At Harare International School (HIS) we offer instructional programs for children as young as 3 years old, by October 1, in Early Childhood 1 (EC1) all the way through High School, Grade 12. The Elementary School (ES) enrolls students from EC1 through Grade 5 (10 – 11 years old). HIS is an IB continuum school and the pedagogical framework in the ES is the PYP. HIS is a fully authorized PYP school.

Early Childhood Education (EC1 – EC2)

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 PYP program, children are active participants in the process of learning as we seek the appropriate balance between child-initiated and teacher-generated activities. We play a lot, and encourage interaction and conversation between children. We know children learn best when they have real objects to manipulate, and their understanding is increased when they talk about what they experience with others. We structure their learning and play environment so that they have choices, and learn to be independent and responsible in how and what they choose. We make every effort to create a safe, low stress environment with clear limits and guidelines, based on realistic expectations for each age group. We follow a daily routine so that all children feel secure in participating, and learn to plan and appreciate order.

Teachers provide a model for children. We listen to, talk with, and observe the children carefully, to help them communicate what they are experiencing and to challenge them to think further. We strive to make children’s thinking visible to themselves. Children are recognized as inquirers. Their inquiry takes many forms and is the basis of well-crafted units of exploration with universal transdisciplinary themes that form part of the PYP 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. (This situation is currently under review and we are looking into extending the school day for students in EC1.) 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 shared play area, but also interacts and integrates with the Early Childhood 2 and Kindergarten classes, when appropriate. Students should be three years old by October 1, and completely toilet trained to enter the program. A maximum of 14 students, per class, will be accepted.


Early Childhood 2 (EC2)

The Early Childhood 2 class is located next to the Early Childhood 1 classrooms adjoining a well-equipped playground. It is a full-day program running from 7:30am – 2.00 pm. The program provides for a maximum of 16 children per class 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 alignment with the PYP, the Elementary School core curriculum affords students a variety of challenging and developmentally appropriate learning experiences designed to make learning pleasurable and meaningful. The core curriculum incorporates six subject areas: Language, Mathematics, Sciences, Social students, Arts, Physical, Social and Personal education. 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:

Language Arts – The primary goal of the Language Arts curriculum is to develop a positive attitude toward reading, writing, listening and public speaking using literature and authentic writing as the foundation. Students are given the opportunity to read, write, listen and discuss ideas every day in a meaningful context, related to their experiences, abilities and interests. In the lower Elementary grades, our goal is to establish reading as the act of comprehending rather than merely the act of decoding. Classroom libraries, shared literature study, individualized reading, sustained silent reading, thematic study of literature, journal writing and writing for publication and presentation are coupled with a study of phonics and selected use of basal reading and spelling texts. In all of the Elementary grades, greater emphasis is placed upon the integration of the curriculum for reinforcement and holistic expansion of language acquisition and skills with the goals of improving the quality of reading comprehension, developing a variety of reading strategies and increasing the range of voluntary reading. Writing is taught as a process, in which students learn to self-edit and peer edit their work.

Mathematics – Problem solving provides the cornerstone of the Everyday Math programme currently being used. 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 objective of the Science curriculum is to expose students to the wonder of science and the joy of discovery through inquiry. At each grade level, students use a selection of science books combined with “hands on” activities and experiments to develop competence in the scientific process and to develop an understanding of basic concepts in earth and space science, life science, technology, physical science and the human body. The class teachers conduct these lessons in their classrooms using the wealth of science apparatus and materials.

Social Studies – In the Social Studies curriculum, emphasis is placed on the development of students’ self-understanding and what it means to be part of a community. Students explore ancient and living civilizations to develop an appreciation of diverse peoples – their cultures, environment, and cultural survival. They also gain familiarity with the skills used in social studies analyses such as mapping, graphing, and timelines. It includes the study of geography. Zimbabwe is also featured in the social studies curriculum to help give our students a better understanding of our host country.


Specialist Classes

As enrichment to our classroom instruction, we offer classes taught by trained specialists. During the week, children attend classes in Music, Visual Arts, Physical Education, Library, and Modern Languages (French or Spanish). In addition, some children will receive extra support from the EAL teacher or learning specialist.

Visual Arts – Students attend bi-weekly classes in the art studios. Here, the students explore satisfying and involving art experiences, learn basic art 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. 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.

E.A.L. – English as an Additional Language courses are offered to students who require an alternative or additional study of English. The courses focus on developing listening, speaking, writing and reading comprehension skills in the English language.

Information Technology (I.T.) – The I.T. teachers work closely with the classroom teachers so as to integrate I.T. into the curriculum rather than teach it in isolation.

Learning Support – Learning Support is available based on individual student needs.

Library and Media Skills – Elementary students visit the library with their individual classes once a week to exchange library books, enjoy storytelling, learn library and research skills. Students may also visit the library at other times. The library is seen as the hub of the school.

Modern Languages – Students select to participate in either French or Spanish, which is taught to students from EC2 through Grade 5. The emphasis is on learning to enjoy a world language through creative, participatory and interactive group activities.

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, which includes singing, listening, playing instruments, creating, moving, writing and drama. Music classes are offered in an attractive, well-equipped studio.

Physical Education – The Elementary Physical Education program is based on a movement education approach. The action-oriented classes are designed to stimulate creativity, problem solving, self-confidence, collaboration, teamwork, and physical development. The program includes exploration with small hand apparatus such as balls/hoops/ropes, activities in gymnastics, track and field and games.

Violin – Students also have the opportunity to take private Suzuki violin lessons at HIS.

Classroom and Specialist teachers collaborate on a regular basis so that, where appropriate, specialist subjects are integrated or support the transdisciplinary units of inquiry.

PYP Programme Of Inquiry
PYP Planners on Atlas Rubicon
Elementary English as an Additional Language Curriculum
Elementary Language Curriculum
Elementary Modern Language Curriculum
Elementary Mathematics Curriculum
Elementary Music Curriculum
Elementary Physical Education Curriculum
Elementary Science Curriculum
Elementary Social Studies Curriculum
Elementary Visual Arts Curriculum
Language Policy
Academic Honesty Policy
Elementary Assessment Policy

Harare International School Elementary School (Early Childhood 1 to Grade 5) is committed to an enriching education in an international context with opportunities for all students, to develop intellectually, socially, physically and emotionally. We believe that children learn best when provided with a comfortable, safe and stable environment. The atmosphere is one of trust and respect within a learning community.

HIS follows the curricular framework of the International Baccalaureate Organization’s Primary Years Programme which embraces a developmental inquiry-based approach to learning, accepting children’s existing levels of learning and validating their strengths, experiences languages and cultures. Children are encouraged to develop their knowledge, skills, concepts, attitudes and competencies within an atmosphere that fosters a sense of belonging, self- confidence, a love of learning, and the development of positive personal values and qualities. The environment supports all students as they become independent learners, helping them to build strategies to seek their own solutions. As active participants, children are given opportunities to explore and interact meaningfully with the world around them. The diverse teaching strategies employed recognize learning as multidimensional and that each child has a unique learning style. The curriculum is designed to maintain relevance, challenge and engagement.

HIS models and educates students in the elementary school to be: inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, caring, open-minded, balanced and reflective.

At the heart of the Primary Years Programme philosophy is a commitment to learning through guided inquiry. Each year each student will be involved in 6 units of inquiry (4 in Early Childhood) driven by a set of key conceptual questions matching the following six universal transdisciplinary themes:

  • 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

Students explore topics of interest through these transdisciplinary themes.

HIS has developed and resourced 44 units of inquiry to give students a well-rounded and developmental educational experience. Each unit is carefully planned and students are encouraged to contribute their own curiosity to the development of each unit. The units are transdisciplinary, incorporating traditional subject areas in a contextual manner.

We all have agency, that is, the capacity to act intentionally. At HIS there is a culture of mutual respect where we acknowledge the rights and responsibilities of our learners, enabling them to take ownership of their learning.

PYP learners at HIS inquire, question, wonder and theorize about themselves, others and the world around them. They are keen observers and explorers. Through their experiences and interactions, they naturally develop intricate, multi-layered perceptions and understandings.

Throughout the PYP, the student is an agent for his/her own and others’ learning through the concept of learner agency. Learner agency is connected to a student’s belief in their ability to succeed.

PYP students with agency use their own initiative and will, and take responsibility and ownership of their learning. They express their interests and wonderings. They are actively engaged, and monitor and adjust their learning as needed.

They direct their learning with a strong sense of identity and self-belief. They regularly reflect on themselves as learners and are aware of their learning goads. Students are supported in their struggle for mastery and control on their journey to become independent, autonomous learners.

PYP learners demonstrate agency when they:

  • Influence and direct their own learning
  • Make choices
  • Voice opinions
  • Ask questions and express wonderings
  • Construct new meanings
  • Participate in and contribute to the learning community





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.


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.


We use critical thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.


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.


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.


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.


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.


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.


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.


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.

Harare International School (HIS) recognizes each student as unique and values the individual’s strengths and needs; we strive to support every student’s academic growth and personal development.  Therefore, students requiring additional resources to attain their potential will receive services appropriate to their needs.  We also recognize that providing appropriate support may reach beyond the realm of our learning specialists (educational community) and the school may require parents to employ additional professional assistance. Our commitment to provide services that promote student growth reflects the importance of establishing a support service policy.

The support service policy documents a range of support services in an environment where:

  • Students are supported in regular class and/or  in a Learning Support Service (LSS) class through collaboration of learning specialists and classroom teachers  to improve  academic success
  • Students are supported in an English as an Additional Language (EAL) class to acquire   English language proficiency
  • Students are supported within the regular classes to develop exceptional talents and giftedness through differentiated instruction and extra-curricular activities

Support services at HIS are unable to provide services for students identified with severe learning, mental, emotional or physical disabilities.

The purpose of the support service policy is to acknowledge that:

  • Teachers are responsible to recognize students’ exceptional needs in areas that include but are not limited to: reading, language, math, writing, organizational skills, social interactions or behavioral interventions
  • Students with needs may require a modified academic program or modified grading scheme which may be documented on the student’s report, transcript or intervention plan
  • Parent involvement is paramount for student success and clear communication between professionals and parents is essential

At HIS we understands that by knowing our students as individual learners, we can ensure that differentiation and best practices are used to teach and assess learner outcomes.  We understand a balance of inclusion, accommodations, and/or attendance in a specialized class can be achieved to best meet the needs of our students. We understand that our Student Review Meeting Format is our guide for student intervention or discussing students.

Assessment, a key feature of curriculum planning, review and delivery at HIS, is an integral part of teaching and learning in the Elementary School. Each assessment strategy or tool that is utilized is designed to help guide our instruction and be meaningful to the learner.  We use a range and balance of assessment tools and strategies including standardized testing. In Grades 3 and 5, students annually participate in International Schools Assessment (ISA) from the Australian Council for Educational Research (ACER). This assessment is specifically designed for international schools to help assess reading, mathematical literacy, and writing. More information may be found on the following website:

Students in Grades 4 and 5 bi-annually participate in Measures of Academic Progress (MAP) testing in reading, mathematics, and language. MAP is a computer-based test that offers results in a timely manner. More information may be found at the following website:

For more information about our beliefs and practices related to assessment, please click on this link

At Harare International School we have the good fortune of wonderful facilities and year round good weather so our learning takes place both in the classroom setting as well as outdoors. To extend our learning beyond the regular day, which often includes regular local field trips, we offer a very special program called Explore Zimbabwe.


From our very youngest children in Early Childhood 1 to our Grade 5 students we begin this with Tarisai Zimbabwe Day each September where we highlight the amazing Zimbabwean language and culture. Throughout our curriculum and in our After School Activities programs we also interweave learning experiences connected to our host country.

In Grades 4 and 5 students go out for up to a school week on set trips to learn more about Zimbabwe as part of our Week Without Walls. This year Grade 5 will travel not too far out of Harare while Grade 4 goes for a shorter amount of time to a closer location to experience studies and activities related to conservation and survival skills. Both trips correspond to their Units of Inquiry and are an authentic way to learn in context. Click on the links for suggested Kit lists for  Grade 4 and Grade 5.

Explore Zimbabwe continues on through the Middle and High schools. Each grade level has a specifically designed trip as part of our curriculum and learning about Zimbabwe.

The Harare International School Programme of Inquiry (POI) has been developed using the International Baccalaureate (IB) Primary Years Programme (PYP) curriculum framework. It incorporates local and global issues into the curriculum through six transdisciplinary themes. These themes are explored using knowledge and skills derived from six subject areas as well as trandisciplinary skills, with the emphasis being the acquisition of knowledge and skills, the development of conceptual understanding, demonstration of positive attitudes and taking of responsible action.

Students inquire into, and learn about, globally significant issues in the context of units of inquiry, each of which addresses a central idea relevant to a particular transdisciplinary theme. Lines of inquiry are identified in order to explore the scope of the central idea for each unit. In tandem with the attributes and attitudes described in the learner profile, students develop the ability to work cooperatively, as well as learning to think creatively and critically.

PYP Programme of Inquiry

Harare International School (HIS)


A Boldly Diverse Learning Community that

Inspires Curiosity,

Embraces Challenge,

Nurtures Personal Growth


                             PYP Assessment Practices and Procedures


The purpose of this document is to inform and guide stakeholders about the elementary school’s assessment practices and procedures.


At HIS, assessment is an ongoing process of gathering, analyzing, reflecting and acting on evidence of student learning to inform teaching.


At HIS we believe that assessment is a continuous process that is integral to learning and teaching.

Assessment involves teachers and students collaborating to monitor, document, measure, report and adjust learning. Students are actively engaged in assessing and reflecting on their learning; acting on feedback from peers and teachers to feed forward to the next steps in learning. Learning goals and success criteria are co-constructed and clearly communicated. Both the learning outcomes and the learning process are assessed.

Assessment design is both a backward and forward looking. Our assessment practices and procedures are aligned with our Mission Statement.

Since assessment guides planning and instruction, a variety of authentic assessment tools and strategies are used to:

  • Commence the teaching – learning cycle
  • Inform teaching and learning
  • Enhance student learning
  • Provide evidence of students’ skills, knowledge and understanding
  • Provide a basis for the evaluation of the effectiveness of learning and teaching
  • Inform students, parents and other stakeholders of progress and achievement
  • Allow for both longitudinal observation of students’ progress and analysis of performance within

and between subject areas

  • Compare performance levels with other/like schools

What Assessment Actions Do We Take Based Our Philosophy?

The assessment actions taken at HIS are grounded in a framework as follows: assessment for learning; assessment as learning; assessment of learning. As a result, assessment at HIS is:

  • A continuous and cumulative process based on the curriculum taught
  • Integral to learning and teaching in our inquiry-based classrooms
  • Varied, authentic and differentiated and incorporates a range of strategies and tools
  • Used to assess different areas of learning
  • Supportive of self-regulated learning
  • Co-constructed (learning goals and success criteria)
  • A collaborative process: teachers, and students design, discuss and reflect on learning
  • Used to inform the students, teachers, parents, administrators and the community about student progress
  • Informative; learning expectations and assessment strategies are made clear to students
  • Reflective: regular opportunities are provided for students to discuss and reflect on their learning and set their own goals
  • Appreciative; it takes into account different cultural contexts and different ways of knowing and learning


What We Assess at HIS:

Assessment at HIS is integral to concept-driven,inquiry-based and transdisciplinary teaching and learning within the IB PYP framework. Specifically, assessment is used to enhance learning in and through the following areas:

  • The development of knowledge, conceptual understanding and skills (ATL) in all curriculum areas
  • Literacy development and acquisition
  • Numeracy and mathematical literacy

What Does Assessment Look Like at HIS?

At HIS, we utilize assessment to guide planning and instruction and enhance student learning. Assessment at HIS is an ongoing process of gathering, analysing, reflecting and acting on evidence of student learning to inform teaching. Students take an active role in their own assessment; they analyse how they think and learn. They develop skills to move from being self-assessors to self-monitors, with the aim of becoming self-adjusters.

Pre-Assessment:Pre-assessment is interwoven within each unit of inquiry and will determine a student’s prior knowledge and understanding in order to plan the next stage of learning within the context of the lines of inquiry.Pre-assessments also reveal misconceptions and are often planned at the beginning of each UOI to identify areas for focus in the exploration of the unit.

Formative Assessment:Formative assessment is a continuous co-constructed process and is designed to gather evidence and inform learning and teaching in order to improve and extend student knowledge, conceptual understandings and skills.Students are an integral part of developing and responding to formative assessment. As a result of this, their own self-assessment skills, peer assessment skills and reflection skills are developed. Formative assessments help students to identify their strengths and weaknesses and to target areas that need more focus.

Summative Assessment:Summative assessment is an opportunity for students to demonstrate what has been learned, highlighting the knowledge, concepts and skills acquired throughout the unit of inquiry. Summative assessment tasks should provide the students with the opportunity to:

  • Demonstrate their understanding of the key concepts, central idea and lines of inquiry
  • Apply the ATL they have developed throughout the unit
  • Use a variety of learning styles and multiple intelligences to demonstrate knowledge and understanding
  • Co-construct the criteria for assessment, for example, developing a rubric before the start of a task
  • To reflect; for example, self-assessment to analyze their learning and understanding
  • Self-assess their engagement with the learner profile
  • Choose the type of assessment that would yield the best performance results
  • Use agency to show their learning through open-ended tasks that allow for differentiated responses

Self-assessment: Self-assessment involves students reviewing and evaluating their knowledge, conceptual understandings and skills. It then leads to students monitoring and adjusting their behaviour and planning, making corrections and implementing improvements in their learning. Self-adjusters use the feedback they are given to modify and improve their learning. Self-adjusting therefore requires both thought and action which support students self-efficacy. As students reflect on their progress they set goals for their future learning.

Assessment Tools and Strategies Utilized at HIS:Strategies are methods or approaches that teachers use when gathering information about a student’s learning. Data is collected and recorded using a variety of methods. When choosing strategies, consideration is given to appropriate tools. A variety of strategies and tools are in use at HIS.

Examples of assessment tools utilized at HIS: pre-assessments; rubrics; exemplars; benchmark exemplars; anecdotal notes; continuums; checklists; anecdotal records; presentations/exhibitions; performances; photos and videos; choice boards.

Examples of assessment strategies:

  • Formal and informal
  • Standardized and non-standardized
  • Co-construction of learning goals and success criteria
  • Observations: students are observed often and regularly in a variety of settings
  • Performance assessments are goal directed tasks with established criteria
  • Process-focused assessments: these are used to record a student’s ATL skills. These include thinking, social, communication, research and self-management skills
  • Selected response: single occasion, one-dimensional exercises such as unit assessments, quizzes, oral presentations etc.
  • Open-ended tasks: these are situations where students are presented with a stimulus and asked to communicate an original response with no right or wrong answer. Responses can take a wide variety of forms to include but are not limited to diagrams, role play, etc.
  • Different sources of data collection (from teachers, mentors, specialists, counselor, TAs, parents, siblings, friends)
  • Student Agency: students take ownership of their learning through reflection, self-assessment, feedback and feed forward (from adults and peers), goal setting and self-regulation.
  • Student choice: students are given a choice as to how they would like to design assessment and share their learning.

Measuring Learning:

Diagnostic Tests: Diagnostic tests are used to diagnose and identify students’ strengths and weaknesses. Teachers use diagnostic assessments to inform planning. Diagnostic tests elicit evidence of knowledge and skills relative to a specific set of academic goals. Results are used to inform instruction and can be used to measure growth over time.

Standardized Testing: Standardized testing is utilized to obtain the following:

  • Norm-referenced data as a means of evaluating school performance for curriculum development purposes
  • Criterion-referenced data to evaluate individual student progress in order to adapt programmes to cater for individual student needs.

HIS currently administers the following standardized tests, the results of which are shared with students, parents and the community as appropriate:

  • Measures of Academic Progress (MAP) in Reading, Language Usage and Mathematics in Grades 3- 5. These are administered twice a year – September and April
  • A variety of reading assessments are administered: Diagnostic Reading Assessment (DRA); Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Neale Analysis of Reading Ability (NARA); Reading A-Z.


Reporting Learning: At HIS we do not rely solely on reports cards to report on student progress. A variety of modalities and strategies are in place to keep stakeholders in the community updated and informed:


Feedback and Feedforward

Feedbackis an integral part of the assessment process at HIS. Feedback offers opportunities for reflection and action. It encourages learning adjustment, promotes continuous improvement and celebrates success. Feedback helps students develop strategies to self-adjust and has a powerful influence on engagement and self-efficacy towards learning. Feedback on knowledge, conceptual understandings and approaches to learning supports students moving forward towards their desired learning goals.

Peer feedbackis a key activity through which students use the structure and language of success criteria to appraise and provide feedback on the learning of others. It emphasizes the importance of learning in the context of relationships by providing opportunities to communicate and be listened to. Students who provide feedback to peers increase their own assessment capability.

Feedforwardis utilised by looking ahead and subsequent assessments and offering constructive guidance on how to  support future learning.

At HIS we understand that feedback and feedforward is:

  • Timely
  • Specific
  • Constructive
  • Actionable
  • Helpful when it is goal-referenced
  • Regular and ongoing

Report Cards:Parents/guardians receive a written report on each child from the class teachers and specialists at the end of each semester A copy is included in the student’s files.

Student-Parent-Teacher Conferences(SPTC) are held during the first and second semester. The purpose of the SPTCs are as follows:

o An opportunity to consolidate the home-school partnership and relationship with parents/guardians

o To deepen knowledge and understanding of the student

o Share evidence of student learning and progress

o To set goals with the student and parents

A Parent-Teacher Conferenceor Student-Parent-Teacher-Conference can be requested at any other time by a teacher, parent, student or administrator.



Student-Led Conference(SLC) is conducted in the second semester. The purpose of this conference is:

  • to provide an opportunity for students to take ownership of their learning
  • for the students and parents to celebrate learning
  • for the students and parents to set goals for future learning

Teacher – Student Conferences: These are ongoing through the year. The purpose is to:

o Provide and gain feedback from the student to support differentiated learning

o Guide instruction through on-going informal conferences

o To support student self-reflection

Teacher -Teacher Conferences(TTCs): These are held as and when necessary to collaboratively plan future instruction based on cumulative and shared data for individuals or groups of students. A TTC can be in the form of a Student Review Forum.

Portfolios:The purpose of a student portfolio is to help students reflect on their learning, to show growth and development of the whole child over time, both inside and outside of the Programme of Inquiry in all subject areas. The portfolio allows all those involved in the learning process to see a true picture of the learner. It may also serve to help the teacher reflect, assess and teach. Collaboratively, the ES staff creates Portfolio Essential Agreements that are accessible to all ES staff throughout the school year.

Open-House and Fabulous Friday Presentations when students share their learning.

Records:Records of student work are maintained in the following way:

o Current student reports, reports from previous schools, standardized test results and any other professional reports on students are retained in confidential student files in the Administration Office, both in hard copy and electronically

o Dated samples of key student assessments and work, maintained by classroom teachers for sharing information with the teachers in the next school year, should include:

  1. Reading records
  2. Holistic writing sample
  3. Final Mathematics assessment
  4. Copy of report cards
  5. Student confidential information
  6. Relevant and significant observation notes
  7. Relevant health records
  8. Any other relevant assessments

Formal Presentations to Stakeholders:The school principal or a member of the senior leadership team shares data, both internal and comparative, with the faculty, Board and parents.

Miscellaneous:Inquiry Cycle, Newsletter, Blogs, Website, Notice and Bulletin Boards.

Assessment Policy Review Cycle: This assessment policy will be reviewed in three-year cycles from the date of adoption, using the following guidelines:

  • Alignment with the IB PYP Programme of Standards and Practices and PYP Action Plan
  • Alignment with the current HIS Mission Statement
  • Reflection and critical analysis of the following by the teaching staff: validity and relevance of specific components of the current assessment policy and practices
  • Collaborative input in the review and rewriting process.