AND PULLS(6) Central idea: Forces, balance and motion affect things around us.

FROM FIELD TO TABLE (5) Central idea: Many products go through a process of

WHAT A WASTE! (2) Central idea: What people do with waste affects the environment.

Key concepts: causation, perspective, responsibility Related concepts: actions, impact, relationship

Lines of inquiry; -how wedeveloprelationships-our actionshave an impacton others-how to usestrategies toresolveconflict

Learner profile/attitudes: principled, caring, courageous, cooperation, empathy, tolerance, integrity

ATL: Social, thinking, research, communication

are influenced by the environment.

Key concepts: perspective, change, connection Related concepts: culture, influence, environment

Lines of inquiry; -different typesof homesaround theworld-why houses arebuilt the waythey are(materials,culture andenvironment)

Learner profile/attitudes: thinker, inquirer, creativity, appreciation

ATL: research,

response to sound.

Key concepts: form, function, causation Related concepts: pattern, creation, expression

Lines of inquiry; -how we usesounds toexpressourselves-how soundtravels-the soundpatterns ofrhythms andrhymes

Learner profile/attitudes: communicator, reflective, confidence, enthusiasm

ATL: Communication, thinking, self-management

Subject

Key concepts: function, causation Related concepts: opposites, consequences, force, balance, motion

Lines of inquiry; - what apush/pull is-therelationshipbetween forces,balance andmotion-how forces actto change thingsaround us

Learner profile/attitudes: inquirer, courageous, thinker, curiosity, enthusiasm

ATL: thinking, self-management, communication

change before they are consumed or used.

Key concepts: change, connection, reflection Related concepts: process, materials, purpose

Lines of inquiry; -the origins ofproducts-changesproducts gothrough-how we use theproducts

Learner profile/attitudes: balanced, open-minded, commitment, independence

ATL: self-management, research

Subject

Key concepts: responsibility, causation, reflection Related concepts:, environment, recycling

Lines of inquiry; -the waste thatwe make and whathappens to it-the effect wastehas on our localenvironment-ways in whichwaste can bereduced, reused,recycled

Learner profile/attitudes: knowledgeable, caring, respect, appreciation, creativity

ATL: thinking, communication, research

Subject focus: science, social

Subject focus: social studies, language, PSPE, visual arts (music, mathematics, modern languages, drama)

thinking Subject focus: social studies, language, modern languages (mathematics)

focus: language, science, music , (PSPE, dance, modern languages, mathematics, visual arts)

Subject focus: science, PSPE, drama, music, language (mathematics)

focus: social studies, science, language (visual arts, modern languages, mathematics, drama)

studies, language, mathematics, visual arts (music, modern languages)

Trans- disciplinary theme

Who we are

Where we are in place and

time

How we express ourselves

How the world works

How we

organize ourselves

Sharing the Planet

Grade 1 Updated May 2017

BODY WORKS (6) Central idea: Understanding our body systems and how they work together helps us make informed choices. Key concepts: function, form, responsibility, Related concepts: systems, health, connection Lines of inquiry; -the parts of

MY STORY (1) Central idea: Exploring personal histories helps us understand the relationship between past and present. Key concepts: causation, change, reflection Related concepts: chronology/timelines, evidence, history, artefacts, identity Lines of inquiry; - significant events,

WHOSE STORY IS IT ANYWAY? (5) Central idea: We can appreciate stories from different points of view. Key concepts: perspective, function, connection Related concepts: genre, opinion Lines of inquiry; -stories from the perspective

(2) CYCLES OF LIFE Central idea: All living things go through a process of growth and change. Key concepts: change, connection, causation Related concepts: metamorphosis, transformation, cycles, pattern Lines of inquiry; -patterns of growth -how living

MWANA WE KUMUSHA—Village Child (3) Central idea: Where we live affects our everyday life. Key concepts: function, causation, connection Related concepts: artefacts, roles and traditions Lines of inquiry;

(4) THE GREAT MELTDOWN Central idea: We can make choices to keep our earth and atmosphere in balance, thereby sustaining life. Key concepts: responsibility, function, causation Related concepts: atmosphere, balance, climate change, energy, sustainability Lines of inquiry; -maintaining a

the body systems and how they work -how the parts and systems work together -how we can take care of our bodies by developing healthy habits. Learner profile/attitudes: balanced, inquirer, curiosity, enthusiasm ATL: social, research, communication Subject focus: science, mathematics, language (drama, modern languages, PSPE, dance)

experiences, traditions in our lives and their sequence -similarities and differences across generations -evidence of our personal histories and identity Learner profile/attitudes: inquirer, caring, curiosity tolerance ATL: communication, research, self-management Subject focus: social studies, language (modern languages, mathematics, visual arts, music)

of different characters -different ways of expressing points of view Learner profile/attitudes: open-minded, communicator, reflective, empathy, confidence, independence, creativity ATL: research, communication, thinking Subject focus: language (modern languages, mathematics, visual arts PSPE)

things change over their lifetime -factors that can influence life cycles Learner profile/attitudes: knowledgeable, reflective, caring, integrity, respect, curiosity, appreciation ATL: research, social Subject focus: science, language (social studies drama, mathematics, visual arts, music, modern languages)

-differences between towns and villages -ways in which children in Zimbabwean villages spend their leisure and work time -how their activities are similar to, or different from, ours. Learner profile/attitudes: courageous, open-minded, appreciation, tolerance, respect, cooperation ATL: social, communication, research Subject focus: social studies, language (visual arts, music, PSPE, modern languages, mathematics)

balance between earth and its atmosphere -alternative sources of energy -responsible action to reduce our carbon footprint Learner profile/attitudes: inquirer, thinker, principled, knowledgeable, appreciation, integrity, respect, commitment ATL: thinking, social, research, communication Subject focus: science, social studies, language, mathematics (modern languages, drama)

Trans- disciplinary theme

Who we are

Where we are in place and time

How we express ourselves

How the world works

How we organize

ourselves

Sharing the Planet

Grade 2 Updated May 2017

ROLE MODELS AND HEROES (5) Central idea; People can influence the choices we make. Key concepts: perspective, connection, reflection Related concepts: role models, choice, influence, heroes Lines of inquiry; -what heroes and role models are -why we have role models -who my role models are and why -how role models influence my choices and impact on my life

OUT OF THIS WORLD! (6) Central idea: Our understanding of earth and its place in the universe continues to develop and change. Key concepts: form, connection, perspective Related concepts: universe, history, interconnectedness, discovery Lines of inquiry; -earth’s place in the universe -space explorations and discoveries -how our understanding of earth’s place in the universe has changed over time

ALL THE WORLD’S A STAGE (4) Central idea: We can work together to express ourselves through the performing Arts. Key concepts: form, causation, function Related concepts: production, process, cooperation, communication Lines of inquiry; -ways of collaborating effectively -ways of expressing ourselves through the performing arts

WHAT’S THE MATTER? (3) Central idea: Materials can undergo changes that may provide challenges and benefits for society and the environment. Key concepts: form, change, causation Related concepts: transformation, advances, impact, sustainability Lines of inquiry; -natural and man-made materials -conditions that cause reversible and irreversible changes in materials -how society takes advantage of the properties of materials -the impact of

OUR SCHOOL COMMUNITY (2) Central idea: People organize themselves in communities so they can live and work together effectively. Key concepts: form, function, connection Related concepts: organization, community, cooperation, effectiveness Lines of inquiry; -what a community is -our school as a community of people with different roles -how our school is organized

HABITATS and HABITS (1) Central idea: When interacting with natural habitats, humans make choices that have an impact on other living things. Key concepts: responsibility, causation, change Related concepts: repercussion, interaction, behaviour, adaptation, habitat Lines of inquiry; -balance between rights and responsibilities -human impact on natural habitats -how living things respond to changing environmental conditions

Learner profile/attitudes: courageous, thinker, principled, open-minded, commitment, empathy, integrity ATL: research, thinking, social, self-management Subject focus: social studies, PSPE, music, language (modern languages, mathematics)

Learner profile/attitudes: inquirer, open-minded, curiosity, enthusiasm ATL: research, thinking, communication Subject focus: social studies, science, language, mathematics (modern languages, visual arts)

Learner profile/attitudes: communicator, courageous, balanced, cooperation, confidence, creativity, independence ATL: communication, social Subject focus: language, drama, music, dance (modern languages, mathematics, PSPE)

scientific and technological advances Learner profile/attitudes: inquirer, communicator, reflective, knowledgeable, appreciation, respect, enthusiasm, curiosity ATL: Thinking, research, communication Subject focus: science, social studies, mathematics, music, visual arts, PSPE , language

Learner profile/attitudes: inquirer, communicator, courageous, cooperation, respect, tolerance ATL: thinking, communication, research Subject focus: social studies, PSPE, visual arts, language (mathematics, modern languages, music)

Learner profile/attitudes: knowledgeable, reflective, caring, respect, appreciation, commitment ATL: thinking, research, self-management Subject focus: social studies, science, visual arts, language (mathematics, modern languages)

Trans- disciplinary theme

Who we are

Where we are in place and

time

How we express ourselves

How the world works

How we organize

ourselves

Sharing the Planet

Grade 3 Updated May 2017

BELIEFS AND VALUES (3) Central idea: Beliefs and values influence the action of people and communities. Key concepts: reflection, perspective Related concepts: belief, values, identity, action Lines of inquiry; -what beliefs and values are -our personal beliefs and values -similarities and differences in beliefs and practices -how beliefs and values impact on people and communities

AWESOME ANCIENTS (6) Central idea: Evidence of past civilizations can be used to make connections to present-day society. Key concepts: connection, form, change Related concepts: continuity, progress, artefacts Lines of inquiry; -characteristics of civilizations and societies -connections between past and present -evidence of past civilizations

EXPRESS YOURSELF (5) Central idea: Stimulating the imagination provides a vehicle for creative expression. Key concepts: form, perspective Related concepts: creativity, imagination, expression, response Lines of inquiry; -what imagination is -ways we can stimulate the imagination -ways to creatively express -responses to creative expression Learner

EARTH’S CYCLES (4) Central idea: Earth’s natural cycles and our lives are interconnected. Key concepts: connection, change, causation Related concepts: impact, cycles, interconnectedness Lines of inquiry; -Earth’s cycles and how they are interrelated -human response to Earth’s changes -impact of scientific and technological advances

PLACES AND SPACES (1) Central idea: Spaces within communities can be developed to meet the needs of people. Key concepts: function, change, responsibility Related concepts: space, needs, development Lines of inquiry; -physical and virtual spaces in our community -the ways spaces meet the needs of people -development of spaces for improvement

PEACE (2) Central idea: Reaching a resolution during periods or moments of conflict is influenced by thoughts, actions and reactions of all involved. Key concepts: causation, perspective, responsibility Related concepts: peace, conflict, reconciliation, consequences Lines of inquiry; -causes of conflict (personal, local, global) -human rights and equity -strategies and consequences of conflict resolution

Learner profile/attitudes: open-minded, reflective, balanced, tolerance, respect, integrity ATL: thinking, social, communication, self-management Subject focus: social studies, language (mathematics, PSPE, dance, visual arts, modern languages)

Learner profile/attitudes: communicator, courageous, reflective, curiosity, cooperation, commitment, independence ATL: research, self-management, social Subject focus: social studies, science, language (visual arts, mathematics, music, modern languages)

profile/attitudes: communicator, reflective, courageous, appreciation, creativity, confidence, independence, respect ATL: thinking, communication, self-management Subject focus: language, music, visual arts, drama, PSPE, modern languages (mathematics)

Learner profile/attitudes: thinker, courageous, creativity, enthusiasm, confidence, cooperation ATL: thinking, social, self-management Subject focus: science, social studies, language (PSPE, music, dance, modern languages, mathematics)

Learner profile/attitudes: caring, principled, empathy, appreciation ATL: thinking, social, communication, self-management Subject focus: social studies, language, PSPE, modern languages, visual arts (mathematics)

Learner profile/attitudes: knowledgeable, inquirer, independence, appreciation, cooperation, confidence ATL: research, thinking, self-management Subject focus: PSPE social studies, music. modern languages, language

Trans- disciplinary theme

Who we are Where we are in place and

time

How we express ourselves

How the world works

How we organize

ourselves

Sharing the Planet

Grade 4

Updated May 2017

WELL-BEING (2)

Central idea: A balanced lifestyle requires people to make choices about their health and well-being.

Key concepts: function, causation, responsibility Related concepts: well-being, balance, health, choice

Lines of inquiry; -physical andmental health(diet, exercise,hygiene)-how thechoices wemake affectour health andwell-being-how we canlive a balancedlifestyle

EXPLORERS ON THE MOVE (3)

Central idea: Throughout history, human exploration has had an impact on the world and its people.

Key concepts: change, causation, perspective Related concepts: chronology, discovery, exploration

Lines of inquiry; -characteristicsand motivationof explorers-challenges ofexploration-impact ofexploration onexplorers andthe explored

PERSUASIVE MESSAGES (6)

Central idea: People can manipulate messages to target specific audiences.

Key concepts: perspective, responsibility Related concepts: influence, audience, media

Lines of inquiry: -how images,text and musicare used toinfluenceaudience-criticalevaluation ofmessagespresented inthe media-how peoplerespond tomessages

INVENTING AND INNOVATING MINDS (4)

Central idea: People can invent to solve problems and meet needs.

Key concepts: function, change, reflection Related concepts: design, mechanics, simple machines, technological advances

Lines of inquiry; -the need forinvention andinnovation-the designcycle-the impact ofdesign andtechnology ondaily life

TAKING CHARGE (1)

Central idea: People develop rules and systems for governing themselves.

Key concepts: function, responsibility, form Related concepts: conflict, cooperation, citizenship, identity, perspective, leadership

Lines of inquiry; -the rights andresponsibilitiesof decisionmaking-types of socialsystems-the need forrules andgovernment

ALL LIFE CONNECTS (5)

Central idea: Biodiversity relies on maintaining the interdependent balance of organisms within systems.

Key concepts: causation, connection, responsibility Related concepts: interdependence, balance, biodiversity

Lines of inquiry; -ways in whichecosystems,biomes andenvironments areinterdependent-theinterdependencebetween peopleand theenvironment-theconsequences ofimbalance within

Learner profile/attitudes: knowledgeable, balanced, appreciation, commitment, independence

ATL: thinking, self-management, research

Subject focus: science, language, PSPE (social studies, mathematics, dance, music, visual arts, modern languages)

Learner profile/attitudes: inquirer, knowledgeable, communicator, integrity, curiosity

ATL: research, communication

Subject focus: social studies, language, mathematics, music, PSPE (visual arts, modern languages)

Learner profile/attitudes: open-minded, caring, courageous, communicator, confidence, empathy independence, tolerance

ATL: communication, social

Subject focus: language (social studies, PSPE, modern languages, drama, music)

Learner profile/attitudes: inquirer, communicator, courageous, enthusiasm, creativity, commitment, curiosity

ATL: thinking, self-management, communication, research

Subject focus: science, visual arts , social studies, language, (mathematics, PSPE, modern languages, music)

Learner profile/attitudes: thinker, caring, reflective, principled, cooperation, empathy, integrity, respect, tolerance

ATL: social, self-management

Subject focus: social studies, PSPE, mathematics, language (visual arts, music)

systems (Explore Zimbabwe)

Learner profile/attitudes: thinker, communicator, caring, knowledgeable, appreciation, cooperation, creativity

ATL: research, communication, social

Subject focus: science, language, mathematics (social studies, PSPE, modern languages, visual arts)

Trans- disciplinary theme

Who we are Where we are in place and

time

How we express ourselves

How the worldworks

How we organize

ourselves

Sharing the Planet

Grade 5

Updated May 2017

The Exhibition (5)

(subject focus: all)

ATL: ALL

EARLY HUMAN MIGRATION (4)

Central idea: Early human migration was a response to challenges, risks and opportunities.

Key concepts: change, reflection, connection Related concepts: impact, migration, geography

Lines of inquiry; -reasons peoplemigrate-migrationroutes-the impact ofmigration onpeople andplaces

THE ARTS (6)

Central idea: Creating and responding to the Arts develops understanding of ourselves and the world around us.

Key concepts: form, perspective, reflection Related concepts: creativity, appreciation, cultural expression

Lines of inquiry; -how the Artscan be areflection ofsocietal valuesand issues-how learningabout the Artsdevelopsunderstandingandappreciation-personalpreference increating andappreciating

ENERGY (2)

Central idea: Energy may be transformed and used to support human progress.

Key concepts: function, change, responsibility Related concepts: transformation, progress, environment

Lines of inquiry; - forms ofenergy-consumptionandtransformationof energy-sustainableenergy practices-the scientificmethod

TRADE (3)

Central idea: Economic activity relies on systems of production, exchange and consumption of goods and services.

Key concepts: function, connection Related concepts: consumption, production, exchange

Lines of inquiry; -the role ofsupply anddemand-the role ofgoods andservices-the impact ofeconomicdecisions

WEALTH and EQUALITY (1)

Central idea: Wealth and equality are impacted by access to natural resources.

Key concepts: form, reflection, causation Related concepts: wealth, power, access

Lines of inquiry: -the relationshipbetween wealth,power and theenvironment-the impact of thedistribution ofwealth-equitable accessto resources andopportunities

Learner profile/attitudes: reflective, communicator, knowledgeable, curiosity, confidence

ATL: research, communication

Subject focus: social studies, language (visual arts, music, PSPE, mathematics, modern languages)

the Arts

Learner profile/attitudes: courageous, balanced, appreciation, creativity, enthusiasm

ATL: communication, social

Subject focus: language, PSPE, visual arts, music (social studies, modern languages)

Learner profile/attitudes: inquirer, knowledgeable cooperation, commitment

ATL: thinking, research

Subject focus: science, mathematics, language (social studies, PSPE, music)

Learner profile/attitudes: thinker, integrity

ATL: thinking, research, communication

Subject focus: social studies, language, mathematics (PSPE, modern languages)

Learner profile/attitudes: principled, open-minded, caring respect, tolerance, empathy

ATL: self-management

Subject focus: Science, social studies, language, mathematics (PSPE, modern languages, visual arts)

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Early Childhood Education 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.

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 inquiry with universal themes that form part of the International Baccalaureate Primary Years Program 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.

Early Childhood 1 (EC1) The Early Childhood program begins with a class for 3-year old students. It is a half-day program running from 7:30am - 11:45am. There is no lunch break - students will be dismissed for lunch. The emphasis of the program is not on formalized learning. Children develop their skills and learn through exploration and play. The 3-year old class has its own separate classroom and a shared play area. EC1 also interacts and integrates with the Early Childhood 2 and Kindergarten classes when appropriate. Students must be three years old by October 1, and completely toilet trained to enter the program. A maximum of 14 students will be accepted.

Early Childhood (EC2) The Early Childhood 2 class is located next to the EC1 classrooms adjoining a well-equipped playground. It is a full program running from 7:30 am – 2.00 pm. The program provides for a maximum of 16 children and the content is designed to foster a love of learning and the development of skills that will prepare the children to meet the new challenges of the Elementary grades. Socialization and reading/writing readiness are major goals. Developmental programs emphasize independence and social group skills. The program nurtures the total development of the child, physically, socially, emotionally and intellectually.

Elementary Core Curriculum In the ES core curriculum – Language Arts, Math, Science and Social Studies - children are provided with a variety of challenging and developmentally appropriate learning experiences designed to make learning pleasurable and meaningful. The flexible structure of the classroom day in the Elementary grades accommodates the students’ divergent backgrounds, learning styles and readiness for academic skills, encouraging them to progress at their individual rates and to develop a sense of responsibility for their own learning. A description of subjects in the core curriculum is as follows:

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Language Arts Language is involved in all learning that goes on in the elementary school (ES). The learning process of language involves learning language, learning about language and learning through language. Learning and teaching occurs within the relevant and meaningful context of a transdisciplinary program where structured, purposeful inquiry is considered the best approach. Language is viewed as central to all learning and is therefore the responsibility of all the ES teachers. The role of language in construction of meaning, developing critical thinking skills, promoting personal values, cultural identity and international mindedness is recognized and valued.

Language learning engagements are differentiated to meet the prior experiences, current needs, strengths and interests of all in order to nurture academic and social success and empowerment. Our learners' mother tongue is seen as critical for both cognitive development and cultural and self-identity and is vital in the acquisition of French and Spanish, the other languages offered to our learners from EC1-Grade 5. We purposefully promote an awareness of and respect for the languages of the host country, Zimbabwe. Language learning expectations in the ES are grouped as follows: oral communication (listening and speaking); written communication (reading and writing); visual communication; these have been organized into developmental continuums. It is the dynamic interplay among these three components, which provides a rich learning environment. There are a variety of resources available to support the school's language expectations. These include specific reading programs, supplementary readers, audio and visual materials, phonics and phonemic awareness programs and ICT resources. The whole-school media center offers a wealth of literature to enhance and nurture a life-love of language.

Mathematics Problem solving provides the cornerstone of our Mathematics program that is embedded in the Everyday Math Programme that is used in the ES. This program is alignment to the Common Core Math standards and is also in alignment with the IB PYP Math Strands:

Data Handling Measurement Shape and Space Pattern and Function Number

In solving problems, students are given the opportunity to organize data, interpret information, make decisions and think mathematically, enabling them to function effectively in today’s world. In mathematics, students gain increasing competency with math algorithms - addition, subtraction, multiplication and division of whole numbers, fractions, percentages and decimals. Throughout the Elementary School, emphasis is placed on using manipulatives and real-life experiences to understand, develop and apply math concepts. Importance is also placed on computation and the learning of basic math facts.

Science The PYP views science as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world. Reflection on scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world. It is recognized that teaching and learning science as a subject,

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while necessary, is not sufficient. Of equal importance is the need to learn science in context, exploring content relevant to students, and transcending the boundaries of the traditional subject area. It is worthwhile to note that spontaneous, student-initiated science inquiries will occur that are not directly related to any planned units of inquiry. These are valuable teaching and learning experiences in themselves and they provide teachers and students with the opportunity to apply the pedagogy of the PYP to authentic, of the-moment situations. The science component of the PYP is characterized by concepts and skills rather than by content. However, HIS ensures that a breadth and balance of science content is covered through the units of inquiry. The knowledge component of science in the PYP is arranged into four strands.

The Four Strands of Science

Living Things: The study of the characteristics, systems and behaviors of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment. Earth and Space: The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet. Materials and Matter: The study of the properties, behaviors and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose. Forces and Energy: The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

Science Skills

Observe carefully in order to gather data. Use a variety of instruments and tools to measure data accurately. Use scientific vocabulary to explain their observations and experiences. Identify or generate a question or problem to be explored. Plan and carry out systematic investigations, manipulating variables as necessary. Make and test predictions. Interpret and evaluate data gathered in order to draw conclusions. Consider scientific models and applications of these models (including their limitations).

Social Studies The PYP Social Studies deals with the relationship between people and the environment, investigating natural processes as well as how human beings influence the environment both positively and negatively. It is concerned with the development of a sense of place in a local, regional, national and global setting. Social studies aims to promote a love of the environment and a sense of responsibility towards caring for and protecting it as this in the students’ own interests and in the interests of future generations.

Social studies provides opportunities to explore the relationship between events and people, leading to an understanding of time, continuity and change through learning experiences that draw on past, present and possible future settings. Through this exploration, learners become aware that past experiences and actions are perceived and interpreted differently, and this influences people’s views and actions in the future.

However, HIS ensures that a breadth and balance of social studies content is covered through the units of inquiry. The PYP social studies component is

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organized five strands. These strands are concept-driven and are inextricably linked to each other. They also provide links to other subject areas of the PYP curriculum model. The Five Strands of Social Studies

Human Systems and Economic Activities: The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.

Social Organization and Culture: The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

Continuity and Change through Time: The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.

Human and Natural Environments: The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.

Resources and the Environment: The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Social Studies Skills

Formulate and ask questions about the past, the future, places and society Use and analyze evidence from a variety of historical, geographical and

societal sources Orientate in relation to place and time Identify roles, rights and responsibilities in society Assess the accuracy, validity and possible bias of sources

Specialist Classes As enrichment to our classroom instruction, we offer classes taught by trained specialists. During the week, children attend classes in French/Spanish, Visual Arts, Information Technology (I.T.), Media Literacy skills, Music and Physical Education: Additional Language (French and Spanish) Additional language acquisition is taught from EC to Grade 5, three times a week. Great emphasis is given to oral activities. Spelling and grammar rules are not taught before students are reasonably confident and comfortable orally with basic vocabulary and language structures; the latter are very carefully chosen in order to give the students the necessary tools to communicate independently as soon as possible. As students become more confident speakers, the curriculum gradually puts more emphasis on teaching the components of the language. Students learn through games, repetition, songs, role-plays, visual and audio clues, inquiry, creative writing and kinesthetic approach. We believe that every child can learn another language. Above all, we are striving to instill in our students a long life love for languages. Visual Arts Students attend bi-weekly classes in the art studio. Here, the students explore satisfying and involving art experiences, learn basic skills and art concepts, and expand their creative side. They learn to appreciate art forms and artists of various cultures and are given opportunities to interpret their experiences using a variety of media and art techniques. During these lessons the students are also

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given the opportunity to reinforce their knowledge of the social studies units of inquiry that they will be working with. The program’s goal is to develop within our students a lifelong interest in and appreciation for the fine arts and a positive attitude toward their own creative self-expression.

Information Technology (IT) At Harare International School we believe that technology is a tool that should be used to enrich, and accompany teaching and learning. The Technology Department works closely with classroom teachers in ES on a regular basis to plan and collaborate purposeful ways in which to integrate technology into each curriculum so that it enhances the education process.

Additionally, the Technology Department offers separate Professional Development seminars for teachers, students and parents. This approach increases exposure to the tools available to the stakeholders on campus, expands the common understanding of how the skills can be used and it introduces the many ways in which the tools are being used in education today.

Media Literacy Centre In the Media Literacy Center we support the students to thrive and reach for excellence by providing skills and resources to support diverse learning needs. We support teachers in the explicit teaching of the IB Approaches to Learning (social, communication, self-management, thinking and research skills) as well as digital citizenship for 21st Century learners. We foster, model and support the learner profile, IB philosophies and standards, practices and requirements, throughout our work in the Media Literacy Center.

Elementary students visit the Media Literacy Center with their individual classes once a week to exchange library books and enjoy storytelling with their classroom teacher. Students may also visit the Media Literacy Center by themselves, or with a parent, to exchange books before school and after school. In addition, the classroom teacher and the Media Literacy Specialist may team-teach approaches to learning skills and digital citizenship skills. The Media Literacy Center is seen as the hub of the school.

Students, teachers and parents have access to the book stock in the Media Literacy Center and most titles can be checked out for use outside the Media Literacy Center. There are some reference texts that need to be used in the Media Literacy Center. Texts in the professional section are for the use of teaching faculty. Any book that is checked out from the Media Literacy Center remains the responsibility of the patron until it is cleared from the patrons name in the system.

Elementary check out: All students in the ES are brought to the media literacy center by their classroom teachers on a regular basis, usually once a week. The students in Elementary School, in addition to any textbooks assigned by teachers, may check out the following numbers of books:

EC1: All books in are checked out by the teacher and kept in the classroom EC2: Semester 1 - all books are checked out by the teacher and kept in the classroom Semester 2 – students may check out 1 book and these may be taken home KG: Students can check out 1 book Grade 1 - Grade 2: Students can check out 2 books Grade 3 - Grade 5: Students can check out 3 books

Books are mainly issued and returned in classroom sessions although the Media Literacy Center is also open before school, during breaks and lunch and after school to check books.

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Music With its aesthetic qualities, music provides many experiences to help students acquire independence, a positive self-concept, a sense of responsibility and an understanding of how music correlates to the world around them. The music program is a sequential skills-oriented, participatory program that includes singing, listening, playing instruments, creating, moving, writing and drama. Music classes are offered in an attractive, well-equipped studio. Suzuki Violin Program: The Suzuki violin Program at Harare International School provides a high standard of private musical instruction on the violin to PYP students. The program enables our students to develop excellent musical skills in a nurturing environment while guiding them to acquire a lifelong love and understanding of music. In addition, the program promotes the values of respect, personal confidence, discipline, teamwork and a strong work ethic while enriching family bonds. The program encourages our students to share their skills and talents with others via performances at school as well as in the community. The program's purpose is closely aligned with the IBPYP Mission Statement of building our children up to become noble, global citizens. Elementary School Performances The ES presents a musical concert each semester. Physical, Social and Personal Education (PSPE) The PSPE program is based on a movement education approach. The action-oriented classes are designed to stimulate creativity, problem solving, self-confidence and physical development. The program includes exploration with small hand apparatus such as balls/hoops/ropes, activities in gymnastics, track and field and games. Specialist teachers collaborate with classroom teachers so that, where appropriate, specialist subjects support the trans-disciplinary units of enquiry. In addition, some children will receive extra support from the counselor, EAL teacher or learning support specialist. Counseling The counseling program at HIS is committed to the positive growth of all students as individuals and as part of the school community. HIS provides all students equitable access to counseling services that focus on academic success, personal and social development. Delivery of these services may be provided through a combination of individual and group activities, as well as through classroom and assembly participation. At HIS counselors endeavor to support students by:

Involvement in planning suitable academic programs for students Providing short-term personal counseling Assisting with strategies to address academic challenges Assisting with adjustment issues.

At HIS counselors endeavor to support parents by:

Consulting on issues affecting their child’s academic, social, or emotional growth.

Presenting workshops on topics of interest to students and parents.

At HIS counselors endeavor to provide support school-wide by:

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Coordinating with teachers to enhance academic success for individual students. Consulting with teachers and parents concerning the social/emotional growth of students. Referring to other mental health service providers where appropriate and available.

Learning Support (LSS) HIS provides a limited range of support services to students with mild to moderate learning disabilities and for children who are accelerated.

Prior to admission to HIS, the application of a student with previously identified special needs will be reviewed by the Admissions Committee to determine whether the school is able to provide an appropriate educational program to meet the student’s specific needs. We welcome parental input and previous data, which provides us with a more comprehensive understanding of the student’s past experiences and needs. Current students may receive LSS support through the Student Support services referral process.

The needs of LSS students are met through a combination of pull out and push in support modifications to curriculum and academic expectations may be mutually agreed to between the school and parents. If such adjustments are made, the student’s report card will reflect that the grade is modified and supporting documentation will be included as part of the student’s records.

Students who are highly capable will be accommodated within the school’s regular program of instruction, classroom activities, and extracurricular activities through modification of the program and increased performance expectations. While no formal program is available for exceptionally gifted students, such students will be provided with appropriate additional challenges and extensions either within the class or through guided independent study.

English as an Additional Language (EAL) EAL is offered to students for whom English is not their Mother Tongue and who have limited English proficiency, depending on individual needs. The goal of the programme is for students to acquire sufficient social and academic language to function effectively in English within the mainstream classroom. This is accomplished through a combination of “pull-out” specialist instruction and “push-in” support within the classroom.

Community Service The PYP ES gets involved with community service-action in many different ways, both on and off campus. One of the main goals of our community service program is to instill in our students the idea that it makes you a much more complete and happier person when you give something back by helping or doing something for others. It fits into our wider goals of respecting, tolerating and helping others and our planet.

The off-campus community service usually takes the form of education, conservation, food or clothing drives. The students decide on a cause or a school that they would like to get involved with. During the last few years, the students have supported local schools, community projects and animal welfare.

Although these causes are worthy, we want to develop a much more “hands-on” component to our community service program. This is often done as an action component derived from units of inquiry in the PYP and it is therefore embedded in student learning.

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Elementary Student Council The ES Student Council is a group of students from grades 3 – 5 who are chosen by their peers to represent the entire ES student body and voice their concerns to faculty and admin. They work together to make a difference in the school as a whole. Moreover, we hope through the student council, to encourage student initiated service action as well as give our students opportunities to take on roles in which they can demonstrate that they are able to take on more responsibility in situations that require good leadership. Fabulous Friday Assemblies / Friday Gathering On scheduled Friday mornings, the ES community meets in the auditorium for the 30 minutes of the day for special presentations given by other students or invited guests. These assemblies enhance our sense of community and allow students to share their accomplishments and learn skills of public presentation. Parents and guests are very welcome to join us for these assemblies. We meet in the PAC from 11:05am to 11:40am. Tarisai Zimbabwe The ES explores and celebrates the cultural aspects of our beautiful host country, Zimbabwe, in a variety of ways: integrating the host country languages, history, environment and cultural aspects into the curriculum and units of inquiry; special presentations by students and invited guests at Fabulous Friday Assembles, field trips, and our annual Tarisai Zimbabwe Day involving all ES students, instructional staff and parents in a variety of activities around a Zimbabwean theme. The Student’s Day The school day begins at 7:30am. Students have a 20-minute morning recess and a 45-minute break at mid-day, for lunch and play (Students bring a substantial mid-morning snack and a lunch from home or buy from the canteen). Most of the elementary student’s day is spent in the classroom with the classroom teacher. Approximately two additional specialist classes of 40 minutes each are scheduled per day. The day ends at 2:00pm. After School Activities After-School activities run from 2:10 - 3:00 pm Monday to Thursday. Teachers, assistants, outside instructors and interested parents offer the classes. A new activities schedule is posted every quarter. Students need to sign up for activities each quarter. Activities include such things as art classes, music, choir, sports, drama, dance, rhythmic gymnastics, and martial arts. The activity schedule is posted in the school newsletter and on the website. Ms. Lynn Chanakira is the Director of the After School Activities program for Elementary School, and all inquiries should be directed to her. Students are to be picked up immediately after their activity finishes, at the Big Tree at 3pm. Competitive Swim Program: The HIS Elementary School Competitive Swim program is tailored to the further development of swimmers aged 8 years and above to be able to swim competitively with the assistance and guidance of our highly qualified coach. HIS will be holding try-outs this year for the competitive swim team that will train and eventually compete with local school swim teams either here at HIS or at other venues.

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ES students who are eight years old and above and who are strong swimmers may attend trial sessions for the Competitive Swimming Programme (CSP). This programme is not part of the after-school-activity programme and parents are required to sign a separate permission form for their child. Students and parents will be notified in advanced of when swimming trials will be held. Students who are already 8 years old or above and who would like to participate in the trials should present themselves at the swimming pool on the day.

Students trying out for CSP can use their own swim wear. Those who are selected to be on the competitive swim team will have to purchase the official HIS swim gear. The swim coach will have age-based criteria that he will use when assessing the student athletes. Please note that being in the swimming team requires a long-range commitment. Team swimmers will be required to attend a minimum of 2 swimming training sessions per week for the duration of the program, which will run until April 2017.

Days and Times for Training: Tuesday 2:30 – 3:30pm Wednesday 2:30 – 3:30pm Friday 2:00 – 3:30pm

Elementary School Swimming Program: TBA

Reading at Home We encourage parents to read to their children every day. Research shows that when parents regularly read to their children, they read earlier and become more proficient readers. We also ask that as part of the daily reading, you listen to your child read for a few minutes each day and discuss the story with him/her.

ASSESSMENT/LEARNING PROGRESS

Grading and Reporting Communication of student progress is essential to student success and should be seen as the opportunity for parents and teachers to exchange information that will help the student. Student progress is reported twice during the year on a formal basis in December and June and informally throughout the year. Parents of receive report cards twice per year as shown in the school calendar. The format varies slightly depending on the age and grade of the student.

Parent-Teacher Conferences Formal parent- teacher conferences are held once a year. During these conferences, parents can discuss their child’s progress in school with the child’s teacher(s). Additional Parent-Teacher conferences can be scheduled according to individual needs at any time during the year.

Student-Led Conferences An essential element of the Primary Years Program is the involvement of students in awareness of their own learning. A major part of this is the Student-Led Conference that takes place once each year towards the end of the third quarter. The purpose of the conferences is for the students to lead parents through different aspects of what they have been achieving in their learning programs. Here are some of the ways your child may interact with you at a conference:

Share their portfolios with you

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Demonstrate their knowledge in certain areas by walking you through learning centers Report on their progress at school Practice their organizational and public speaking skills Assess their work honestly Become accountable for their work and behavior Share their school day with a parent or guardian

This is an excellent opportunity for you, as a parent, to show a positive interest in your child’s progress. You will give your child an authentic audience to share their work with, as well as showing your support and encouragement for the work they do at school.

The teachers will be in the classroom during the conferences to greet you and act as facilitators, however the conferences will be led by your son or daughter. This is not a conference that is designed for you to ask the teachers specific questions about how your child is doing. We feel that these questions will be answered and demonstrated by your child. The teacher’s role is to ensure that the conferences flow smoothly. If you have specific concerns about your child, or your child’s progress, please make a separate appointment to see your child’s teacher at another time.

Teacher Consultations Every teacher is available between 2:00 and 3:30pm after school for parent consultations, except on Tuesdays when the teachers attend faculty meetings or when they are offering an after-school activity. If you wish to arrange a formal conference time with your child’s teacher, please contact the teacher directly for an appointment.

Standardized Testing: Grades 3, 4 and 5

MAP: Measures of Academic Progress

Testing Window 1: Mid Sept to first week October Testing Window 2: Jan – April Assesses Math, Writing and Reading Results issued to staff Results sent to parents with End of Semester 1 and 2 Reports.

Note: Any changes to the MAP testing schedule will be communicated well advance to parents.

SUPPLY LIST

What Every Elementary Student Needs to Bring to School

• Morning Recess: Nutritious snacks (minimize sugar) are recommended forthe morning break.

• Lunch and Lunchbox: Please send a nutritious and substantial lunch.• Canteen: Lunch options are also available at the canteen at a nominal price• Water Bottles: We do have filtered water fountains placed throughout the

campus, but it’s a good idea for students to have a water bottle as well.• Hats: Because of Harare’s altitude and the strength of the Zimbabwean sun,

HIS. has a hat rule. Elementary School students are encouraged to wearhats at all times, when they are outdoors.

• Indoor shoes in the rainy months: Please send your child with a pair of soft,slip-on (without laces) shoes that can be left at school all year.

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• Sunscreen: Sunscreen is optional, but highly recommended, for those timeswhen students will be outdoors.

• Backpack: A backpack is useful for carrying personal and school items.

Thank you,

N K Petersen ES Principal