High Tech Academy (HTA) is a private innovative school that offers a unique, project-based academic program designed to prepare our students to recognize and respond to the challenges and uncertainties of a complex world. Our mission is to nurture the next generations of lifelong learners to work together in solving complex challenges.
High Tech Academy instructional design emphasizes hands-on, project-based learning connected to real-world issues and needs. We are committed to building a school culture of responsibility, courage and kindness, where students and adults are committed to quality work and a sense of community.
Our long-term goal is to become a model for innovative, 21st century teaching and learning for the city of Almaty and Kazakhstan.
We also aim to develop:
High Quality Learning & Teaching
At HTA we believe that High Quality Learning & Teaching is a collective journey of discovery. A journey that creates agency, respects cultures, the rights and wellbeing of children and leads to active citizens who equitably engage with their local and global communities. Individual growth and social emotional intelligence are paramount to HTA’s process of learning and teaching as children plan and set goals, develop a growth mindset, inquire, think critically and creatively, reflect, and engage in meta-cognition and innovation.
Global Citizenship relies on understanding identity through common humanity rather than through geography, politics, or culture. This means a true global citizen must value empathy and possess genuine desire to understand multiple sides through self-awareness of one’s own conditionings and natural biases. In an academic setting this means regardless of the subject (be it literature, biology, or Kazakh language) applying content and skills learned to contemporary international issues is a pathway in this direction.
Intercultural Learning enables us to know how we create meaning. Intercultural learning occurs when our learning enables us to understand issues and material outside of their own culturally conditioned biases. When intercultural learning occurs, we understand issues from multiple points of view and with awareness of our cultural setting, learn how culture, biases, and values affect our perception. We must possess a basic self-awareness of our own cultural, ideological, political, moral background and positions of power and privilege.
Digital Citizenship is the responsible use of technology to promote academic inquiry, find information that is both reputable and useful, and communicate both professionally and productively. Digital Citizenship mandates that learners develop methods for evaluating legitimacy in sources, the prevalence of bias, and optimization of where to search for information. Another key factor of true digital citizenship is empathy in social connection where learners can see beyond the void of cyberspace and perceive others' humanity in all digital interactions, guiding empathetic and compassionate behavior.
Enhance student potential to improve the world.
Nurture next generations of lifelong learners to work together in solving complex challenges.
Maximize the individual growth of each student
Actively contribute to making change in our community
Become a role model and drive positive social change.
Strategic development plan 2020-2027
LEARNING WHILE DOING
Students learn to respond to the challenges and uncertainties of a complex world by solving real problems for the community.
Students are being entrusted by real organizations to give them solutions that must be evidence-based and high quality.
Teachers focus on the valuable life lessons and skills the students are learning along the way, regardless of the end product. The process is where the learning happens and we make sure to give it the space and ultimate priority.
EQUITY AND INCLUSION
Teachers work to address inequities and help students reach their full potential.
Teachers recognize the value of having students from different backgrounds and with differing abilities working together, and employ a variety of approaches to accommodate diverse learners.
Performance cannot be measured solely by academic achievement. People have a multiplicity of talents and skills which should be encouraged and celebrated.
LEARNING TO BE WELL
Student well-being is paramount.
Students develop mental resources that will help them to behave intelligently under challenging conditions of uncertainty or dilemma.
Students strive for constant growth, lifelong learning and self-improvement. They seize problems, tensions, conflicts and challenges as valuable opportunities to learn.
We recognize the social value of learning and understand the relationship between rights and responsibilities.
We provide opportunities for our students to contribute, to collaborate and to learn that they can make a difference to the community – whether that means a local, national or global community.
We view active citizenship as a form of literacy that implies being aware of what is happening around us, acquiring knowledge and understanding so as to make informed judgments, and having the skill and courage to respond in the appropriate way, individually or collectively.
As a trilingual school we provide opportunities for language learning through which students learn to communicate effectively, develop their cognitive abilities, discover their identity and cultures different from their own.
I feel comfortable expressing my feelings, ideas and aspirations. Freedom is not about obeying someone else, but obeying the rules and laws common to all.
I think things through and remain conscious of my actions and their effects. I focus on being present in each moment, trying not to dwell on past events or worries about the future.
I try doing something new even if I'm scared. When learning something new, I try again and again even if I don’t excel at first. I do the right thing when faced with a difficult choice. If I make a mistake, I admit it, apologize and offer help. I ask for help when I need it.
I keep my promises and own up to my mistakes. I accept the consequences of my decisions. Responsibility fosters respect - both self-respect and respect from others.
I learn through trying. I am not afraid to make mistakes. I set goals and strive to improve my skills and cognitive abilities. I can become better in any field if I make an effort.
I strive to help people and show support, warmth (or empathy, kindness, etc.), and consideration for their well being. I am respectful of other people’s feelings and apologize if I hurt them.
I show courtesy, consideration and sensitivity to the people around me. I respect natural resources, the work of others, and the physical space I occupy. I respect others, even if I do not agree with their opinion or choice.
Fully Accredited CIS School
In July 2022, High Tech Academy became a fully accredited school within the Council of International Schools. Through our accreditation with CIS, we have affirmed our commitment to high qualify international education by meeting the demanding and rigorous standards needed by CIS for accreditation. We are delighted to be able to continue to provide the very best international education to learners in Almaty, Kazakhstan. We have shared a list of CIS Evaluator Commendations here with some of the many positive findings CIS discovered about our school.
This CIS accreditation award shows that the school has achieved high standards of professional performance in international education and has a commitment to continuous improvement.The quality and rigour of CIS International Accreditation is recognized by ministries, departments of education, and universities around the world as demonstration of a school's commitment to high quality international education. Learn more about the global recognition of CIS International Accreditation here, and read online how your child benefits from attending a CIS Accredited school.