English Language Arts Beliefs
At HKIS, we believe literacy - reading, writing, speaking, listening - is a keystone to all learning. We value questions as much as answers, process as much as product, and connections as much as content. Literacy is a transdisciplinary skill that enables us to reflect, transform, and innovate to better understand the world around us. Literate individuals are able to communicate, collaborate, excel in academic pursuits, respect other cultures, pursue and explore spirituality, and develop their own character.

Disciplinary Transfer Goals
Students will independently use their learning in ELA to:

1. Communicate clearly and strategically for a variety of audiences, contexts and purposes.
2. Engage with challenging and diverse forms of text, and grapple with complex perspectives across time and place.
3. Construct logical, robust and informed arguments, assess the validity of their own thinking, and consider the merits of others’ arguments.

Common Agreements
We agree that English Language Arts education happens best when we provide opportunities for students to:

1. Work in a climate of trust that encourages risk taking and in which they feel safe and valued.
2. Be self-motivated and take ownership of their learning.
3. Experience and engage with multiple voices and perspectives.
4. Explore literature and language collaboratively.

Educational Standards: Common Core 

Mathematics Beliefs
We believe mathematics is a universal language that allows us to make sense of fundamental principles, ideas, patterns, problems and phenomena that surround us.

Through exploring abstract and contextual mathematics, students will investigate applications and uses of mathematics in the world around them. Such investigations provide opportunities for students to engage in critical thinking and reasoning. Students will learn how to communicate and justify their thinking in multiple ways. Students will come to understand that mathematicians focus on big ideas in mathematics, and the connections between ideas.

Disciplinary Transfer Goals
Students will independently and collaboratively use their learning in Mathematics to:

1. Deepen understanding of a concept or problem by critically selecting mathematical tools and strategies.
2. Employ mathematical thinking when justifying claims and critiquing the reasoning of others.
3. Develop and apply mathematical modelling to represent and make predictions about abstract relationships and those occurring in a real world context. 

Common Agreements
We agree that Mathematics education happens best when we provide opportunities for students to:

1. Take risks and make mistakes in an emotionally safe environment that values growth.
2. Build a conceptually-based foundation that moves between concrete, symbolic and abstract, in order to develop deep understanding.
3. Reason and justify their thinking individually and with others.
4. Think creatively and critically.
5. Develop fact fluency through working with and exploring numbers in meaningful number activities.
6. Ask questions, construct knowledge and reflect on the learning process.

Educational Standards: Common Core

Religious Education Beliefs
HKIS is grounded in the Christian faith and is respectful of the spiritual lives of all. The Christian faith is a response to the redemptive grace and love found in Jesus Christ, and recognizes that each student is a precious child of God. Respect and understanding of diverse religious beliefs is vital for harmonious living in our local and global communities.

Disciplinary Transfer Goals
Students will independently use their learning in RE to:

1. Recognise, define, and articulate their own spiritual journey and how it guides their life.
2. Articulate why Jesus is central to the biblical narrative and Christianity, and why Jesus may be important to their own or other people’s lives.
3. Engage respectfully with others of various religious and spiritual perspectives.

Common Agreements
We agree that Religious Education happens best we provide opportunities for students to:

1. Engage in open conversations about spiritual and religious questions.
2. Continue for students to examine and articulate their own spiritual identity by exploring the meaning of life and their connections with God.
3. Develop a mindset of empathy and service and, in tangible ways use their talents and abilities to meet needs in the world.

Educational Standards: HKIS standards

Science Beliefs
We believe science is a never-ending process of discovery, interpretation and evaluation. Science education empowers us to participate as collaborative problem-solvers and innovators in an increasingly scientific and technological world. Through the concurrent development of students’ scientific and engineering practices* and understanding of core ideas, we cultivate scientifically literate people who experience the richness and excitement of knowing about the ever-changing natural world and how it functions.

Disciplinary Transfer Goals
Students will independently use their learning in science to:

1. Apply understanding of historical developments, geographic phenomena, civic values, and economic factors to draw conclusions, make predictions and plan for the future while addressing local and global issues.
2. Analyze perspectives, patterns, and relationships to engage in responsible and active global citizenship.

Common Agreements
We agree that science education happens best when we provide opportunities for students to:

1. Authentically perform as scientists to investigate how the world works, and as engineers** to develop solutions to problems.
2. Engage in the practices of science to construct understanding of phenomena.
3. Take risks and persevere in an emotionally safe environment that values the iterative and collaborative process of learning.
4. Nurture their innate sense of curiosity and personal interests.

Educational Standards: NGSS (Next Generation Science Standards)

*Scientific and engineering practices: 1) Asking questions (for science) and defining problems (for engineering); 2) Developing and using models; 3) Planning and carrying out investigations; 4) Analysing and interpreting data; 5) Using mathematics and computational thinking; 6) Constructing explanations (for science) and designing solutions (for engineering); 7) Engaging in argument from evidence; 8) Obtaining, evaluating and communicating information. [A framework for K-12 Science education, 2012]

**Engineering “to mean any engagement in a systematic practice of design to achieve solutions to particular human problems” [A framework for K-12 Science education, 2012]

Social Studies Beliefs
We believe Social Studies engages learners in an authentic and powerful exploration of the human experience. We seek to empower students with the knowledge, skills and dispositions to understand and solve the challenges facing an interdependent world. Our commitment is to prepare students to become compassionate, enlightened, and effective citizens of their local and global communities, who understand their own humanity and that of others.

Disciplinary Transfer Goals
Students will independently use their learning in Social Studies to:

1. Take compassionate action.
2. Make educated and ethical decisions.
3. Innovate, collaborate and contribute to a just and sustainable world.
4. Think critically in complex situations.

Common Agreements
We agree that Social Studies education happens best when we provide opportunities for students to:

1. Construct their own knowledge through inquiry.
2. Demonstrate their learning in authentic ways.
3. Integrate diverse perspectives and disciplines.
4. Value the question as much as the answer, process as much as the product, connections as much as the content.

Educational Standards: C3 Standards (College, Career, and Civic Life)

World Language Beliefs
Language and communication are at the heart of the human experience. Foreign language acquisition encourages students to respect and understand other cultures, as well as heightens the awareness of their own culture and language. Learning about culture promotes increased sensitivity and compassion, while fostering the value of diverse perspectives. Foreign language acquisition equips students to participate more actively in the global community and to be more adaptable in an increasingly interconnected world. Our program places a differentiated focus on the three modes of communication (interpersonal, interpretive and presentational).

Disciplinary Transfer Goals
Students will independently use their learning in World Languages to:

1. Communicate meaningful information in the target language in authentic interactions, in a culturally appropriate manner.
2. Apply the target language to investigate, explain, and reflect on the practices, products, and perspectives of the cultures studied.

Common Agreements
We agree that World Language education happens best when we provide opportunities for students to:

1. Learn in an atmosphere of trust, care and safety.
2. Take risks with their learning.
3. Share responsibility for the atmosphere and learning experiences; be proactive and take ownership for their own learning.
4. Participate in collaborative and interactive learning experiences.
5. Engage with authentic resources to help develop cultural and linguistic competency.

Educational Standards: ACTFL

Co-curricular Beliefs
HKIS believes co-curricular activities are integral to the total education experience for students. The co-curricular program supports the actualization of the school’s Mission, Vision and Student Learning Results (SLRs). Co-curricular activities provide opportunities for students to explore and pursue areas of interest in diverse environments, promoting the development of both collaborative and individual knowledge and skills. These experiences, when pursued appropriately, promote the fulfillment of a healthy and balanced life.

Disciplinary Transfer Goals
Students will independently use their learning in co-curricular programs to:

1. Maintain an active and healthy lifestyle with a good work-life balance.
2. Engage in and enjoy a variety of athletic and non-athletic pursuits and interests.
3. Express their creativity.
4. Interact positively with others and contribute constructively and respectfully as a member of a group or team.
5. Value and demonstrate good sportsmanship and fair play.
6. Recognise and access opportunities for positive risk-taking.
7. Give back by volunteering or contributing as a coach or mentor.

Common Agreements
We agree that co-curricular programs have the most positive impact when we follow the agreements below:

1. Commitment to a balanced program: We will provide a balanced variety of opportunities, both athletic and non-athletic, to encourage all students to explore their passions and interests.
2. Complementary programs: We will provide opportunities that complement educational programs.
3. Alignment/Flow: We will provide a developmentally appropriate progression of experiences and instruction in selected activities, such that skills can be honed and tested in increasingly sophisticated situations.
4. Student Participation: We will encourage students to engage in a balanced variety of co-curricular programs during their years at HKIS.
5. Build community and connectedness: We will provide co-curricular experiences that will foster in students a sense of school spirit, connectedness and pride.
6. Lifelong learning: We will provide co-curricular experiences that encourage in students the development of transferable skills, habits and dispositions that will serve them well in their future.

Counseling Beliefs
We believe that each student is a unique, developing, capable individual who will learn from their experiences and grow personally, socially, spiritually and academically throughout their lives.

Disciplinary Transfer Goals
As a result of engagement with the HKIS social-emotional curriculum and counseling services, students will:

1. Understand the value of a growth mindset.
2. Have an openness to seeking solutions.
3. Show an awareness of the wide range of human emotions and the intersection of thoughts, feelings and behaviors.
4. Be equipped with knowledge and an array of skills for self-management and positive self-regard.
5. Demonstrate empathy toward others and compassion toward those in need.

Common Agreements
In the best interests of students, we believe that:

1. All students have a right to quality guidance and school counseling services throughout their school years.
2. The best outcomes happen when all members of the school community share in the nurturing of students’ social, emotional and spiritual well-being and their sense of connection within the school and the larger world community.
3. School counseling is both preventative and remedial in fostering social-emotional, spiritual, academic and personal development in support of a balanced life.
4. School counselors work collaboratively with faculty, administration, parents, students and the community to provide opportunities that will enable students to set goals, establish priorities, make informed decisions and evaluate results.

Educational Standards: ISCA

Learning Innovation Beliefs
We believe that innovative learning and teaching are essential to creating an authentic and personally meaningful education that values process.

Today's learners experience continual change in the information and technologies they encounter in their personal and professional lives. We must prepare our learners to be resourceful, adaptable and ethical creators, collaborators and communicators. The use of information and technology literacies permeates all aspects of the curriculum: Learning for innovation requires multiple literacies.

We are committed to fostering a shared sense of enjoyment and empowerment in the pursuit of lifelong, self-directed reading, learning and taking informed action.

Disciplinary Transfer Goals
Students will independently use their learning to:

1. Analyze and evaluate information, ideas and opinions from a variety of perspectives.
2. Read and view for understanding, personal growth and enjoyment.
3. Use innovative and creative ways to raise compelling questions, frame and solve problems and construct knowledge.
4. Inquire and maintain awareness about local and global issues, deliberate with other people, and take well-informed constructive, independent and collaborative action.

Common Agreements
We agree that innovative learning happens best when educators encourage and model:

1. Authentic opportunities for learners to have open permission to create and innovate.
2. A variety of ways to document learning that encourages reflection.
3. The mindset of adaptability and curiosity.
4. Ethical learning practices.

A range of strategies and tools that empower them to be self-motivated collaborators, communicators, and creators.

Physical Education Beliefs
Physical Education at Hong Kong International School is a vital component of an overall program which seeks to educate the whole child. Physical Education offers unique opportunities to develop the body, mind and spirit through movement. Regular physical activity improves all aspects of life, enhances the development of the brain and contributes to emotional well being. Our commitment is to empower students with the skills, knowledge and dispositions to collaborate, cooperate, resolve issues, overcome obstacles and practice sportsmanship.

Disciplinary Transfer Goals
Students will independently use their learning in PE to:

1. Apply their knowledge and skills to confidently engage in a diverse range of physical activities appropriate to their needs.
2. Demonstrate the attributes of good sportsmanship.
3. Achieve and maintain a health-enhancing level of physical activity.

Common Agreements

We agree that PE happens best when we provide opportunities for students to:

1. Challenge themselves in an inclusive, safe and supportive environment.
2. Experience a variety of differentiated and enjoyable physical activities.
3. Cooperate with and value each other.
4. Learn from adult modelling of good sportsmanship, resilience, respect, problem solving and teamwork.

Educational Standards: Shape America

Music Beliefs
Music is valued in human culture because it brings us a sense of beauty, connection with others, and belonging to something larger than ourselves. Participating in music involves the learners’ whole being and fosters the development of mind, body and spirit.

Music education develops the skills, knowledge and habits of musicianship and the emotional expressiveness and responsiveness of musicality. Music education supports connections with other disciplines and also builds character through encouraging growth in creativity, resilience, and collaboration. The HKIS music program prepares students to be contributing members of a diverse society, and encourages lifelong music appreciation.

Disciplinary Transfer Goals
Students will independently use their learning in Music Education to:

1. Engage with music as discerning and responsive listeners who understand the value and impact of diverse music genres on themselves and others.
2. Demonstrate ensemble skills and musicianship, and understand how an individual contributes to the power of the ensemble experience.
3.  Make creative decisions with artistic intent to convey meaning.

Common Agreements
We agree that Music Education happens best when we:

1. Show and share our own love of music.
2. Create safe and positive spaces that invite students to be themselves, take risks and experience the joy of making music.
3. Give students opportunities to listen, respond to music, and converse about music.
4. Encourage the development of both musicianship and musicality, and provide opportunities to share music through performance.
5. Give students opportunities to hear and explore a diverse repertoire.
6. Provide rewarding and successful ensemble experiences that allow students to feel the power and beauty of musical synchrony.

Educational standards: National Core Arts Standards

Theater Arts Beliefs
We believe that Theater Arts education promotes empathy and enriches students’ understanding of humanity in all its diversity. Theater Arts provides an accepting and supportive environment, in which students develop their self-confidence, self-expression and creativity. Students learn how to display the professionalism of the theater artist, by maintaining deadlines, being punctual, dependable and responsible. Theater Arts education fosters collaborative and critical thinking skills and dispositions that apply across all disciplines.

Disciplinary Transfer Goals
Students will independently use their learning in Theater Arts to:

1. Make empathetic connections to others and respond compassionately.
2. Be life-long patrons of theater: appreciate theater experiences as an audience member or active participant.
3. Converse intelligently about performances and dramatic works.
4. Collaborate and contribute constructively as a member of a group.
5. Practice self-reflection, and be receptive to feedback in pursuit of continued growth.

Common Agreements
We agree that Theater Arts education happens best when we provide opportunities for students to:

1. Develop effective collaborative skills in a supportive, trusting environment.
2. Explore different perspectives.
3. Craft and present performances.
4. Deepen their understanding by taking risks and challenging themselves.
5. Become more self-aware.

Educational Standards: New York Blueprint

Visual Arts Beliefs
We believe that Visual Arts education promotes empathy and enriches students’ understanding of humanity in all its diversity. Visual Arts provides an accepting and supportive environment, in which students develop their self-confidence, self-expression and creativity. Students learn how to display the professionalism of the visual artist, by maintaining deadlines, being punctual, dependable and responsible. Visual Arts education fosters collaborative and critical thinking skills and dispositions that apply across all disciplines.

Disciplinary Transfer Goals
Students will independently use their learning in Visual Arts to:

1. Make empathetic connections to others and respond compassionately.
2. Be life-long patrons of theatre: appreciate theatre experiences as an audience member or active participant.
3. Converse intelligently about performances and dramatic works.
4. Collaborate and contribute constructively as a member of a group.
5. Practice self-reflection, and be receptive to feedback in pursuit of continued growth.

Common Agreements
We agree that Visual Arts education happens best when we provide opportunities for students to:

1. Develop effective collaborative skills in a supportive, trusting environment.
2. Explore different perspectives.
3. Craft and present performances.
4. Deepen their understanding by taking risks and challenging themselves.
5. Become more self-aware.

Educational Standards: HKIS Standards (under review SY2021-2022)