Lower School

HIS is an IB Continuum School and uses the IB Learner Profile as a guide for developing student attributes so that we may nurture the ability of students to use a variety of necessary soft skills including communication, thinking, self-management, research, and social skills. Furthermore, we encourage mindful approaches to resilience, perseverance, inquiry, and being a principled and balanced individual.

The Lower School (Early Years – Grade 5) at HIS is currently following the principles and practices of the IB Primary Years Programme (PYP). The curriculum is transdisciplinary in nature, which incorporates subject learning of Math, Literacy, Social Studies, Science, the Arts, and Design/Computer Technology within thematic units of inquiry. Lower School instruction is also supported by specialists in the areas of physical education, arts, Mandarin and ESOL, learning support, STEAM, and library.

In Lower School our goal is to build on our students’ natural curiosity and eagerness to acquire and master new information by developing a solid foundation of cognitive skills and learning habits through our inquiry-based approach to learning.

Learning in Grades 1-5 incorporates a range of subject areas including the arts, Language, Mathematics, Music, Personal, Social and Physical Education, Social Studies, and Design Technology.

By the end of 5th grade, our Lower School students advance to Upper School with not only a high level of academic and social skills, but also a sincere appreciation and understanding of what it means to be global citizens and culturally competent.

Inquiry-based Learning

At HIS we follow an inquiry-based curriculum framework which was designed to meet the needs of families living in diverse international communities.

Our teachers design inquiry-based units which ensure rigorous learning, through a range of exciting, active and meaningful experiences for children. Learning at HIS takes a global approach; helping children to reflect on the similarities and differences between their home and host countries; embrace diversity, and consider multiple perspectives.

Our units of inquiry are based on transdisciplinary themes which run from Pre-School to Grade 5. In Early Years and Pre-K teachers choose four of these themes as a basis for the Early Years Units of Inquiry.

The Six Transdisciplinary Themes:

1/ Who we are
An inquiry into identity as individuals and as part of a collective through: 

• physical, emotional and spiritual health and well-being 
• relationships and belonging 
• learning and growing 

2/ Where we are in place and time
An inquiry into histories and orientation in place, space and time through: 

• periods, events and artefacts 
• communities, heritage, culture and environment 
• natural and human drivers of movement, adaptation, and transformation 

3/ How we express ourselves
An inquiry into the diversity of voice, perspectives, and expression through: 

• inspiration, imagination, creativity 
• personal, social and cultural modes and practices of communication 
• intentions, perceptions, interpretations and responses 

4/ How the world works
An inquiry into understandings of the world and phenomena through: 

• patterns, cycles, systems 
• diverse practices, methods and tools 
• discovery, design, innovation: possibilities and impacts 

5/ How we organize ourselves
An inquiry into systems, structures and networks through: 

• interactions within and between social and ecological systems 
• approaches to livelihoods and trade practices: intended and unintended consequences 
• representation, collaboration and decision-making 

6/ Sharing the planet
An inquiry into the interdependence of human and natural worlds through: 

• rights, responsibilities and dignity of all 
• pathways to just, peaceful and reimagined futures 
• nature, complexity, coexistence and wisdom

Key Concepts

Teachers design units which explore a Central Idea, and focus on up to three concepts. Our students are encouraged to ask questions and to pursue explorations into their own areas of interest. Learning experiences are designed to inspire children’s curiosity and creativity and to develop their ability to be well-rounded citizens of the world.

• Form
  What's it like? The understanding that everything has a form with recognizable features that can be observed, identified, described, and categorized.
   
• Function
  How does it work? - The understanding that everything has a purpose, a role, or a way of behaving that can be investigated.
   
• Causation
  Why is it like it is? The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences.
   
• Change
  How is it changing? The understanding that change is the process of movement from one state to another. It is universal and inevitable.
   
• Connection
  How is it connected to other things? The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.
   
• Perspective
  What are the points of view? The understanding that knowledge is moderated by perspectives; different perspectives lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or disciplinary.
   
• Responsibility
  What is our responsibility? The understanding that people make choices based on their understandings, and the actions they take as a result do make a difference.