Lower School
Instructional Focus

HAFTR’s  Lower School educators and school leaders are unified in common purpose:

We are committed to developing each student’s capacity for academic and intellectual achievement.
We are committed to developing each student’s capacity to learn both individually and collaboratively.
We are committed to developing each student’s “Growth Mindset.”
We are committed to developing each student’s metacognitive and social-emotional learning capacities: self-awareness, social awareness, decision-making and relationship skills within and beyond the classroom.
We view every HAFTR student as our student.

In HAFTR’s instructionally rigorous classrooms:

Complex and open-ended Essential Questions frame each unit of study and course progression.
Students develop deep conceptual understandings regarding the How (processes) and the Why (significance of) learning as it relates to each unit of study and course progression.
Student-led discussions, in small group and full class configurations, feature high-level questions, evidence-based responses, and a range of opportunities for students to learn from and with each other.
Students self-identify and articulate their “next moves” as learners: they articulate the content understandings and skills that they are developing anew or reinforcing within a unit of study or course progression.
Students apply their content understandings and skills toward the creation of high level, authentic, responses to complex, open-ended, questions. Students engage in public exhibition of their work

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