The culture of the development of potential requires working structures that enable the cooperation and joint action of all educators. A culture of learning that practices individual, self-organized and experience-based work requires a lot of space for numerous learning arrangements and responsible cooperation between students and educators.
Examples: Stable people working with children, blocks of learning time, free phases of work, rhythmic work and relaxation, thematic fields.
Great diversity can be found in one class, and a culture of connection, trust and respect can emerge. In groups where there are students of different ages and different levels of achievement, children and young people experience diversity as a natural form of learning and coexistence.
Examples: Class Council, Student Parliament, Leader Circle (Noon Circle), Conflict Mediator Education
Examples: Designing, for example, learning offices and non-subject projects, professional or organizational small teams, weekly interviews of (large) teams, peer visits (also from outside)
Along with the school team and students, parents are the most important protagonists here: only in responsible and trusting cooperation with parents can the transformation of the school into a place of potential development succeed.
Examples: Professionals Day: parents demonstrate their competencies, parental visits, parent and student council, parents read to students
According to the UN Convention on Human Rights, everyone has the right to belong and to be recognized, regardless of nationality, class, sex, age or disability. Every child is important and every child counts.
Examples: heterogeneous learning groups (students of different grades), classes composed of students of different levels of education, integration of different levels of achievement.
The school premises are so flexible that several phases of learning take place and encourage: concentration on individual work as well as group work, presentations as well as plenum, movement, rest, relaxation.
They are equipped humanistically to make children feel a sense of community. Outside, the school is a green space that encourages maintaining contact with nature, relaxing, observing changes in nature during the seasons. By spending part of their time in nature, children develop a sense of ecology.
Examples: open spaces for learning, large classrooms with personal work spaces, functional rooms. spaces for outdoor learning
The school encourages mutual respect, thus creating a warm and safe environment in which everyone is able to know themselves. That is why our school is a place of non-violence and tolerance.
In equipping Harfa School, we sought to take into account the needs of the child and equip it with materials and devices that will enable balanced growth and development of the child.
Our space is equipped with a variety of didactic materials that are designed to inspire, arouse interest and curiosity, encourage research and experimentation; and through working with them, encourage children to observe and reason.
The school does not lack modern equipment that keeps pace with the times and enables the child to get acquainted with modern technologies and teaches him/her how to put digital content and devices in the service of acquiring new knowledge and connecting with other people with similar interests.
In addition to the regular program designated by the Ministry of the Republic of Croatia, Harfa School offers additional content that is inspiring, developmentally important and encourages children to develop and improve in areas where they feel successful and content, but also have the opportunity try some new topics.
The number of students in one educational group is 18. In this way, we will ensure full commitment to the needs of each child in the process of learning and acquiring knowledge and skills.
The learning space is designed to make children feel comfortable and relaxed. Children learn by exploring content through joint projects. Teamwork is highly valued in our school.
