Strategic Priorities

 

Our Story & Inspiration 

Personal Excellence & Leaders Linked, Locally & Globally             

 

The Team: 

Maka C (Grade 12), Luke B (Grade 11), Mr Lee (parent), Mr Voogt (faculty)

 

Problem-Finding: 

With the on-going COVID-19 pandemic, the commitment to keeping our community safe, and the desire to regain an element of social parent community on campus, how might we support safer access to campus in a streamlined way?

 

Solution-Seeking: 

The goal was to create a functional app that would immediately indicate at the gate access point that a parent has been fully vaccinated, without having to remember to carry their vaccination certificate which would need to be assessed by our guards.   

 

What did we learn?

We learnt that:

• Making an app has as much to do with client design, user experience and communication as the actual technical programming skills.

• It was helpful to test the functionality on a small group of our community to seek feedback.

• We needed to ensure privacy of digital information

• We needed systems behind the scenes for approving the application, both from a medical perspective and from a behind the scenes “true” approval in the programme.

• Making an app that could be downloaded from Google Play or the Apple App store has complications that were not currently surmountable.

 

What was the outcome?

We designed a mobile optimised website on which community members can create an account and have their vaccine certificate approved.  This can be shown at the gate for smoother access to campus.

 

What’s the data?

Registration for the app was rolled out to the community and accounts were being approved and activated.  The total number of approved accounts is 242.

 

Thoughts on what might be next? 

We wonder if there might be a role for rolling this out to students.  Currently, we do not require vaccination for our students, so it is unclear what the purpose of this would be.  We have started rolling this out to non-HIS members who have reason to be on campus. After a few months of testing at HIS, we might consider offering it, for a cost, to other external schools or organisations that could benefit from such an app.  

 

Becomes part of HIS culture?

As we continue to navigate the pandemic, we see that the app will be a functional, integrated tool for parents.  In terms of sustainability, as Maka is in Grade 12 and has limited time to maintain the app and provide upgrades, Luke has shadowed Maka in the development of the system, and will be able to take this responsibility on as the year progresses.  In terms of STEM and design, we also believe that there is inherent value in learning programming and applying designing thinking. 

 

Scale across? Scale up?

We wonder how we can best embed STEM more at all levels of learning at HIS.  In addition to the HIS-supported EdX courses, how would this look like at a curriculum level for younger students?

 

Our Story

The Core Team: 

• Jessica Johnson, Mandisa Ngwenya, Maxine Antipas, Emily Havercroft, Nathanja Lannoo (Faculty)
• Anita N, Luke B, Vidita J (Students)
• Tendai Murombe, Tony Mancebo, Ruth Dangarembizi (Parents)
• Langa Ndiweni, Stephanie Chimanikire (Staff)
• Tinashe Rukato, Arden Tyoschin
• PLUS the Interceptor Team

 

Problem-Finding:

As a boldly diverse learning community, we were inspired to consider a space where students could benefit from Occupational, Sensory and Physical Therapy on the HIS campus.     

 

Solution-Seeking: 

We identified a space on campus - the old workshop, and then used the design thinking process according to Stanford d.school.   

 

What did we learn?

We learned that diverse groups who engage with this design process can result in much stronger, more intentional results.  We learned the importance of empathy and immersion.  We learned that we do not need a single person to have a “vision”; that this collaborative approach in an open and trusting environment leads to fantastic outcomes. 

 

What was the outcome?

The outcome is still underway!  At the end of the 2021-22 school year, we completed the design thinking process, identified an architect, and are finalising the designs based on our “Dear Architect” invitation.  We anticipate that building will start in September 2022.  

 

What’s the data?

15 committed community “Core” members x 12 design thinking sessions, 3 sessions with our “Interceptor Team”, and a Dear Architect letter that has resulted in the design for “The Baobab”. 

 

Thoughts on what might be next?

From an inclusion perspective, we are excited about the use of this space by our HIS community, and how that will evolve over the next many months.  

From a design perspective, we are excited about this approach becoming embedded in the HIS culture.  This process for the Baobab was highly engaging and effective and we intend to use this approach to design our cafeteria.  We also see strong benefits to using “how might we…?” questions to drive thinking around all capital expenditure.   

 

 

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Our Story

The Team: 

SLT & Mandisa

 

Problem-Finding: 

As we continue on our journey to becoming a more inclusive school, we realised that we needed a whole school approach to student support services, including learning support.   

 

Solution-Seeking: 

SLT advertised internally for this leadership position and are proud to announce that Mandisa Ngwenya is our new Inclusion Coordinator. 

 

What did we learn? 

Not surprisingly, Mandisa developed a job description as well as main areas of focus based on our recent inclusion audit through the Office of Overseas Schools.   The goal was to ensure that Mandisa had the time allocation to undertake these important inclusion initiatives to support student learning. 

 

What was the outcome?  

We were pleased to reduce Mandisa’s teaching time commitment to 50%.  We are also excited about co-teaching PD scheduled during our August in-service.

 

What’s the data? 

One critical area of data collection is our Learning Support Register.  This document ensures that we are intentional about admitting students who have learning differences, and to be aware of the number of students in each grade level.  It helps us to ask good questions. 

 

Thoughts on what might be next?  

We are excited about this important role next year.  We are equally looking forward to the opening of “The Baobab”, our OT/Sensory space for students, which will also enhance the services that students can benefit from on campus. 

 

 

 

Our Story

The Team: 

Wayne, Tatenda, Marcus and Webster

 

Problem-Finding:

A suitable organisation, school or community to donate obsolete desktop top CPU’s, monitors, keyboards, mice and power cables

 

Solution-Seeking: 

The solution was to ask HIS staff, admin and teachers if they knew of worthy causes, schools, non-profits or others who may benefit from such a donation, and if so to email ictdirector@his.ac.zw Wayne then replied with a template of questions for the interested organisation to complete so that HIS knew the candidates were able to support the use of such tech equipment.

 

What did we learn?

There is a great need for such tech resources within Zimbabwe yet it comes with the challenges of finding an organisation who may otherwise be unable to afford such resources while at the same time having a person dedicated to running and maintaining the equipment along with a secure room, rooms or building which also has access to electricity as well as surge protecting equipment.

 

Thoughts on what might be next? 

Should any more technology equipment become obsolete and worth donating to a suitable organisation, rather than selling, then the HIS tech department will continue to look for suitable donors via the HIS community and further. 

 

 

Our Story

The Team: 

Lia Hansen (Secondary Art teacher), Ella, Danny, Claire and Ivy (3 Secondary Art students), Collen Muhipere (Maintenance Manager), Laura Gondo (Procurement Officer). 

 

Problem-Finding:

International schools have a high degree of turnover.  We wanted to find a way to honour those who stay at HIS for 10 or more years.  The intent was for this to be a permanent installation that could be visited and might beautify the campus. 

 

Solution-Seeking: 

We decided that a pathway, titled Kunzira Kedu Kekutenda, or Pathway of Gratitude, in Shona, would achieve this goal.  The idea is for the pathway to grow and extend around the campus over time, reflecting colleagues whose commitment to HIS exceeds 10 years.  These colleagues choose an indigenous plant and students design carvings on wooden trunk cuttings.  These are then placed along a pathway, starting at the Early Childhood Centre.   Eventually, the pathway would wind around the campus.   

 

What did we learn?

We learned that the design needed to achieve 3 important goals: honouring the HIS employee, be feasible for a student to design, with support, and be aesthetically appealing outside on a pathway.  This was more tricky than we had anticipated! 

 

What was the outcome?

We now have 4 teachers’ plants and personalised trunk cuttings designed by Art students.  The pathway is only 6 metres long so far.  We need to start somewhere! 

 

What’s the data?

At the time of writing this story, we have an amazing total of 12 wonderful colleagues who have been at HIS for 10+ years!

 

Thoughts on what might be next? 

As we only have the start of the pathway, we will send out an email at the start of the 2022-23 school year to those colleagues who have served our HIS community for 10 or more years.

 

 

Our Story

The Team: 

Initiated by Grade 11 students, Chenai & Cass, supported by Mrs Tyoschin, Ms Gondo and 4 parents 

 

Problem-Finding:

With the pandemic and stretches of closed campus and limited opportunities to share spaces, NHS students wanted to bring back a coffee provider on campus and offer a space for parents and community members to gather. 

 

Solution-Seeking: 

We decided to invite coffee provider tenders.  See here for the invitation that was published to the community.  

 

What did we learn?

The students learned how to prepare a tender document and criteria for assessing the proposals and what is entailed in the evaluation process to cater to the community priorities. 

 

What was the outcome? 

As a result of the process, Kenny's Coffee was identified as the successful coffee provider on campus.  Romeo is committed to preparing additional healthy beverages to his menu, and these will be shared with the community.  

 

What’s the data? 

Data in this process is critical as it ensures that the process and outcome is fair and transparent.  Additional data in this initiative was based on the evaluation of the proposal and the subsequent presentations.   It was interesting that the tender evaluation team had to clarify for ourselves how important health options were.  

 

Thoughts on what might be next?  

It is clear that social entrepreneurship is an important skill for our students.  Now that the redesign of the cafeteria has been approved by the Board, we will certainly involve students in this process.  Transparency in such community projects like these have demonstrated the importance of including both students and parents. 

 

Our Story

The Team:

Winnie & HIS Students
 

Problem-Finding: 

How can we help students need to perform music at internationally recognised standards for easier university entry.

 

Solution-Seeking: 

Introduce graded music in the school.
 

What did we learn? 

• Students are motivated when they learn with clear set goals.           
• Music exam results motivated them to work on higher levels. 
• HIS community values graded music exams. 
• Students have researched the benefits of the graded music program.

 

What was the outcome? 

Students gained confidence to perform in front of an audience.

 

What’s the data? 

The number of students increased by more than double. From 3 students, the number went up to 7 in the second semester. 100% pass rate in the first two examinations.  80% pass rate in the third exam session. 
 

Thoughts on what might be next? 

More students might join. We might need a second teacher because the students are now in three different grade levels. This is a good way of including non-music students in music making.

 

 

Our Story

The Team: 

Noeleen, in partnership with the SAT team coordinated the survey, developed the program course planner and followed up on scheduled session dates and details, as well as communication with the outsourced employees we offered the program to.

 

Problem-Finding:

As only one session took place, there was no opportunity for problem finding and feedback.  When the first session did begin  feedback was provided and additional support provided as needed.  In the absence of sessions, we will not identify any challenges.

Solution-Seeking: 

Discussions were held in the SAT meeting with the team, suggestions were invited and put on the table by the team, possible challenges were highlighted such as language and literacy barriers, with members stepping in with possible solutions of how we could partner with this exercise.  Where a team needed assistance, a solution was presented for additional members of SAT to join the team.  With limited time to discuss during SAT meetings it was not possible to open up discussions on what the challenges were and for a partnership on the way forward.

 

What did we learn?

• Better understanding of levels of literacy within the group was needed. 
• Planning for lessons in English and Shona may need to be considered.
• Unless there is a calendar of sessions which we commit to, we will not be able to provide learning opportunities as we committed to providing.
• Commitment is needed for this very important initiative to be successful.
• We need to have discussions.

 

What was the outcome?

• One group composed of Arden, Langa, Jessica, Noeleen provided with tech support by Wayne held the first session.
• Other sessions deferred due to work commitments by other members which prevented course offerings.

 

What’s the data?

• Language barrier challenges
• Tech skills challenges provided additional learning opportunity during the first session

 

Thoughts on what might be next? 

• I recommend we provide an opportunity for SAT to reflect and review and we regroup in August 2022 regarding course offerings and scheduling of sessions.
• Review of the course offerings after we understand the literacy and language barriers that may exist in the group we are supporting with learning opportunities.
• Discussion forum outside of SAT meeting time where there is limited time for the discussion.  I do not believe this is an exercise we can discuss and plan for during SAT meeting time.
• Discuss level of comfort of outsourced employees learning (reason why drop out from sessions could take place, facilitator)
• Course content review, start small and build up.

 

Our Story

The Team: 

Maxine, Emily, Lucy and Grade 3 students

 

Problem-Finding:

Our question was: Do all plants need the same conditions to grow and survive?

 

Solution-Seeking: 

We went on a field trip to golden stairs nursery where we learnt about the different plants and what they need to survive. 

 

What did we learn?

• We learnt about sun, shade and water plants. 
• We learnt about summer and winter plants. 
• We learnt that some plants can be used for food and medicinal purposes. 

 

What was the outcome?

• We had a budget for each student to buy a plant of their choice that they believed would survive in our class garden. 
• Learners used their own initiative to combine their money together to buy plants that were out of their budget. 
• We teamed up with the grounds maintenance team to learn about how to prepare soil and how to transfer the plants from the plastic into the class garden. 
• We also collaborated with the art department to decorate our garden box. 

 

What’s the data?

• Some plants died because they needed more sunshine. 
• We needed a fence because the peacocks kept destroying particular plants such as tomatoes and strawberries. 
• The succulent were more versatile. 

 

Thoughts on what might be next? 

• To incorporate garden planning into our first unit: how we organise ourselves as we prepare to make a connection to the 4th unit: sharing the planet. 
• Miss Vinu had an idea to plant succulent plants, grade 3 could work with the counsellor to give a plant as a birthday gift. 

 

Our Story

The Team: 

Rejoice, Farai & Mandisa

 

Problem-Finding:

As part of our early intervention approach it is best practice to screen students for hearing and vision. This is better to support their learning if there are any problems. We checked the open apply portal for records of students' vision and hearing screeners and realised that many students have not had recent screeners or there is no record of their last screener. As a school we wondered how best we can facilitate screener, and to prototype this on EC- Gr 2.
 

Solution-Seeking: 

• We asked ourselves how we can provide a service that is convenient for parents, non threatening for students, and supportive to our early intervention programme.
• Working with local service providers we briefed them on our early intervention program and the purpose of our early screener. We also asked questions on previous models they have used for screening assessments, and tailored our findings to suit our school.
• Parents were given the option to sign up for screeners over 2 days. 

 

What did we learn?

• With the nature of our transient community there is a need for HIS to have screeners at the beginning of the school year.
• Parents expressed an interest for us to extend this to higher grades/  siblings
• Reviewing the data of students referred for further evaluation, it should be mandatory for all ES students to have a valid screener.

 

What was the outcome?

• Parents were pleased with the information they received. Some students upon further evaluation have been prescribed spectacles or have had wax removed from their ears
• Teachers are more aware on the importance of observing students who may need to have their eyes and ears tested.

 

What’s the data? 

• 15 students were screened  eyes
• 15 students were screened for hearing
• 18 students were flagged for further evaluation  for either hearing and the eye screeners.

 

Thoughts on what might be next? 

• SSS to hold an Early Intervention Workshop at the beginning of the year, followed by the sign up for the screeners
• To incorporate OT walk throughs in the classroom as a form of assessment.

 

 

Our Story

The Team: 

The primary individual for the project was Sophie J, with some help in the aesthetics from Taraneh T, both of whom are Grade 11 students.

 

Problem-Finding:

There was not easy access to menstrual products in the high school or middle school bathrooms. Due to this, if females or individuals with female anatomy started their periods, they would have to go to the nurse for products (leading to embarrassment in girls). 

 

Solution-seeking: 

I began my research in order to discover a solution for the issue. I gained inspiration from social media sites and found a way to build a station filled with menstrual products. After finding inspiration, I posted a poll on my Instagram to see if the project would be useful in the bathrooms at HIS, and the overwhelming responses from both male and female was “yes”, this would be useful. I then began working on the project, utilising recyclable materials for the boxes to create an eco-friendly station.

 

 

What did we learn?

I learned how building stations in each classroom could significantly impact the entire community at Harare International School and provide middle and high school female students with security in knowing there were menstrual products in the bathrooms should they need the resources.
 

What was the outcome?

During my process and implementation, I assumed the project could help a few individuals; however, the project has influenced a majority of female students in the Secondary School.

 

What’s the data?

	High School Bathrooms	Gym Bathrooms	Bathrooms near M02
Timeline	1 week	1 week	1 week
Pads	8	8	3
Tampons	7	7	3
Timeline	3 weeks	3 weeks	3 weeks
Pads	2	1	Removed
Tampons	4	3	Removed
Timeline(Refilled by either Nurse Rejoice or Peers)	5 weeks	5 weeks	5 weeks
Pads	8	9	Removed
Tampons	9	10	Removed

 

 

Thoughts on what might be next? 

My next steps for this project is to have a fully functioning menstrual product station in all of the bathrooms. Inclusion at H.I.S is significant, and implementing a station in each bathroom will take in consideration of trans youth, children, adolescence and more. The large-scale plan would be to have a Period Drive for rural children, and possibly have courses in teaching and education on menstrual cycles while reducing stigma concerning a woman’s monthly menstrual cycle.

 

 

 

Our Story

 

The Team:

Jessica Johnson, Vinu Kanda, Martha Rukato

 

Problem-Finding:

As a boldly diverse and inclusive learning community, we have the opportunity to work with students from diverse backgrounds who speak many different home languages.  Each language is unique and should be celebrated.  However, there is limited time within the academic day to provide students with an opportunity to utilize their home language.

 

Solution-Seeking: 

In order to celebrate the different home languages represented at HIS, we began Home Language Appreciation in the Elementary School and took place during 1st period on the 4th Friday of the month.  This was to be a a non-academic opportunity for students to celebrate their home language through fun and interactive activities which were led by parent volunteers.  This was not a time to learn another language.  The intention behind this time was focused on using your home language in a non-academic context.  Language groups were created based on those who spoke the same home language, and ranged from EC - G5 students. 

 

What did we learn?

In the 2021/22 academic year, we had 18 groups representing many of the different languages within the Elementary School.  We learned that both students and parents alike thoroughly enjoyed this fun and interactive time to engage with each other through speaking in their home language.  

 

What was the outcome?

Each group was led by parents who could read poems or stories, taught dances and songs, played games and interacted through conversations with students.  The only directions provided to parent volunteers was to have fun with the students within their group while speaking in their home language.

 

What’s the data?

Although we had 18 different language groups, there were more groups we were unable to offer as we did not have enough parent volunteers.  30 parents volunteered to facilitate different groups. Reflections from both students and parent volunteers was that this was a meaningful and engaging experience each month and something they looked forward to participating in.

 

Thoughts on what might be next? 

In the 2022-23 academic year, we will continue to provide Home Language Appreciation during the 1st period on the 4th Friday of each month.  We would like to have even more groups to offer students and are hoping for continued support from parents in order to be able to offer these groups to students each month. We will also work in conjunction with the school library in order to request more books in different languages for the upcoming school years.

 

Our Story

 

The Team:

Brenda Makokoro and Laura Castro Sánchez

 

Problem-Finding:

There is no mother language program at HIS

 

Solution-Seeking:

Offer the opportunity to learn the mother language through activity on Wider Wednesday

 

What did we learn?

Promotion of the activity and planning of the lessons are key

 

What was the outcome?

The activity was created and some students joined. Because of the characteristics of the course, the teacher could meet the learning styles, needs, and objectives of all the students.

 

What’s the data?

We have had 3 students with some knowledge of Shona that are more confident using the language now than when they started. We know there are some foreign students who are interested in learning the language and culture of the host country.

 

Thoughts on what might be next? 

• Design courses that cater to various needs: heritage learners and foreign students
• Eventually have Shona as part of the curriculum

 

Our Story

The Team

Richard, Mehak (Class of 2023), about 20 students who joined the Wider Wednesday activity 

 

Problem-Finding

It was discovered that although we have recycling bins at HIS, the recycling companies will not pick up the goods unless they have been well sorted and cleaned. This is due to extremely low margins on recycling in Zimbabwe and stringent rules out the condition of the recycling storage sites. The work involved in this is not part of the duties of the staff who manage the bins around campus. This means most of the recyclable goods collected on campus end up in the general rubbish which goes to landfill.

 

Solution-Seeking

We had a meeting with the owner of the recycling company to find out the exact requirements and looked at ways that students could contribute by doing the collecting, sorting and cleaning as part of their service requirements. We decided to launch a Wider Wednesday activity where students could do this work during one of their Wider Wednesday sessions. All Grade 6-10 students have to do at least one service activity for the year. We asked the operations team to put a hold on emptying the recycling bins to leave it for the students on Wednesdays.

 

What did we learn?

We learnt that if students collected the recycling bins and did the final sort and the cleaning and packing on Wednesday, that the recycling company was prepared to pick up the recycling, after we had about 10 bags worth, and said we had done a good job. We also offered community members the opportunity to drop off their recycling from home at school. However, when there were breaks in Wider Wednesdays due to holidays or other reasons, the cleaning staff would revert to the previous method and then there was not enough for the students to do for a few Wednesdays.

 

What was the outcome?

A substantial reduction in what HIS was contributing to landfill.

 

What’s the data?

We managed to get about 30 bags of glass, plastic and cans, and several boxes of cardboard and paper picked up by the recycling company. There was a small cost for the purchase of gloves for the student crew and garbage bags for packaging the recycled materials.

 

Thoughts on what might be next?

Continue the Wider Wednesday activity, assign a teacher to help the student leaders, improve communication with operations regarding holidays etc., strengthen the drive to collect recyclable goods from the community, educate students and visitors about using the correct bins and not putting dirty plastic in the plastic bins.

 

 

 

Our Story

The Team

Karla, Richard, Amy, Carolina, Todd, 3 maths teachers and about 40 participating students 

 

Problem-Finding 

After the MAP results in October 2021, we felt that some students would benefit from some gap filling in mathematics and English reading comprehension. At the same we had a request from the French and Spanish phase 1 teachers to help students who were falling behind.

 

Solution-Seeking

We felt that this could be included as an activity on Wider Wednesdays where mult-grade level groups could focus on maths or reading skills by using IXL to do a gap analysis and then set practice exercises for the students. For maths and English, we emailed students and parents that were in the bottom 50th percentile compared to US norms and recommended that they sign up for the course. For French and Spanish, we contacted families based on teacher referrals and other resources were used rather than IXL. Maths had the highest number of students so we offered this in three different sessions to provide flexibility with other activity choices. For French, English and Spanishwe were only able to offer this one one session each.

 

What did we learn?

Firstly, we learnt that not all families wanted to take the opportunity for extra help, sometimes due to competition with other activities and/or due to outside tutoring already being in place. Secondly we learnt that the energy of the lead teachers had an impact on how the students responded to the sessions.

 

What was the outcome?

About half of those recommended to join did join a session for Semester 2 21/22 and some have signed up again in Semester 1 22/23. This method of learning does seem to be working for certain students.

 

What’s the data?

The data is yet to be analysed. The MAP testing in April was too close to the start of the programme to have generated any worthwhile data. When we conduct MAP testing again in October, we will see if there has been any impact for those who have joined the sessions.

 

Thoughts on what might be next?

We have continued with the programme in Semester 1 22/23 with maths offered in two sessions and French, Spanish and English offered in one session each. After the October MAP testing, if the results of the GROW classes are positive, we will use the summary data to encourage other students and their parents to join the programme.

 

Our Story

The Team: 

Richard Hawkins (Secondary Principal), Maketendeka (Class of 2022), Luke (Class of 2023)

 

Problem-Finding: 

Our STEM programme is in its infancy. There are a number of students who would like to develop their coding skills. 

 

Solution-Seeking: 

We tried out an EdX Python Programming course with Maketendeka (Class of 2022), who was in Grade 11 at the time, and he was able to complete the course which the school paid for from the Strategic Priorities budget. We wanted to make this available to more students and set up a Wider Wednesday Programming Club led by Makatendela and Luke (Class of 2023). These two students researched the many courses available and came up with a list of courses at the right level and which would fit the Wider Wednesday club in terms of cost and time constraints. The club launched in Semester 1 21/22 and is in its third iteration in Semester 1 22/23.

 

What did we learn?

We learned that the students had varying levels of programming experience and that they needed a lot of guidance to choose the right courses. Also, different students were prepared to commit different degrees of time outside of the WW session. 

 

What was the outcome?

5 students have completed the courses so far. 

 

What’s the data?

Approximately 10 students tried to register for courses over the course of 21/22, about 8 students were registered and 5 of those have completed the courses so far. Some carried over their courses into the July holiday and some were never able to complete the registration and payment process in time and we hope to rectify that this semester.

 

Thoughts on what might be next? 

We are committed to developing STEM at HIS. This could be by means of offering further courses through EdX and Coursera, and we will continue to develop our coding modules from Grade 6 and Grade 7 from the 2022-23 school year.