We don’t look to lose any students on the way — the expectation of walking across the stage to receive an HKA Diploma will be the same for all students completing their Grade 12 year. The way in which the students get there, however, might be different and this requires us to be continuously asking three basic questions:


1. How will we ensure that everyone is included?


HKA believes that a diverse community, grounded in mutual respect, enhances learning for all members of the community. Learning with and not competing against friends who come from different parts of the world, speak different languages at home, identify with different religions and belief systems, and possess different skills, talents, and interests develops open-mindedness, and is an important component of our students’ future success.


Diversity on its own is static and value- neutral. To make diversity dynamic and positive requires the intentional inclusion of all students in every aspect of the life of the school supported by language and actions that demonstrate that this is a positive component of our culture. We may not be able to travel the world, but the examples used in class and the topics and situations we learn about will appeal to a diverse community. Teachers from many different backgrounds and experiences enrich the learning community, and everyone is encouraged and expected to learn from and support each other in all aspects of learning.


2. How will we ensure the appropriate level of challenge?


Inclusion requires us to create differentiated learning experiences and incorporate differentiated instructional strategies that ensure equal access to learning for all. Rather than reaching “Pit Stops” at which you are given a clue or a task to complete, differentiated education at HKA means that teachers must provide multiple strategies and avenues for accessing information, gaining knowledge, fostering skills, and encouraging reflection and understanding. In essence, inclusion requires a responsive approach to teaching and not a single approach in which:


Students are active participants in their learning.


Students are encouraged to make choices and take risks so that they can develop into independent, self-motivated learners.


Students with special learning and physical needs are accommodated (technologically or otherwise) and supported to learn at their own pace.


Goal-oriented, rigorous curricula challenge students and promote meaningful experiences of achievement and success.


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3. What will success look and sound like?


Successes are something that we recognize and honor throughout the year. The class of 2014 is comprised of students who have achieved fantastic grades, who have been accepted to a range of world-renowned universities and programs, who have achieved personal bests in a range of interests and pursuits, who have developed as athletes, thespians and musicians, and who have engaged in some creative and innovative community projects. For those of you who attended the graduation in May, you participated in an event where there were no winners and no losers and personal accolades were put aside for one moment. Phil Keoghan wasn’t there with a million dollar prize, but the ceremony made for compelling viewing as we focused on the collective achievement that our graduates had completed this stage of their Amazing Journeys. Everyone was included, everyone had been challenged, and we all shared in everyone’s individual success as the manifestation of HKA’s commitment to its mission.


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