We Believe

We believe that the study of English...

enables students to see the world around them clearly, critically, and sensitively. Through reading literature, we strive to nurture young men to be thoughtful and generous forces in their communities and to read, write, and speak with precision and power. The English department sharpens each student's critical awareness - in reading skills, in writing, and in oration. As students learn to recognize linguistic structures and possibilities, they will develop their own voices and adopt the very patterns they’ve studied to improve their own communicative skills. By coming to understand the basic elements intrinsic to literature of many genres, students will better understand themselves, others, and the world we live in. 

English classrooms at Haverford expand students' literary knowledge and instill habits and skills of lifelong value. From storybooks to novels, students will encounter attitudes and lives that expose them to new perspectives. As they write personal reflections, creative stories, and analytic papers, they build and explore their rhetorical and artistic skills throughout their time at Haverford. 

Students engage in small groups and formal presentations; they discover their own voices and learn to listen to each other. Through close observation of textual detail, students enrich their quality of thinking, writing, and speaking. Writing is a concentrated form of thinking, so students will spend time on the writing process, crafting sentences, paragraphs, and finally whole papers to articulate their beliefs about what they’ve read and even the world we live in. At all levels, students will engage in memorable experiences to shape and sharpen their verbal skills, expand their knowledge of literature, and add to their general intellectual growth. Such is our ambition: that our efforts and associations will instill habits and skills of lifelong value.

After studying English at The Haverford School, he will...

1. Engage in thoughtful dialogue with humility, curiosity, and self-awareness in order to deepen understanding and revise one's thinking.
2. Employ precise reading, writing, and speaking to engage with others in intellectual inquiry and communicate nuanced ideas to different audiences.
3. Develop independent intellectual discipline and grit in reading a wide variety of texts in order to build understanding, perspective, and intellectual stamina over time. 
4. Develop a personal taste in reading that leads to future reflection, pleasure, and continued intellectual growth over time. 
5. Use all stages of the writing process to develop, test, and refine ideas through sustained, concentrated thinking.  

We believe the arts teach boys...

a kind of self-awareness they could not get in any other way. Through creative thought and expression, they learn to bridge their life experience with the world around them, cultivating empathy, confidence, and a deeper sense of identity, which are qualities that sustain them throughout their lives and shape how they engage with others in the wider world. Arts education also nurtures transferable skills such as time-management, problem-solving, and perseverance that enrich every area of learning and illuminate connections across disciplines. In this way, the visual arts serve as an essential thread woven through the educational journey of those who pursue them.

Visual arts classrooms aim to foster safe and engaging studio environments that encourage experimentation, risk-taking, and the open exchange of ideas. Whether working independently or collaboratively, students inspire and are inspired by one another within the shared studio space. Conversations about art and each other’s work arise naturally, fostering a reflective and intellectually vibrant culture grounded in respect, responsibility, and care for others. An appreciation of art develops through both a deep understanding of and active engagement in the creative process. 

Student engagement in the visual arts is grounded in experiential learning that invites boys to explore and refine their creative potential. From Pre-K through Grade 12, students encounter a diverse range of artistic opportunities designed to nurture curiosity, cultivate an individual aesthetic voice, and support the ongoing development of technical skill and conceptual understanding. Through this process, they grow into thoughtful, expressive, and positive young men, who are prepared to engage compassionately and contribute meaningfully as participants in a larger community.

After studying Fine Arts at The Haverford School, he will...

1. Learn to observe the world closely, and interpret what is seen in order to deepen understanding, construct meaning, and form personal connections.
2. Express ideas, experiences, and perspective through purposeful artistic choices, using visual language effectively to convey meaning with clarity and intention. 
3. Engage in an interactive creative process by taking risks, experimenting with new ideas, learning from mistakes, and persisting through challenges to develop original and thoughtful work.
4. Reflect on and discuss artwork - both one’s own and others’ - to give, receive, and apply feedback in order to refine constructive thinking and improve creative process. 
5. Make meaningful connections between the visual arts and other disciplines, experiences, and communities, using artistic thinking to deepen understanding across contexts.

We believe that through the study of Health and Wellness...

students become more aware of their physical, mental, emotional and social well being. A high-quality education in Health and Wellness includes acquiring skills necessary to maintain a healthy lifestyle, establish positive routines and understand how to make lasting friendships. Central to our approach is developing lifelong skills to support positive well-being as boys prepare to lead lives of purpose and impact.

Health and Wellness settings are fun, safe and inclusive for all students. Classes are exciting and collaborative with movement activities developing strength and conditioning while creating joy amongst the learners. There is a natural progression beginning with fine motor skill development in Pre-Kindergarten, advancing through cooperation and teamwork in the Lower and Middle Schools, and culminating in the knowledge and commitment to sustain a healthy, balanced lifestyle. Instruction is designed to engage multiple learning modalities, providing opportunities for students to see, hear, reflect and experience wellness concepts in an atmosphere that celebrates growth and achievement as well as a better understanding of who they are.

To support student engagement, students will interact with their classmates in a variety of settings, environments, sports and fitness activities increasing their overall confidence, knowledge of overall wellness and ability to connect with others. Through these shared experiences, each boy is known, challenged, and supported as he grows in extraordinary ways, building the curiosity, initiative, and wisdom required to lead and serve.

After studying Health and Wellness at The Haverford School, he will...

1. Independently apply strategies to maintain a balanced and healthy lifestyle that promotes lifelong physical and mental well-being.
2. Make informed nutritional decisions that support their overall health, energy levels, and physical performance.
3. Design, adapt, and maintain personalized fitness plans to achieve and sustain physical health and fitness throughout their lives.
4. Apply effective refusal and decision-making skills to avoid substance abuse and make safe, responsible choices in real-life scenarios.
5. Independently identify and utilize healthy stress management techniques to enhance resilience and emotional well-being in everyday life.
6. Demonstrate self-awareness and empathy by applying strategies for managing emotions, building relationships, and making responsible decisions in a variety of social and emotional situations.

We believe that the study of history and social science...

is at the heart of a strong liberal arts education. It is through the study of people over time and space that a student can understand how the earth and humankind have come to be, and how the past can guide the interactions between peoples and nations in the future.  In doing so, students develop the habits of informed citizens, learning to analyze evidence, consider multiple perspectives, and engage thoughtfully with the complexities of the world they live in.

History classrooms at Haverford are places of curiosity, critical thinking, and empathetic dialogue and respect. Students learn to listen carefully, articulate their ideas with clarity, and engage in disagreement with both confidence and humility.  They are encouraged to ask meaningful questions, challenge assumptions, and take intellectual risks as they grow into increasingly independent thinkers. Teachers at all grade levels design lessons that develop reading, writing, presentation skills, and an overall joy of learning.  

Student engagement in the History department takes a variety of forms, with a strong emphasis on collaboration. Students participate in meaningful discussions, explore important questions, and work together to deepen their understanding. The Department’s overarching mission is to foster boundless inquiry, a strong moral compass, and a lifelong pursuit of truth. 

After studying history at The Haverford School, he will...

1. Use knowledge of historical patterns to better understand the present, consider future possibilities, and approach complex issues with perspective and care.  
2. Engage in informed, respectful dialogue about the past by using historical understanding, evidence, and perspective-taking to participate thoughtfully in civic and democratic life. 
3. Write clearly and persuasively for authentic audiences, using evidence responsibly and citing sources accurately as part of historical inquiry.
4. Analyze primary and secondary sources to construct meaning, evaluate significance, and revise interpretations in light of new evidence and perspectives

We believe that the purpose of mathematics education...

is to help students develop the ability to reason quantitatively, solve problems logically, and think critically about the world around them. A high-quality education in mathematics includes explicit instruction in concepts and skills along with opportunities to cultivate perseverance, pattern recognition, and abstract reasoning. Students come to appreciate mathematics as an evolving and imaginative field that will inspire and influence them throughout their lives.

Mathematics classrooms are anchored in problem-solving, aiming to understand and represent the world through logical reasoning, modeling, and multiple representations. Instruction is designed to support active learning by students who are capable of independent, cooperative, and collaborative work. Teachers model and encourage personal qualities that sustain initiative, persistence, curiosity, creativity, and an openness to exploring multiple strategies.

To support student engagement, our classrooms emphasize collaboration, accountability, and a shared joy in learning. Students work together to solve problems, exchange ideas, and challenge one another’s thinking in an atmosphere of respect and curiosity. This collaborative spirit enables each learner to take ownership of their own growth while celebrating the collective success of the group.

After studying Mathematics at The Haverford School, he will...

1. Independently and collaboratively make sense of complex, real-world problems, selecting and adapting strategies as needed, and reflecting on their approach and solutions.
2. Use mathematics to model and solve real-world problems, interpreting results and creatively refining models based on context and assumptions.
3. Construct and critique mathematical arguments, communicate ideas clearly, and justify their reasoning in collaborative settings.
4. Look for structure and regularity in mathematics to develop efficient, generalized, and creative strategies for problem solving.
5. Strategically select and use mathematical tools, including technology, to explore concepts, text ideas, and solve problems effectively.
6. Attend to precision by communicating mathematical ideas accurately and responsibly, using correct terminology, units, and representations in both academic and real-world contexts.

We believe that through the study of Modern and Classical Languages...

students become leaders and citizens in their local, national, and global communities, where a command of multiple languages is not simply beneficial but necessary. A high-quality education in Modern and Classical Languages includes cross-cultural engagement and empathy, intentional language practice, and exploration of authentic experiences. 

Modern and Classical Language classrooms are open, inclusive, and reflective, offering students a unique opportunity to gain insight into cultures that differ in time and place while connecting them to their own lived experience. Instruction is immersive, linguistically rigorous, and connected to other communities locally and abroad.

We engage students by employing a range of pedagogical methodologies that combine traditional and modern approaches, inspiring intellectual risk-taking, instilling confidence in navigating unfamiliar discourse, and focusing on achieving proficiency in listening, speaking, reading, writing, and translating.

After studying Modern and Classical Languages at The Haverford School, he will...

1. Approach the world with a multicultural lens by seeking to understand perspectives, values, and experiences different from one’s own. 
2. Engage and collaborate across languages and cultures with empathy and openness, drawing on shared experiences to build meaningful connections.
3. Navigate unfamiliar discourse both within and beyond the classroom through intellectual risk-taking and cross-cultural communication.
4. Apply an understanding of how languages function to interpret texts thoughtfully and to communicate naturally across languages and contexts, including in one’s own use of English.

We believe the Performing Arts...

exist to inspire creativity, connection, and confidence in every student. Rooted in professional practice and joyful exploration, our program values progress over perfection, and honors each student's personal journey. Through these experiences, students develop the creativity, resilience, and empathy to navigate and shape the world beyond our stage.

In the classroom, we value curiosity, resilience, and growth that supports each student as they develop their own voice. We foster leadership within our performance process, discipline through rehearsal, and a deep understanding of others through the study and interpretation of music and text. 

To support student engagement in the Performing Arts Department, boys will find themselves collaborating consistently, from creative exploration and interpretation, through cycles of reflection and refinement, to the realization of a final performance. They learn to express themselves, build empathy and discover their passions, whether as performers, collaborators, or appreciative audience members.
 

After studying Performing Arts at The Haverford School, he will...

1. Independently create, refine and present an artistic work that communicates clear meaning and intention to an audience, showing personal growth, creative risk taking, and increased confidence using different contexts and collaborators.
2. Work collaboratively to create and shape performances, taking shared responsibility, making choices and solving problems together to bring artistic work to life.
3. Select, understand and develop a piece of artistic work, rehearse, practice and improve skills through iteration and reflection, and perform it so the audience clearly understands the meaning being shared.
4. Analyze and interpret artistic work, evaluate its impact, and connect it to personal and cultural experiences to create deeper understanding, empathy, and artistic intention.

We believe that the purpose of science education is...

to prepare students to become citizens capable of synthesizing, analyzing, and thinking critically about the natural world. A high-quality education in science includes explicit instruction in disciplinary knowledge along with opportunities to cultivate scientific skills through experimentation. Students come to understand that science is an active, ongoing process that they will continue to examine and be shaped by throughout their lives. 

Science classrooms are anchored in inquiry, seeking to examine and understand natural phenomena by asking questions, constructing explanations, evaluating evidence, and communicating reasoning. Instruction is designed to support active learning by students who are capable of independent, cooperative, and collaborative work. Teachers model and encourage personal qualities that sustain initiative, open-mindedness, creativity, imagination, and curiosity. 

To support student engagement, we nurture the inherent awe, passion, and wonder that science can inspire. As students investigate authentic scientific phenomena, they experience science as dynamic, relevant, and grounded in evidence. In doing so, they develop lifelong curiosity and the capacity to use science as an essential lens for understanding the world.

After studying Science at The Haverford School, he will...

1. Investigate scientific phenomena by asking questions, designing and conducting investigations, and collecting data to build shared understanding.
2.  Use models, mathematics, and data analysis to explain patterns, predict outcomes, and refine understanding of scientific systems.
3. Construct and critique scientific explanations and solutions using evidence, reasoning, and ethical reflection.’
4. Communicate scientific thinking and findings clearly, effectively, and for a variety of audiences and purposes to support informed decision making and understanding.

Forms

The Haverford School provides all-boys education from pre-kindergarten through grade 12. Grade levels beyond kindergarten are known as "first grade," "second grade," third grade," etc.

Beyond grade 6, The Haverford School uses Form years. Grade 7 is known as Form I. Grade 8 is known as Form II. High school's freshman year, or grade 9, is known at Form III at The Haverford School. Haverford students in this year are called "Third Formers." High school's sophomore year, or grade 10, is known at Form IV at The Haverford School. Haverford students in this year are called "Fourth Formers." High school's junior year, or grade 11, is known at Form V at The Haverford School. Haverford students in this year are called "Fifth Formers." High school's senior year, or grade 12, is known at Form VI at The Haverford School. Haverford students in this year are called "Sixth Formers." 

Lower School

At the Haverford School, we use the term "Lower School" to describe our pre-kindergarten through 5th grade levels, otherwise known as "elementary school," "grade school," "grammar school," or "primary school."

Grades included in our Lower School include pre-kindergarten, kindergarten, first, second, third, fourth, and fifth grades. 

Middle School

At the Haverford School, we use the term "Middle School" to describe our 6th grade, Form I, and Form II grade levels, otherwise known as "junior high school" or "secondary school." Form I and Form II correspond to 7th grade and 8th grade, respectively. 

Upper School

At The Haverford School, we use the term "Upper School" for grades 9 through 12, otherwise known as "high school" or "secondary school."

To learn more about the mission and vision of The Haverford School, explore our About Us section here. 

To learn more about The Haverford School, reach out to our admissions team at admissions@haverford.org or submit an inquiry form to begin the admissions process. 

To explore other aspects of our curriculum, browse our offerings here.