|Introduction | Faculty | Calendar | Primary Allocation | Contact Info|
Welcome to Victoria Harbour Heights campus
Our School and IB PYP
As an “IB World School” our mission is “To develop innovative an pertinent learning and teaching environments that foster teachers’ professionalism and help children to scaffold and reach their full potential. To nurture children’s international-mindedness to encourage them to become global citizens”.
The core values of our campus help us to provide a stimulating and caring learning environment where both children and staff feel respected. All members of our learning community are valued for their individuality and in this way we aim to guide our students to become internationally-minded citizens.
HH Core Values
The International Baccalaureate (IB) Primary Years Programme (PYP) is an international programme for students aged 3-12. At Harbour Heights we combine this with the best practices from a range of national systems including Hong Kong and around the world to provide a comprehensive approach to learning and teaching. In addition, we also implement the philosophy of IB PYP at the Pre-Nursery level (aged 2-3), even though this age group is not formally a part of the PYP.
IB Learner Profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
For more information about the IBO please visit http://ibo.org/informationfor/parents/
Our School Curriculum
Through our school’s many and varied learning activities, children learn to think, inquire, create, observe, research, find answers, ask questions and solve problems. They practice communicating and learn to appreciate others. They work together to achieve success. They learn to accept responsibility and gain self-confidence to try new things and to express themselves. Through this, they can achieve successful development, and that is the best result!
Learners Constructing Meaning : Inquiry in the Early Years
Our Early Years learners are by nature, full of curiosity. Our school environment supports the children in their exploration and investigation of both new and familiar concepts.
Inquiry-based learning is driven by the learner’s questions and wonderings rather than the teacher’s lessons. The role of the teacher during inquiry is to guide and facilitate the students to construct their own meaning through engaging, relevant, challenging and significant learning.
The Primary Years Programme is organized around six transdisciplinary themes through which children construct meaning from experience about the social and physical world around them.
How the world works
How we organize ourselves
Sharing the planet
Who we are
How we express ourselves
Where we are in place and time
The PYP curriculum comprises three interrelated components (as shown below) that inform teachers about their own practice during student inquiry. The teacher can then facilitate the connection between a child’s prior knowledge and knowledge to be acquired.
What do we want to learn? The Written Curriculum
The Primary Years Programme (PYP) strives for a balance between the search for understanding (concepts), the acquisition of essential knowledge and transdisciplinary skills, the development of positive attitudes and the opportunity for positive actions. The five (5) components of the written curriculum are considered "essential elements". In the learning environment, students engage with the curriculum through meaningful situations and engagements. They develop skills that transcend the individual disciplines, which ultimately help them to conduct purposeful inquiry and prepare for further education and life beyond school.
How best will we learn? The Taught Curriculum
The taught curriculum is the written curriculum in action. Central ideas, infused with a spirit of “inquiry”, are chosen in each unit of inquiry that will enhance each student’s understanding of issues of global significance. Inquiry is the process initiated by the students or the teacher that moves the students from their current level of understanding to a new and deeper level of understanding.
How will we know what we have learned? The Assessed Curriculum
The prime objective of assessment in the PYP is to provide feedback on the learning process. Students and teachers should be actively engaged in assessing the students’ progress as part of the development of their wider critical thinking and self-assessment skills.
From the school year 2014 we are proud to announce that we will become a chartered school for the Teachers College Reading and Writing Project. This is an exciting new project run by the Teachers College, Columbia University and provides a literacy-rich curriculum aiming to produce avid readers and writers. This curriculum will run alongside our IB PYP curriculum and will incorporate the transdisciplinary skills and attitudes that are vital to the IB philosophy.
For more information on this project, please visit http://rwproject.tc.columbia.edu/
Our School Information
Pre-Nursery (2-3 years old)
Nursery (3-4 years old)
Lower (4-5 years old)
Upper (5-6 years old)
Extra curricular activities
Our campus hosts numerous extra curricular activities, including Little Scouts and Happy Bees. The activities and philosophy of these groups promote civic responsibility, team building and caring, moral attitudes.
Our School Environment
Harbour Heights campus has an area of 20,000 square feet, accommodating:
2 Physical Play Areas
Creative Play Areas
Messy Play Area
Our School Community
As a community of learners, we believe that the successful development of our children depends on close co-operation and collaboration between parents and teachers. Parents play a vital role in our school and together, with students and teachers, our school is committed to ongoing improvement.
Our “Parental Participation Scheme”, encourages parents to become actively involved in the following types of learning engagements:
Participating provides a great opportunity for the parents to become familiar with our units and also to assist the teacher in the modeling of the learner profile attributes and attitudes. This often proves to be a very rewarding experience for the children, parents and teachers.