YEAR 10-11 INFORMATION BOOKLET 2025-26

WELCOME TO YEAR 10-11

Welcome to the GCSE years at Harrow Hong Kong: over the next two years, pupils will begin to hone their knowledge and understanding, gaining greater independence, as they work towards GCSE qualifications at the end of Year 11. This is an exciting chapter in their educational journey, a journey that will, of course, culminate in them being launched into the world: fully competent, learned and well-rounded individuals, equipped not only with outstanding academic outcomes but, crucially, with the self-knowledge and character to thrive in the world beyond school.

As pupils begin their GCSE courses, the Harrow values of Courage, Honour, Humility and Fellowship take on a new significance. These values are the hallmarks of a Harrow education, connecting us to over 450 years of tradition, but they are also the foundations for future success. By Years 10 and 11, we hope that our pupils will be immersing themselves fully in all aspects of school life, growing in character as a result, and developing that all-important selfknowledge to enable them to achieve their academic ambitions and to look to the future with confidence.

Courage fosters intellectual curiosity. The Harrow Horizons programme provides pupils with opportunities to explore new interests and develop essential skills for the future. This year, following our Whole School Review, we are delighted to introduce the Harrow Diploma: through dedicated time in the week, your child will be able to explore pathways to develop leadership skills and essential competencies for life beyond school. The seven essential skills of collaborative problem-solving, cultural competency, digital literacy, critical thinking, creativity, and effective communication are integrated into every aspect of our curriculum and will also be drawn out explicitly through the new Harrow Diploma.

The fellowship that lies at the heart of our school community is embodied by our House system, a traditional pastoral structure that promotes a strong sense of belonging. This year, we have increased the amount of time your child will spend with their house tutor, allowing for an extra level of pastoral support and that all-important space for selfreflection. In partnership with this, we have reimagined our PSHE curriculum and created a dedicated team of expert House Masters and Assistant House Masters to deliver the programme. As pupils work towards their GCSE exams at the end of Year 11, the pastoral support they receive will be crucial to helping them grow as learners, and as individuals, ready to take on the challenge of A Levels in the Sixth Form.

As the new head of Harrow International School Hong Kong, I am excited to be joining your child on this journey through their GCSE years and beyond.

Rosie McColl Head

CURRICULUM OVERVIEW

ART

“Every child is an artist. The problem is how to remain one once we grow up”

Pablo Picasso

SUPPORTING CREATIVITY, NURTURING INDEPENDENCE AND FACILITATING PUPIL PROGRESS

We follow the Edexcel GCSE Art and Design qualification within the ‘Fine Art’ pathway. This is designed to support a wide range of pupil interests and creates opportunities to explore a range of more specialist pathways such as photography, 3D Design, textiles and digital art, as well as more traditional painting and drawing disciplines. The GCSE course (not IGCSE) is assessed internally by the Art Department and is moderated by the exam board during a site visit at the course’s conclusion with 100% of the work produced during the 2-year course being part of their final awarded Grade.

The Y10 GCSE Foundation Course aims to prepare pupils for the rigour of GCSE Art by ensuring they develop fundamental skills necessary for academic success and establish sound study habits and routines that will enable them to succeed academically. Building on the skills acquired in Year 9, pupils will engage in a series of shortform projects during the first term, introducing a variety of media, techniques, and processes that reinforce their foundational abilities. These projects focus on enhancing routines, commitment, and pace, enabling pupils to make more informed choices as they commence work on their main Component 1 project in the second half of the Spring term. This long form project will continue until December of Year 11 and will create opportunities for pupils to develop independent projects and outcomes that explore ideas, medium and concepts personal to them. At the end of this project, pupils will produce a final piece for this project under exam conditions during their Year 11 mock exam.

Component 2, in the form of an externally set assignment, is released to pupils at the start of January and takes the form of a theme designated by the exam board, this acts as a starting point for their personal ideas and investigations and pupils are encouraged to pursue techniques, processes and ideas that inspire them personally. This project culminates in a 10-hour period of sustained focused at the end of the Year 11 course where pupils produce the final piece for this project.

YEAR 10 FOCUS

Autumn

Spring

Foundation Course:

A series of 15 lesson short form projects

Summer Component 1: Personal Portfolio

YEAR 11 FOCUS

Autumn Component 1: Personal Portfolio

Spring

Component 2: Externally Set assignment

Summer Timed Examination (10 Hours)

GCSE Art at a glance:

PROJECT

Visual Recording and Exploration

Painting

Mixed Media: Print and Textiles

3D Making skills

Pupils will have the opportunity to select materials, artists and contextual inspiration based on their own ideas and interests as guided by their classroom teacher.

PROJECT

Pupils will have the opportunity to select materials, artists and contextual inspiration based on their own ideas and interests as guided by their classroom teacher.

COMPONENT 1: PERSONAL PORTFOLIO (INTERNALLY SET ASSIGNMENT)

This comprises of all work produced from the start of Year 10 to the end of the Autumn term in Year 11.

60% of the qualification

72 marks (18 marks for each of the four Assessment Objectives)

COMPONENT 2:

EXTERNALLY SET ASSIGNMENT

This comprises of all work produced from the January of Year 11 until their final exam session at the start of the Summer term.

ASSESSMENT

40% of the qualification

72 marks (18 marks for each of the four Assessment Objectives)

The GCSE Art course is marked holistically across each component, with work being reviewed against the below assessment objectives.

AO1:

Developing ideas through investigations

AO2:

Refine work, exploring ideas

AO3:

Record ideas, observations and insights

AO4:

Present a personal and meaningful response

DEFINITION

Pupils must demonstrate critical understanding by exploring and developing ideas informed by relevant sources.

Pupils are required to select and experiment with appropriate media, materials, techniques, and processes. This refining process involves critically evaluating their experiments, adjusting based on outcomes, and integrating feedback to enhance the quality and depth of their creative work.

Pupils should effectively document their thoughts and reflections throughout the creative process, showing relevance to their intentions.

Pupils must produce work that realises their intentions, demonstrating a clear understanding of visual language and its application. This refers to the creation of final outcomes to projects, where identifying intentions and planning the production process is as crucial as the technical execution of the work.

Pupils are marked on the work accumulated in their personal portfolio via periodic sketchbook review. This process will assess all work created to date within a given project against AO1, AO2 and AO3 with summative assessment of the whole project being undertaken at the end of each section of the foundation course and after the mock exam session in January of Year 11 when pupils will have made their final piece and generated the evidence required for AO4.

INTERCULTURAL LEARNING

Intercultural learning is a key component of the GCSE Art curriculum, as it encourages pupils to explore the cultural, social, and historical contexts in which art is created. Through the study of diverse artistic traditions and practices from around the world, pupils will develop a deeper understanding of the ways in which art reflects and shapes society. They will also learn to appreciate the richness and diversity of different cultures, and to recognise the ways in which their own cultural background influences their artistic perspective.

ACADEMIC HONESTY

Academic honesty is an essential component of the GCSE Art curriculum. As part of the qualification, pupils will be expected to produce original work that reflects their own ideas, insights and abilities. It is important that they do not plagiarise or copy the work of others, as this goes against the principles of academic integrity and can have serious consequences for their grades and future academic pursuits. Pupils must also ensure that any sources used within their work are properly cited and referenced, and that all work submitted has been seen to be worked on during class time. The Art Department takes academic honesty very seriously, and any instances of plagiarism or academic misconduct will be dealt with in accordance with school policy.

BIOLOGY

“Only if we understand, will we care. Only if we care, will we help. Only if we help, shall all be saved”

Jane Goodall

Biology is the study of life. Our aim, through the delivery of the Biology curriculum, is to equip pupils with a deeper understanding of how life works. By fostering a better understanding of themselves and the living world they inhabit, we strive to cultivate in our pupils a caring, empathetic attitude towards all living things.

Pupils commence the Edexcel International GCSE Biology (9-1) course in Year 9. Here at Harrow Hong Kong, the course is divided into three years of study with Years 10 and 11 having six lessons per fortnight. We divide the course into 16 topics, which are distributed across the three years of study. Year 10 pupils will complete the following topics:

The following topics are covered in Year 11:

Practical activities are integrated into the curriculum and the skills developed form part of the assessment of the course. There are 13 core practical activities that are covered throughout the course; however, pupils have the opportunity to do many more beyond the specification.

ESSENTIAL SKILLS

Throughout the course, pupils develop strong investigative skills, including:

• Devising a method to test an investigative question

• Identifying the variables involved

• Collecting accurate and reliable data with consideration to safety

• Analysing their results by drawing a conclusion and evaluating their investigation

Pupils also develop critical thinking and collaborative problem-solving skills throughout the course and develop mathematical skills through accurate drawing of graphs, describing results and carrying out calculations based on data.

INTERCULTURAL LEARNING

Biology is taught through a multicultural lens. For example, when studying yeast, pupils discuss breads around the world and bake hot cross buns. When studying genetics, pupils learn about genetic differences and similarities.

ASSESSMENT

Pupils’ progress will be monitored through each topic through the use of informal knowledge and skills checks in the form of preps, quizzes and in-class questioning. Each topic has a Common Assessed Task which will assess a chosen skill, such as graph drawing or investigation design.

Regular internal assessment takes place throughout the three years of study, enabling close tracking of every pupil’s progress. These will be in the form of end of topic tests and end of year assessment and will consist of exam questions taken from our specification, they can include multiple choice, short response questions, long response questions, skills questions and calculation questions. Both formative and summative assessments will be followed up with Stepping Up activities to ensure further progress is made.

The course is 100% externally assessed at the end of Year 11 by examination and pupils will achieve a grade 9-1. A few pupils will complete the double award course.

PAPER

Paper 1

61.1 % (110 minutes)

Paper 2

38.9 % (70 minutes)

COVERAGE

This paper assesses all the content of the specification, excluding the Triple award content (as indicated by the statements in bold on the specification)

This paper assesses all content of the specification, including some of the Triple award content (as indicated by the statements in bold on the specification)

CHEMISTRY

“Science, my lad, is made up of mistakes, but they are mistakes which it is useful to make, because they lead little by little to the truth.”

Jules Verne

Our mission in Chemistry is to nurture pupils’ curiosity about the world around them. Pupils commence the Edexcel International GCSE Chemistry course in Year 9 and the course is divided into three years of study. Year 9 pupils have four lessons per fortnight and Years 10 and 11 have six per fortnight. Pupils who join the School in Year 10 will attend compulsory catch-up sessions to review the work missed.

As well as learning the fundamental ideas of what matter is made of, and the properties and reactions of different types of substances, the course encourages them to apply their knowledge and understanding to real-world contexts. Pupils study the full range of chemical ideas: Principles of Chemistry, Inorganic Chemistry, Physical Chemistry and Organic Chemistry. This prepares them effectively for studying at a higher level.

Spring Group 1 and 7 Moles

Summer Making Salts

Electrolysis and Metal Extraction Equilibria

ESSENTIAL SKILLS

IGCSE learning develops essential skills, including collaborative problemsolving, creativity, critical thinking, cultural competency, digital literacy, effective communication, and leadership. Group work and lab experiments foster collaboration, while experimentation promotes creativity. Analysing complex data develops critical thinking, and exploring relevant chemical concepts promotes cultural competency. Using digital tools promotes digital literacy, and presenting findings develops effective communication. Group work and lab experiments foster leadership skills through effective communication and goal achievement.

ASSESSMENT

Regular internal assessment in the form of topic tests also takes place throughout Years 10 and 11, in the form of progress preps, common assessed tasks and end of topic tests. These enable close tracking of every pupil’s progress. The course is 100% externally assessed at the end of Year 11 by examination and pupils will achieve a grade 9-1.

INTERCULTURAL LEARNING

IGCSE Chemistry explores chemical concepts applicable to various cultures and societies worldwide. It covers crucial topics such as energy conservation and matter behaviour, relevant to fields like engineering and medicine. Studying IGCSE Chemistry can provide a deeper understanding of chemistry’s role in shaping our world and

COMPUTER SCIENCE

“Coding is today’s language of creativity. All our children deserve a chance to become creators instead of consumers of computer science.”

Maria Klawe

YEAR 10

TERM TOPICS COVERED SKILLS COVERED (COMMON ASSESSED TASK)

• Data Representation in Binary and Hexadecimals

• Data Storage and Compression

Autumn

Spring

Summer

Problem Solving and Algorithmic thinking.

Programming.

Data Representation.

Computer Concepts.

Impact of Technology

• Developing algorithms using pseudocode and flowcharts.

• Program Code using operators and constructs.

• String Manipulation

• Data structures - 1D arrays

• Searching Algorithms

• ·Data Encryption

• Subprograms – Functions and Procedures

• Computational Models

• Computer Hardware

• Sorting Algorithms

• Impact of Technology – Environment, Ethical and Legal.

• Current and emerging trends-Quantum computing, DNA computing, artificial intelligence, AI, nanotechnology.

YEAR 11

TERM

Autumn

Spring

Problem Solving and Algorithmic thinking. Programming.

Data Representation.

Computer Concepts.

Impact of Technology

• Data Structures including 2D arrays and Record structure.

• Searching and Sorting Methods

• File and Error Handling

• Systems Software and Application Software

• Debug and Test Strategies

• Network types

• Network security

ESSENTIAL SKILLS

In an IGCSE Computer Science class, pupils acquire a diverse set of skills that empower them to navigate the digital world with confidence and competence. First and foremost, they develop strong logical thinking skills, learning programming languages such as Python. They gain a deep understanding of algorithms, data structures, and problem-solving techniques, enabling them to design and implement efficient and robust solutions. Moreover, pupils develop critical thinking skills, as they learn to analyse and evaluate the ethical implications and societal impacts of technology.

ASSESSMENT STRUCTURE

The Edexcel International GCSE in Computer Science consists of two externally assessed papers assessing content across six topic areas. It is a linear qualification. Two examinations must be taken in the same series at the end of the course of study.

The assessment comprises of the following papers: -

Paper 1: Written - Principles of Computer Science (2 hours)

Paper 2: Practical - Fundamental Problem-solving and Programming Skills (3 hours)

INTERCULTURAL LEARNING

The IGCSE curriculum is designed to provide pupils with exposure to diverse cultures and perspectives, reflecting the interconnected nature of our globalised world. Through collaborative projects, pupils are encouraged to work in diverse teams, incorporating different cultural backgrounds and experiences. This encourages them to appreciate the value of different viewpoints, communication styles, and problem-solving approaches. Additionally, the class incorporates case studies and real-world examples from various cultures, highlighting the different ways in which technology is applied and understood worldwide. Pupils are also exposed to coding and programming practices from different countries, enabling them to understand how cultural factors can influence technological innovations. Furthermore, guest speakers and field trips to local tech companies with diverse workforces are organised to expose pupils to professionals from various cultural backgrounds, promoting dialogue and understanding.

EDEXCEL IGCSE COMPUTER SCIENCE (4CP0)

The aim of this course is to enable pupils to develop:

• an understanding of the main principles of solving problems using computers.

• an understanding of the component parts of computer systems and how they interrelate, including software, data, hardware, communication and people.

• an understanding of the different methods of communication and the functionality of networks and the internet.

• the skills necessary to apply this understanding to develop computer-based solutions to problems.

REQUIREMENTS

Candidates taking up Computer Science at A Level, are not expected to have studied Computer Science or have an experience of Programming before. The A Level course is designed to cater to pupils of all levels, especially the ones that are new to the subject or to Programming. The most important requirement is a keen interest in computers and technology. Pupils who have a logical mindset, do well in Maths and find solving problems exciting, without giving up, are ideal candidates for this course.

DRAMA

‘All the world’s a stage’

William Shakespeare

Our vision is to ignite creativity, foster self-expression, and cultivate a lifelong appreciation for the performing arts. We strive to create a dynamic and inclusive environment where pupils can explore the transformative power of drama, develop their artistic skills, and grow into confident, empathetic individuals. By integrating theoretical knowledge with practical experience, we aim to empower our pupils to become skilled performers, critical thinkers, and collaborative team players.

The GCSE Drama specification we follow is AQA.

There are three main components of the GCSE Drama qualification:

• Component 1: Understanding Drama

• Component 2: Devising Drama

• Component 3: Texts in practice

Throughout their lessons they will be given verbal and written feedback from their teacher. Pupils will be assessed They will be assessed on a range of practical and written work. Pupils will complete Component 2 in year 10.

TERM

Autumn

TOPIC

Introduction to GCSE Drama

Component 3 - Texts in practice: Blood Brothers by Willy Russell

Component 2 -

Devising Drama: Devinins from a Stimulus - Blood Brothers by Willy Russell

Component 3 Texts in Practice: Christmas performance

Pupils will perform in the Christmas Carol concert. This has become a tradition at Harrow Hong Kong where each Year 10 class performs an interpretation of Christmas themed text (previous years have seen ‘A Christmas Carol’, ‘Oh What A Lovely War’ and ‘The Polar Express’)

PERFORMANCE SKILLS

Pupils will learn how to commit dialogue to memory for devised performances and/or learn text they are performing for text-based performances

Pupils will develop a range of vocal skills and techniques

Pupils will develop a range of physical skills and techniques

Pupils will develop an appropriate performer/audience relationship and ensure sustained engagement throughout the performance

Spring

Component 2 - Devising Drama

Worth 40% of the overall GCSE

Drama grade.

Devising Log (60 marks)

Devised performance (20 marks)

Pupils will be given a range of stimuli to create a devised Drama performance. This will be performed to a live audience.

They will complete section 1 of their log book ‘Response to Stimulus’ and keep a rehearsal record for section 2 ‘Development and Collaboration’.

Component 2 - Devising logbook

Pupils will complete section 2 and section 3 ‘analysis and evaluation’ of their log books.

Component 3 - Text in Practice:

Summer

Scene Lab

Pupils will work in small groups exploring various text’s chosen by their teachers to prepare for their Component 3 performance (in Year 11)

ESSENTIAL SKILLS

Pupils develop creativity through innovative performances and by interpreting characters, considering the roles of designers and directors. Collaborative problemsolving is enhanced by working effectively in groups and articulating ideas. Critical thinking skills are fostered by forming respectful opinions based on context. Cultural competency grows through understanding diverse social and historical backgrounds. Digital literacy is cultivated through technical theatre skills and self-evaluation of performances. Effective communication is practiced via respectful feedback and clear expression of ideas, while leadership skills are developed through guiding peers.

INTERCULTURAL LEARNING

Cultural competency is a vital aspect of education that aims to cultivate an understanding and appreciation of diverse cultures. In Year 10, cultural competency involves exposing pupils to a variety of stimuli and texts that reflect different cultural perspectives, beliefs, and practices. Each academic year we carefully select resources that inspire Devised Drama pieces. In Year 10, for instance, the Drama department chooses current affairs and different stimuli to suit each year group and class. By engaging with these stimuli, pupils develop a deeper understanding of the social and cultural issues that affect different communities and learn to empathise with people from different cultural backgrounds. This process helps to broaden pupils’ perspectives and foster respect for different ways of life. Ultimately, the development of cultural competency through drama education is essential for preparing pupils to be effective communicators and collaborators in an increasingly diverse and globalised world.

ENGLISH

‘Reading is the sole means by which we slip, involuntarily, often helplessly, into another’s skin, another’s voice, another’s soul.’

Joyce Carol Oates

Pupils take both IGCSE Edexcel English Language A and IGCSE English Literature. The courses are taught simultaneously and are assessed by examination only, at the end of Year 11.

ENGLISH LANGUAGE IGCSE

Throughout the course, pupils will study the texts from Parts 1 and 2 of the Pearson Edexcel International GCSE English Anthology in detail, learning to analyse the effects of writers’ techniques and to compare writers’ ideas, perspectives and use of linguistic and structural features. Their analysis will then support the development of their writing as pupils will be taught how to incorporate the features they analyse into their own writing and will learn how to use these devices effectively. Pupils will learn how to write effectively and coherently, use grammar correctly, and punctuate and spell accurately. In Year 10, pupils also complete a Spoken Language Endorsement (reported separately) to prove their spoken language proficiency.

ESSENTIAL SKILLS

Critical thinking, effective communication and collaborative problem solving are developed through teaching methods when exploring a variety of texts. Pupils are encouraged to share their ideas, experiences and knowledge through discussion and writing, balancing the ability to work independently and collaboratively when appropriate. Pupils are increasingly able to use digital technology with confidence to evaluate the reliability of sources, research and write essays, whilst also balancing this with the need to take care with their quality of handwriting.

INTERCULTURAL LEARNING

Pupils study texts from different cultures in the non-fiction, prose and poetry units. By exploring different beliefs, values and attitudes in texts, pupils develop their understanding of the importance of social and cultural contextual factors in the production and reception of texts.

ASSESSMENT

Paper 1 is Non-fiction Texts and Transactional Writing (60%, 135 minutes). Section A is a mixture of short and long-answer questions related to a non-fiction text from Part 1 of the Pearson Edexcel International GCSE English Anthology and one previously unseen extract. In Section B, there is a choice of two questions involving a given audience, form and purpose. For example, pupils might be asked to write a speech, a magazine article or a guide.

Paper 2 is Poetry and Prose Texts and Imaginative Writing (40%, 90 minutes). In Section A, there is one essay question on a poetry or prose text from the Edexcel International GCSE English Anthology. The text is provided. In Section B, there is an imaginative writing task from a choice of three.

ENGLISH LITERATURE IGCSE

Pupils will have the opportunity to study poetry, a novel and two plays (one modern, one Shakespearean). The aims of this qualification are to enable pupils to engage with and develop the ability to read, understand and respond to a wide range of literary texts from around the world. They also develop an appreciation of the ways in which writers achieve their literary effects, exploring, through literature, the cultures of their own and other societies. This course also enables pupils to find enjoyment in reading literature and understand its influence on individuals and societies.

ESSENTIAL SKILLS

Critical thinking, effective communication and collaborative problem solving are developed through teaching methods when exploring a variety of texts. Pupils are encouraged to share their ideas, experiences and knowledge through discussion and writing, balancing the ability to work independently and collaboratively when appropriate. Pupils are increasingly able to use digital technology with confidence to evaluate the reliability of sources, research and write essays, whilst also balancing this with the need to take care with their quality of handwriting.

INTERCULTURAL LEARNING

Pupils study texts from different cultures in the modern prose and some contemporary poetry, and different time periods with the Shakespeare play and some classic poetry. By exploring different beliefs, values and attitudes in texts, pupils develop their understanding of the importance of social and cultural contextual factors in the production and reception of texts.

ASSESSMENT

Paper 1 is Poetry and Modern Prose (60%, 120 minutes). In Section A, there is one 20mark essay question exploring the meaning and effects created in an unseen poem. In Section B, there is one 30-mark essay question from a choice of two, comparing two poems from Part 3 of the Pearson Edexcel International GCSE English Anthology. For Section C, Modern Prose, there is one 40-mark essay question from a choice of two on each of the set texts, and this section is closed book (e.g. Of Mice and Men).

Paper 2 is Modern Drama and Literary Heritage Texts (40%, 90 minutes). Both sections are open book and pupils answer two questions: there is one 30-mark essay question from a choice of two on each of the set texts (e.g., An Inspector Calls, A View From the Bridge and Macbeth or Romeo and Juliet).

GEOGRAPHY

“The world is not in your books and maps, it’s out there.”

J.R.R. Tolkien

EDEXCEL INTERNATIONAL GCSE GEOGRAPHY (9-1)

Specification 4GE1

ASSESSMENT

Paper 1

40%

Paper 2

60%

Physical Geography

1 hour 10 minutes examination

Human Geography

1 hour 45 minutes examination

In Years 10 and 11, pupils embark on their journey of studying the Edexcel International GCSE syllabus in Geography. This comprehensive course builds upon the geographical knowledge and skills developed in previous years, allowing pupils to delve deeper into the world around them. The syllabus covers a diverse range of topics, equipping pupils with a solid foundation in both physical and human geography. Throughout the course, pupils will develop essential skills and engage in intercultural learning, fostering a deeper understanding of the world and their place within it.

Units of study:

Paper 1

Coastal

Environments

Hazardous Environments

• Coastal processes

• Formation of coastal landforms,

• Coastal Ecosystems

• Coastal Management

• Conflicts at the coast

• Causes of coastal flooding

• Causes of natural hazards

• Distribution of natural hazards

• Reasons why people live in areas at risk

• Vulnerability to hazards

• Short- and long-term impacts of hazard events

• Hazard management

• Preparation

• Short term responses and relief

• Long term responses

PAPER TOPIC

Paper 1

Coastal Environment Fieldwork

Paper 2

Economic Activity and Energy

GEOGRAPHICAL CONTENT

Pupil investigation: To what extent is longshore drift the primary process affecting Cheung Sha Beach?

Many of the key theories and concepts from the Coastal Environment unit will be brought to life for the pupils when they attend a local field trip to Cheung Sha Beach. The pupils will gain experience in a variety of data collection techniques, which are used to investigate coastal processes and landforms.

Key Skills

• Accurate and reliable data collection

• Mapping their fieldwork data using ArcGIS

• Using GIS to analyse data

• Classification of employment by economic sector

• Factors affecting the location of economic activity in each economic sector and how these factors can change over time.

• Positive and negative impacts of economic sector shifts in developed and developing countries.

• Informal employment

• Population theories and resource management

• Types of energy

• Energy demand vs energy production

• Sustainable management of energy

• Trends in urbanisation over the last 50 years

• Factors affecting the rate of urbanisation and the emergence of megacities

Urban Environments

• Problems associated with rapid urbanisation

• Factors affecting urban land use patterns

• Urban challenges facing a developed country and a developing country

• Strategies to make urban living sustainable

PAPER TOPIC

Paper 2

Urban Environment Fieldwork

GEOGRAPHICAL CONTENT

Pupil investigation: How does the urban environment change between Central and Sham Shui Po?

Many of the key theories and concepts from the Urban Environment unit will be brought to life for the pupils when they attend a local field trip. The pupils will gain experience in a variety of data collection techniques, which are used to investigate urban environments.

Key Skills

• Using Survey123 to collect fieldwork data

• Accurate and reliable data collection

• Mapping their fieldwork data using ArcGIS

• Using GIS to analyse data

• Factors encouraging the rise of the global economy

• The role of global institutions in creating a globalised world

• Costs and benefits of globalisation

Globalisation and Migration

• Impacts of migration

• Different approaches of managing migration

• Impacts of tourism

• Different approaches to make tourism sustainable

• The influence of geopolitical relationships

ESSENTIAL SKILLS

Throughout the course, pupils develop essential skills that will prepare them for the future. Creativity in geography involves developing research questions, utilising diverse data collection methods, and finding innovative solutions to issues like climate change. Pupils collaborate on projects and group work to address spatial problems. Critical thinking is fostered through analysing various information sources and perspectives. Cultural competency is enhanced by studying global locations and respecting cultural differences in research communication. Digital literacy is developed using tools like GIS for data analysis and creating visualizations. Effective communication skills are emphasised through presentations, concise writing, and crafting compelling maps. Leadership is cultivated by collaborating in fieldwork groups and fostering respectful relationships.

INTERCULTURAL LEARNING

Geography plays a crucial role in promoting intercultural learning by exposing pupils to diverse regions, perspectives, and global issues. Through topics such as globalisation, urban environments, and economic activity, pupils gain cultural awareness, empathy, and a broader understanding of global interconnectedness. They recognise the importance of collective responsibility, reflect on their actions’ impact on the environment and people worldwide, and contribute to building a more sustainable and inclusive future.

ASSESSMENT

Assessment in Geography comprises both formative and summative methods to evaluate pupils’ progress and understanding. These assessments are designed to measure their knowledge, application of geographical skills, data analysis abilities, and effective communication of findings.

Formative assessments include class activities, discussions, and quizzes to gauge understanding and identify areas of improvement and peer assessments and feedback to encourage collaboration and critical thinking skills.

Summative assessment in geography is carried out through written tests, collaborative group work, oral presentations, individual research projects and a fieldwork assessment, in which pupils plan and carry out an investigation and analyse the data.

There are two summative written examinations.

HISTORY

“History is not the past – it is the method we have evolved of organising our ignorance of the past.”

EXAMINATION BOARD

Edexcel (4HI1 2017 Specification)

HISTORY GCSE

Autumn Term

Spring Term

A world divided Superpower Relations 1943-72 (Depth)

Reasons for the Cold War

Early Developments in the Cold War

The Cold War in the 1950s

Three crises: Berlin, Cuba and Czechoslovakia

The Thaw and moves towards Detente

Russia and the Soviet Union (Investigation and Breadth Studies)

Tsarist Rule in Russia 1905-1914

Opposition to Tsarist Rule 1914-17

Provisional Government and Bolshevik Revolution

The Bolshevik consolidation of power and the Civil War

War Communism and the New Economic Policy (NEP)

Summer Term

A divided Union: civil rights in the USA, 1945-74 (Depth)

The Red Scare and McCarthyism

Civil Rights in the 1950s

The Impact of Civil Rights protests 1960-74

Other protest movements: pupils, women, anti-Vietnam

Autumn Term

Nixon and Watergate

The Middle East: Conflict and Change 1917-2012 (Investigation and Breadth Studies)

BPalestine, 1917-1946

The Creation of Israel and the War of 1948-49

Tension and Conflict, 1956-73

Spring Term

Diplomacy, peace then wider war, 1973-83

Changing methods of warfare at the beginning of the 21st century, 2000-2011

Hilary Mantel

ASSESSMENT

Paper 1

50% of IGCSE (90 minutes)

Paper 2

50% of IGCSE (90 minutes)

ESSENTIAL SKILLS

Two Depth Studies

Historical Investigation and a Breadth Study in Change

The pupils will gain cultural competency from engaging with different historical settings. Lessons will regularly involve collaborative discussions, in pairs or small groups. Pupils will engage with technology via one note but also to privately research for historical projects which will develop digital literacy. Developing oracy and literacy will help pupils effectively communicate. Pupils’ critical thinking will develop as they learn how to answer short and long form answers and learn to work with historical sources.

INTERCULTURAL LEARNING

The GCSE course is the first look at international relations and societies in the process of transformation. The Civil Rights unit allows pupils to examine the negative consequences of racism and that societies can improve and transform themselves.

LANGUAGE AND LEARNING (L&L)

“The limits of my language are the limits of my world.”

Ludwig Wittgenstein

Language is at the very heart of the learning process, and it is the mission of the L&L department to fully prepare our multilingual pupils to excel in Academic English. To achieve success in their forthcoming GCSE and A Level subjects (and beyond) our pupils are required to use Academic English for such purposes as explaining, narrating, recounting, arguing, analysing and describing across a range of subject areas and in a variety of modes. Such language does not come naturally and requires explicit teaching. Pupils need to develop their understanding of how Academic English functions in order to achieve a range of purposes that are critical to success in school and exams.

In Years 10 and 11, pupils will study a high level, in-depth, advanced Academic English course following the Cambridge C1 Advanced programme from Cambridge English Qualifications, which they will sit on-site in School in Year 11. In Year 10, pupils will consolidate previous learning while advancing to the more challenging aspects of the C1 syllabus. Pupils who are not yet at the standard of C1 by the end of Year 11 can opt to sit the B2 examination instead.

The course consists of advanced academic reading, writing, use of English (grammar and vocabulary), speaking, pronunciation and listening and aims to extend pupils’ Academic English language resources in ways that support increasingly complex learning throughout the school years.

TERM KEY CONCEPTS

Autumn

Spring

Summer

• Hopes and dreams

• Reading the world

• Pristine places

• Discovery

• Global citizen

• Education

TOPICS

• Read and annotate a variety of texts, determine chronology, recognise cause and effect, make inferences

• Write essays, articles, stories, informal and formal emails and letters

• Participate in discussions, justify opinions, handle disagreements

• Listen and identify emotions, attitudes, and functions in spoken language.

ESSENTIAL SKILLS

Essential skills are embedded into our lessons, particularly Effective Communication. Pupils are expected to enunciate, and to convey ideas and information clearly and appropriately in various contexts. This involves using language accurately and fluently and listening actively to others. Pupils often work collaboratively to complete tasks and to think critically and creatively about texts and various situations. Pupils are increasingly able to use digital technology with confidence to evaluate, research and write.

INTERCULTURAL LEARNING

The Senior School units cover cultural competency by looking at different cultures based on the topics or texts pupils are studying. Pupils compare their own culture with that of another country enabling them to recognise, respect and appreciate diverse cultures.

ASSESSMENT

Assessment in Years 10 - 11 may take a variety of forms and will cover all aspects of academic English language development. There will be termly assessments in the four skills of speaking, listening, reading, and writing, and pupils will sit the Cambridge C1 Advanced Examination (CAE) on-site in school. Cambridge English exams are recognised by over 25,000 universities, employers and governments around the world. These English language test open doors to higher education, improve employment opportunities and, because they are globally recognised, increase choices for study or work. The CAE is equivalent to the International English Testing System (IELTS) examination and is a recognised qualification for English language requirement at 100% of all UK universities. For more information on the Cambridge examinations, please visit the Cambridge assessments website.

CHINESE

“They who love it are better than those who know it and they who delight in it are better than those who love it. To complete a good task, an artisan needs the best tools.”

Confucian Analects

This is a two-year programme, building towards the IGCSE Chinese examination. The course allows pupils to develop the ability to communicate clearly, accurately and effectively in speaking and writing, to expand upon their wide range of vocabulary, perfect their grammar, character formation and punctuation, and boost their awareness of the audience being addressed. Based on pupils’ prior knowledge of the language, three streams of Chinese are offered: native, near-native and non-native. Pupils in each stream will develop appropriate reading, speaking and writing skills. Alongside language study, pupils will engage in a range of activities to develop their cultural competency and global awareness.

NATIVE STREAM

YEAR TERM

10 Autumn

CONTENT AND COVERAGE

Topic: Nature, Technology and Multiculturalism

Language skills:

• Dramatic conflicts and authors’ intention

• Debating skills and critical thinking

• character construction techniques

• Prose and its stylistic features

Topic: Values

Language skills:

10 Spring

• narrative writing - story plots

• Argumentation

• Reading and discursive writing

Topic: Environment and Humanity

Language skills:

10 Summer

• Classical Chinese

• Writing fundamentals

• Writing summaries and planning

11 Autumn

11 Spring

Topic: Overall revision

Language skills:

• Classical Chinese

• Reading comprehension of modern Chinese

• Creative writing

• Discursive and argumentative writing

Topic: Overall revision focusing on writing skills

• Descriptive writing

• Narrative writing

• Imaginative writing

11 Summer Revision and examinations

ESSENTIAL SKILLS

Pupils will continue to improve their native level of reading, writing, listening and speaking. The course develops pupils’ abilities to communicate accurately, appropriately and effectively in speech and writing, develops their comprehension, inference and analysis skills, whilst also promoting pupils’ knowledge of how the Chinese language can be used and enjoyed. The course will also help pupils to develop their critical thinking and problem-solving skills.

INTERCULTURAL LEARNING

Pupils will study a combination of selected texts to expand their knowledge about Chinese culture and history. Through enquiry-based study, pupils will further their language skills as well as their cultural awareness. As a result, they will gain more understanding of the importance of social and cultural contextual factors in the study of literary texts.

ASSESSMENT

There will be summative assessments throughout the course in reading and writing. Pupils will also be assessed on their skills of reading, directed writing and classical Chinese as directed by the Cambridge IGCSE course (0509).

10 Autumn

Main topic: Young people and education

Sub-topics:

• School and education

• Future career plans

• Friendship

• Peer pressure/conflict

Subject-Specific Skill Development

• Reading and listening comprehension

• Speaking and writing skills (short essay writing with guided questions and argumentative writing)

Main topic: Society

Sub-topics:

• Family relationship

• Health and fitness

• Leisure activities

10 Spring

10 Summer

• Communication and technology

Subject-Specific Skill Development

• Reading and listening comprehension

• Speaking and writing skills (short essay writing with guided questions and argumentative writing)

Main topic: The world

Sub-topics:

• Geographical surroundings

• Environment

Subject-Specific Skill Development

• Reading and listening comprehension

• Speaking and writing skills (short essay writing with guided questions and argumentative writing)

11 Autumn

Main topic: Cultural diversity

Sub-topics:

• Festivals and celebrations

• Customs and traditions

• Culinary diversity

Subject-Specific Skill Development

• Reading and listening comprehension

• Speaking and writing skills (short essay writing with guided questions and argumentative writing)

11 Spring Preparation of the oral exam and past paper practice

11 Summer

ESSENTIAL SKILLS

• Past papers and revision

• IGCSE examination

Pupils will continue to improve their near-native level of reading, writing, listening, and speaking. The course develops pupils’ abilities to communicate accurately, appropriately and effectively in speech and writing, develops their comprehension, inference and analysis skills, whilst also promoting pupils’ knowledge of how the Chinese language can be used and enjoyed. The course will also help pupils to develop their critical thinking and problem-solving skills. Pupils will have opportunities to do various presentations and demonstrations as well as idea sharing in and outside of the classroom. The course will promote the personal development and understanding of self and others.

INTERCULTURAL LEARNING

Pupils will study a combination of selected texts to expand their knowledge of Chinese culture and history. Through enquiry-based study, pupils will further their language skills as well as their cultural awareness. As a result, they will gain more understanding of the importance of social and cultural contextual factors in the study of literary texts.

ASSESSMENT

There will be summative assessments throughout Year 10 in all four skills of speaking, listening, reading and writing in addition to formative assessments, such as quizzes, vocabulary tests and projects which enable pupils to demonstrate their learning in a range of different ways. At the end of the course in Year 11, pupils will be assessed by means of a speaking test, a listening paper and a reading and writing paper by the Cambridge IGCSE course (0523).

FOREIGN

10 Autumn

10 Spring

Main textbook used: Edexcel GCSE (9-1)

Main topic: Home and abroad

Sub-topics:

• Home and house

• Life in the town and rural life

• Holiday, tourist information and directions

• Weather and climate

• Travel and transport

Main topic: The world around us

Sub-topics:

• The media

• Information and communication technology

• Environmental issues

Main topic: Social activities, fitness and health

Sub-topics:

• Special occasions

10 Summer

11 Autumn

• Hobbies, interests, sports and exercise

• Shopping and money matters

• Food and drink

Main topic: Personal life and relationship

Sub-topics:

• House and home

• Daily routine and helping at home

• Relationships with family and friends

• Childhood

• Role models

Main topic: Education and Employment

Sub-topics:

• School life and routine

11 Spring

• School rules and pressures

• School trips, events and exchanges

• Work, careers and volunteering

• Future plans

• Past papers and revision

11 Summer

• IGCSE examination

ESSENTIAL SKILLS

Pupils will continue to improve their level of reading, writing, listening and speaking. Pupils need to develop their ability to read and write a range of Chinese characters. The course is an integrated study of language and culture and focuses on issues related to pupils’ every-day life and the world around them. The course aims to develop pupils’ abilities of recognising basic Chinese characters, communicating accurately on simple daily matters and also their interpersonal skills. Through various class activities, the course will promote the personal development and understanding of self and others. In addition, digital literacy is focused upon throughout the course.

INTERCULTURAL LEARNING

Pupils will make the connections between language and culture and develop their understanding of the world around them. Through classroom activities, pupils will further their language skills as well as their cultural awareness.

ASSESSMENT

There will be summative assessments throughout the course on all four skills of speaking, listening, reading and writing. Pupils will also be assessed in class by their teachers to receive regular written and verbal feedback. Formative assessment will be conducted regularly in class in the form of quizzes, vocabulary tests, individual or group projects, oral presentations as well as short written tasks. At the end of Year 11, pupils will take the Edexcel International GCSE examination in Chinese.

FRENCH

“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.”

Nelson Mandela

Pupils in Year 10 and 11 will be following the Edexcel International GCSE specification (19). Year 10 pupils will learn increasingly complex and varied vocabulary to communicate about some familiar topics, while Year 11 pupils will tackle more challenging topics such as environmental issues and technology.

YEAR 10

TERM

Autumn

TOPIC

• Sport

• Reading

• TV and cinema

Spring

• Food and festivals

Summer

• Town

• Holidays

CONTENT AND FOCUS

• Talking about sports

• Saying the benefits of doing sports

• Talking about books and reading

• Talking about TV shows and films

• Talking about films and actors

• Talking about what you eat

• Talking about special meals

• Describing family occasions

• Describing festivals and traditions

• Describing your town/neighbourhood

• Talking about what you do on holiday

• Talking about your ideal holiday

• Making hotel reservations

YEAR 11

TERM

Autumn

Spring

• School and education

• The world of work

• Internet

• Technology

Summer

• The environment

ESSENTIAL SKILLS

• Talking about your school and school in the French-speaking world

• School rules

• Success and pressure at school

• Exchanges

• Future plans and jobs and job applications

• The importance of languages

• Volunteer work

• Talking about technology and your phone

• Saying what I do online

• Health problems and accidents

• Environmental issues and other problems faced by the planet

• Protecting the planet

The IGCSE course constitutes an integrated study with a focus on language and culture. It fosters a range of transferable skills including communication, critical thinking, research skills and creativity, which are valuable to the individual and society.

INTERCULTURAL LEARNING

At IGCSE level, the pupils will continue to explore and engage with the culture and society of countries and communities where French is spoken, such as festivals and traditions, film, and the French school system.

ASSESSMENT

There will be summative assessments throughout Years 10 and 11 in all four skills and formative assessments such as quizzes and vocabulary tests. At the end of the course in Year 11, pupils will be assessed by means of a speaking test (25%), a listening paper (25%) and a reading and writing paper (50%).

SPANISH

“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.”

Pupils in Year 10 and 11 have chosen to study the language to IGCSE level and will be following the Edexcel International GCSE specification (1-9). Pupils will be developing their language skills in speaking, listening, reading and writing.

YEAR 10

Autumn Topic Area C Personal life and relationships

Spring Topic Area A Home and abroad

Summer Topic Area E Social activities, fitness and health

• House and home

• Daily routines and helping at home

• Relationships with family and friends

• Childhood

• Life in the town and rural life

• Holidays, tourist information and directions

• Services

• Customs

• Everyday life, traditions and communities

• Special occasions

• Hobbies, interests, sports and exercise

Nelson Mandela

YEAR 11

TERM TOPIC AREA

Autumn Topic Area E Social activities, fitness and health

Spring Topic Area D The world around us

Summer Past papers and revision

ESSENTIAL SKILLS

TOPIC AREA COVERAGE

• Shopping and money matters

• Accidents, injuries, common ailments and health issues

• Food and drink

• Environmental issues

• Weather and climate

• Travel and transport

• The media

• Information and communication technology

• Past papers and general revision of all past topics

The IGCSE course constitutes an integrated study with a focus on language and culture. It fosters a range of transferable skills including communication, critical thinking, research skills and creativity, which are valuable to the individual and society.

INTERCULTURAL LEARNING

In IGCSE, the pupils will continue to explore and engage with the culture and society of countries and communities where Spanish is spoken.

ASSESSMENT

There will be summative assessments throughout Year 10 in all four skills of speaking, listening, reading and writing and formative assessments, such as quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways. At the end of the course in Year 11, pupils will be assessed by means of a speaking test (25%), a listening paper (25%) and a reading and writing paper (50%).

MATHEMATICS

“Mathematics is not just about numbers, equations, and computations. It is about understanding the world around us and uncovering the hidden patterns that shape our universe.”

Maryam Mirzakhani

Years 10 and 11 are a continuation of the three-year programme teaching towards the Edexcel IGCSE Mathematics A (9-1) qualification.

The scheme is linked to the Pearson Edexcel Mathematics (9-1) Book 1 and Book 2. The pupils retain the Book 2 for their studies and have access to digital versions of these textbooks for use both in and out of class.

As in Year 9, a strong emphasis continues to be placed on developing pupils’ problemsolving and reasoning skills which form a large part of the IGCSE (9-1) course.

MAIN TOPICS OF STUDY FOR YEAR 10

AUTUMN TERM

• Sequences and series

• Recurring decimals

• Proportionality (algebraic)

• Further Quadratic Equations, Manipulation and Graphs

• Linear Transformations

• Circle Theorems

• Sketching and Using Graphs

• Inequalities (Linear and Quadratic)

• Further Simultaneous Equations

SPRING TERM

• Further Index Laws and Surds

• Measurement & Unit Conversions

• Similar Shapes, Surface Area, & Volume

• Further Sets Language and Notation

• Probability

• Averages and Measures of Spread, Cumulative Frequency Graphs & Histograms

SUMMER TERM

• Function Notation

• Vectors

• Algebraic equations

MAIN TOPICS OF STUDY FOR YEAR 11

AUTUMN TERM

• Trigonometry

• Graphical Transformations

• Algebraic Proof

• Further Coordinate Geometry

• Differentiation

SPRING TERM

SUMMER TERM

Revision, extension and consolidation of all topics. A bespoke revision program has been set up to enhance pupil fluency in all topics as well as develop the crucial problem solving techniques needed to tackle the most challenging questions on the Mathematics examination. Mathematics ‘exams skills’ are explicitly taught and equips pupils with strategies to deal with questions in an unfamiliar setting under timed conditions.

All pupils are grouped into sets for their learning of Mathematics in the Senior School, and movement between groups occurs as appropriate to ensure optimal learning for every pupil. All sets will cover the same core content, with slight variations in challenge and pace. At Harrow Hong Kong, we take pride in the outstanding results that we achieve, which is made possible by placing pupils in sets that are specifically tailored to their individual needs.

ESSENTIAL SKILLS

In the classroom, learning Mathematics goes beyond mastering routine methods; it fosters a lifelong engagement with the subject and empowers pupils to apply their knowledge effectively. Pupils will develop cultural competency by exploring diverse mathematical theories and appreciating contributions from various cultural backgrounds. Pupils will enhance their digital literacy skills through the use of tools such as GeoGebra and Desmos, which will subsequently improve their mathematical understanding.

Emphasis is also placed on collaborative problem-solving, enabling pupils to work together to reason and solve problems effectively. Creativity in mathematics is encouraged through innovative approaches, strategies, and insights to explore concepts, patterns, and relationships in novel ways. Pupils will also be inspired to express their creativity by visualising and articulating concepts differently and connecting mathematics to real-world applications. Moreover, pupils will refine their critical thinking skills by analysing mathematical facts, and arguments to form reasoned judgments about mathematical problems or situations.

Innovative teaching methods will be used to challenge pupils’ understanding, helping them to see connections between topics, and apply their knowledge to new and unfamiliar problems. Pupils will be provided with strategies to hone their problemsolving abilities collaboratively, which in turn enhance their critical thinking skills.

Additionally, pupils will have opportunities to demonstrate leadership in class and learn to communicate their mathematical thoughts effectively and elegantly. They will

exhibit a growth mindset by adopting a ‘can-do attitude’ and embracing learning from their mistakes. By integrating these essential skills into our mathematics curriculum, we prepare pupils to navigate complex challenges with confidence and adaptability, equipping them for success in both academic and real-world contexts.

INTERCULTURAL LEARNING

Throughout the year, we will endeavour to recognise and respect the diverse cultural backgrounds and experiences inherent in mathematics. By exploring and valuing various mathematical perspectives and appreciating contributions from different cultural and ethnic backgrounds, we aim to enrich global awareness and intercultural competence.

ASSESSMENT

In Mathematics, we believe that cumulative assessments not only enhance factual retention but also improve problem-solving skills, which are crucial for success in the subject. Each teacher utilises a variety of methods to regularly assess their pupils’ understanding during lessons and encourage pupils to engage in regular review of their work rather than relying on last-minute cramming, which is ineffective in the long term.

The assessments and feedback provided are intentionally designed to be formative, ensuring that pupils gain valuable insights into their understanding and can identify areas for improvement. This approach helps pupils to develop a deeper comprehension of mathematical concepts and fosters continuous academic growth.

All pupils will sit the higher IGCSE Mathematics examination at the end of Year 11. They will take two 2-hour examinations, each carrying a 50% weighting towards the final grade.

MUSIC

“Where Words Fail, Music Speaks”

Hans Christian Andersen

The Edexcel GCSE Music course is divided into three strands – Performing (30%), Composing (30%) and Appraising (40%). Pupils considering Music GCSE should be playing at a minimum of ABRSM Grade 3 on instrument or voice by the end of Year 9 and should be currently taking individual music lessons. Pupils should also have strong theory knowledge prior to starting the course (at ABRSM Grade 5 level).

Performing: Each pupil’s performance portfolio will include a solo performance and an ensemble performance. These performances can be produced on any instrument or voice. Assessment takes place at the start of the Spring Term of Year 11.

Composing: Composition portfolios consist of two pieces: one composed to a set brief released by the exam board and one free composition. Both compositions will be completed in Year 11. Pupils will develop their compositional skills throughout the course and will have access to two music-specific software packages, Sibelius Ultimate and Logic Pro X.

Appraising: The examination takes place in the Summer Term of Year 11. The appraising part of the course is based on four Areas of Study: Instrumental Music; Vocal Music; Music for Stage and Screen; and Fusion Music. Pupils study two set works from each of these and learn about the context and musical features associated with the different styles and composers.

All pupils also have access to the vibrant Co-Curricular Music programme which runs throughout the year and GCSE pupils are expected to take part in at least one ensemble. Individual music tuition is available in a variety of studies and lessons are delivered by a team of experienced and specialised visiting music teachers. There are also many opportunities for pupils to engage with group music-making. Various orchestras, choirs and bands rehearse on a weekly basis and perform in frequent internal and external concerts.

MAIN TOPICS OF STUDY FOR YEAR 10

YEAR 10 COMPOSITION PERFORMANCE APPRAISING (SET WORKS)

Autumn

Theory foundation course (time signatures, key) and fundamentals of harmony, counterpoint and melody-writing, supported by technical exercises and short (twoor three-week) composition projects.

Pupils working with instrumental teachers

Spring

Series of threefour week short composition projects based on different topics in Areas of Study 1 and 2 in preparation for coursework in Yr 11. In this term, these include melodic variations, Ground Bass, Serialism and Minimalism.

Pupils working with instrumental teachers

Instrumental Music 1700–1820

Purcell & Bach

Summer

Pupils working with instrumental teachers

Assessed performance in class as part of Yr 10 End of Year Assessment

Vocal Music Queen & Beethoven

Introduction to more advanced composition techniques including timbre, texture, spacing, scoring and idiomatic instrumental writing. Continuation of composition projects, covering Impressionist harmony and Song writing. Revision of concepts in preparation for exam. After exams, Composition to set brief.

Music for Stage and Screen

Schwartz & Williams

MAIN TOPICS OF STUDY FOR YEAR 11

YEAR 11 COMPOSITION

Autumn

Composition to be completed by End of Term

Spring

Summer

ESSENTIAL SKILLS

PERFORMANCE

Start to record performances that are ready on ad hoc basis

Performance Day in late January (After Mocks)

APPRAISING

(SET WORKS)

Fusions

Afro Celt & Esperanza Spalding

Revision of Set Works & Exam Practice

Revision of Set Works & Exam Practice

Edexcel GCSE Music develops essential skills such as collaboration, creativity, critical thinking, digital literacy, effective communication, and problem-solving through its diverse curriculum. Pupils enhance collaboration and communication by performing in ensembles, working closely with peers to achieve cohesive performances. Creativity is nurtured through composition tasks, where pupils craft original pieces, while critical thinking and problem-solving are honed as they analyse music, explore compositional techniques, and refine their work. Digital literacy is advanced through the use of music software for notation, composition, and recording, preparing pupils for the demands of the modern music industry. These skills collectively equip pupils with a strong foundation for both musical and non-musical pursuits.

INTERCULTURAL LEARNING

Edexcel GCSE Music promotes intercultural learning by exploring a diverse range of set works that highlight different historical periods, genres, and cultural influences. Through the study of Instrumental Music 1700–1820, pupils engage with the Baroque era through Purcell and Bach, gaining insight into the rich traditions of European classical music. Vocal Music spans contrasting styles, from the operatic grandeur of Beethoven to the iconic rock sound of Queen, showcasing the evolution of vocal expression across cultures and time. Music for Stage and Screen introduces pupils to the theatrical and cinematic works of Schwartz and Williams, reflecting global storytelling traditions. Additionally, the fusion of Irish, African, and electronic elements in Afro Celt Sound System and the contemporary jazz artistry of Esperanza Spalding further broaden pupils’ understanding of how music connects diverse cultures, fostering a deep appreciation for musical and cultural diversity.

PHYSICS

“The most incomprehensible thing about the universe is that it is comprehensible”

Albert Einstein

Year 10 is the second year of a three-year programme teaching towards the Edexcel International GCSE Physics (9-1) qualification. Ultimately the purpose is to enthuse pupils to want to understand the world around them whilst providing them with a sense of inquisitiveness and curiosity.

ESSENTIAL SKILLS

There will be focus on developing pupils’ practical, analytical and problem-solving skills. They will also be able to use dataloggers and other data recording devices and learn to manipulate software to achieve the desired aim of the experiment they are conducting. Pupils are required to perform calculations, draw graphs and describe, explain and interpret physical phenomena. Some of the question content will be unfamiliar to pupils; these questions are designed to assess data-handling skills and the ability to apply physical principles in unfamiliar situations.

THE MAIN TOPICS OF YEAR 10 PHYSICS INCLUDE:

TERM TOPICS COVERED

Autumn

Spring

1. Advanced Forces (Momentum, Newton’s 3rd Law of Motion, Newton’s 2nd law of motion), car safety features

2. Electricity (static electricity, uses of static electricity, current electrical, I-V graphs, electrical safety)

3. Solids, Liquids and Gases (density, specific heat capacity, static pressure, gas pressure, Boyle’s law, Thermodynamics Scale

SKILLS COVERED

Circuits building

Use of data loggers

Modelling of circuits

Summer

4. Waves (types of wave, Electricity reflection, refraction, TIR, sound)

Conducting experiments using scientific method to determine specific heat capacity of metals, Conducting experiments to show relationship between pressure and temperature, graph drawing

Conducting experiments to determine refractive index of perspex, longer response questions, graph drawing

THE MAIN TOPICS OF YEAR 11 PHYSICS INCLUDE:

1. Astrophysics, review of the lifecycle of stars, orbital calculations, red shift.

Autumn

Spring

2. Magnetism and Electromagnetism (magnets, domain theory, magnetic fields around currents, electromagnetic devices, transformers

3. Radioactivity (types, detection, background, half life, uses of radiation)

4. Fission and Fusion, (looking at nuclear power stations, stars and nuclear fusion)

Summer Revision

Performing calculations from large sets of data.

Building simple devices like DC electric motors, requiring fine motor skills, buzzers

Modelling and sequencing of concepts

Modelling of concepts, calculations, graph drawing. Evaluating statements for accuracy

Data analysis

ASSESSMENT

Regular internal assessment takes place throughout the three years of study, enabling close tracking of every pupil’s progress. The course is 100% externally assessed at the end of Year 11 by examination and pupils will achieve a grade 9-1.

In Physics, pupils sit two papers:

• Examination Paper 1 - 61.1 % (120 minutes)

• This paper assesses all of the content of the specification, excluding some of the more in depth areas of the course content.

• Examination Paper 2 – 38.9 % (75 minutes)

This paper assesses all content of the specification, including some of the more indepth areas of the course content.

A few pupils will follow the Double Award IGCSE Science course and will sit Paper 1 in each of the Sciences, achieving two Science IGCSEs.

INTERCULTURAL LEARNING

Being a global citizen is at the heart of the Physics curriculum through developing an understanding of issues affecting the world from electricity transmission to understanding local contexts. As pupils explore topics such as nuclear energy, and the use of technology in society, they are encouraged to think about the ethical implications of these advancements on a global scale. They develop an understanding of the responsibility scientists and engineers have towards society and the importance of making informed and ethical decisions that benefit humanity as a whole. This cultivates a sense of global citizenship by encouraging pupils to consider the broader impacts of their actions and contributions to the scientific field. Overall, the IGCSE Physics syllabus actively promotes and includes elements of global citizenship. By fostering an understanding of global interconnectedness, addressing global issues, encouraging ethical considerations, and promoting collaborative learning experiences, it equips pupils with the knowledge, skills, and attitudes necessary to become responsible global citizens who are aware of their impact on the world and actively contribute towards positive change.

GCSE PHYSICAL EDUCATION - SPORTS SCIENCE

“An active mind cannot exist in an inactive body”

George S Patton Jr

The GCSE PE syllabus provides an innovative and practical Academic PE programme to create a lifelong interest in Sports Science. Core principles are to:

• Highlight and problem solve contemporary issues surrounding sport

• Develop a range of core and advanced skills within a variety of sporting activities

• Bridge the gap between theoretical understanding and practical performance

• Inspire pupils to pursue avenues involving physical activity and sport

• Encourage pupils to maintain an interest and curiosity for further education with physical education

Examination Board: AQA (8582)

The course empowers pupils to deepen their understanding of how their bodies function, enhance their lifestyle, and optimise sports performance across diverse backgrounds.

In Year 10, pupils delve into the fascinating realm of exercise physiology, exploring the science behind movement and uncovering various training methods to elevate their sports capabilities. They also analyse the unique demands of different sports and perform fitness tests in various contexts, equipping them with practical skills to immediately enhance their own training and performance development.

In Year 11, pupils embark on a captivating journey that explores the psychological factors influencing sports performance, the media’s role in shaping the sporting landscape, the impacts of drugs in sport, and the crucial role of nutrition in maintaining a healthy lifestyle and influence on sports performance. This year not only emphasises individual growth through sport but also enables pupils to draw from their past experiences, implementing strategic changes for future performances.

Throughout the two-year course, pupils showcase their aptitude by being assessed on their top three sports, selected from a pre-approved list. Additionally, they engage in written coursework, critically analysing their own performance or that of another athlete.

Year 10

Paper 1

Unit 1: Anatomy and Physiology

Unit 2: Movement analysis

Unit 3: Physical training

Unit 7: Use of data

Total marks: 78

Year 11

Paper 2:

Unit 4: Sports Psychology

Unit 5: Socio-cultural influences

Unit 6: Health and fitness

Total marks: 78

Year 10 and 11

NEA Practical:

Total: 3 x sports

1 x Individual

1 x team

1 x individual or team

Total marks: 75

ESSENTIAL SKILLS

Year 10 and 11

NEA Coursework:

A written piece of work analysing the pupils strongest sport

Total marks: 25

60% = Theory / 40% = NEA Practical

Total marks: 260 (after scaling)

Pupils engage in group activities, team sports, and practical scenarios that require collaboration and problem-solving. They learn to evaluate performance, identify strengths and weaknesses, and make informed decisions for improvement. The curriculum also promotes understanding diverse cultures in sports, digital literacy through technology integration, and encourages creative thinking within the boundaries of sports. Pupils develop leadership skills through captaincy or event organisation and enhance communication abilities for effective expression and feedback.

INTERCULTURAL LEARNING

Intercultural learning in GCSE PE broadens pupils’ perspectives by exposing them to diverse sporting traditions and practices from around the world. It promotes cultural appreciation, inclusivity, and challenges stereotypes. Through this learning, pupils develop empathy, cultural competency, and a global mindset, fostering respect for cultural diversity and creating a more inclusive environment in sports and beyond.

Pupils who wish to study Sports Science should:

1. Demonstrate a sincere passion for sports, fitness and health and a genuine desire to enhance personal performance through the acquisition of Sports Science knowledge.

2. Possess a diverse background in competitive sports, having participated actively in a variety of disciplines.

3. Engage consistently in the School’s SCA (Super Curricular Activities) and CCA (Co-curricular Activities) programs, exhibiting a willingness to compete both for Harrow and external clubs.

4. Exhibit a proactive approach towards personal development by taking ownership of practical performances, reflecting on progress, and actively seeking guidance from dedicated teachers and coaches to refine skills in chosen sports.

PHYSICAL EDUCATION & HEALTH

“An active mind cannot exist in an inactive body”

George S Patton Jr

Our curriculum aims to establish Harrow International School Hong Kong as a leading independent coeducational sports school in Asia. We provide equal opportunities for all pupils to participate in various sports at appropriate levels. Our primary goal is to develop a structure that helps each pupil reach their physical potential while promoting lifelong commitment to health, fitness, and overall well-being. We strive to foster a positive sporting attitude based on leadership, excellence, sportsmanship, and fair play. While we value success in competitions, we also emphasise using sports as a platform for learning important life lessons. We recognise that winning, although important, is not the sole focus but a means to develop essential skills and values. This curriculum aims to provide a well-rounded sports education that equips our pupils with the skills and mindset for success in both sporting endeavours and all areas of their lives.

Our vision through Physical Education is to give every pupil a wide variety of opportunities to develop and strengthen their values, physical competence and confidence. This will ensure our pupils have the tools to lead a long and healthy lifestyle in a complex world.

The Physical Education experience is integral to a Harrow Hong Kong education and is accessed in several ways. Pupils in Years 10-13 have a double Games lesson each week. If pupils choose GCSE Sports Science, then they will have access to 5 single theory lessons in addition to games.

The premise of the programme is to enable every pupil to flourish. To establish the appropriate pathway that best suits the individual and the skills they possess. The programme aims to develop the pupil first and foremost as an athlete. From this point onwards it allows each pupil to experience and engage in a wide range of sports which allows them to develop, display and transfer their skills.

GAMES

As pupils progress into the Senior School, the consistency of sports being offered, in relation to the ISSFHK seasons, remains the same as in the Prep School. Pupils who compete for the school teams have the opportunity to train within Games time. If pupils do not wish to be involved with team training, they have the option to pick different sports and these can be changed in line with the four competitive seasons. At this stage we also feel it is important to broaden the pupils’ horizons to some more leisure-based activities, enabling pupils to build positive relationships with activities which may feature in their lives after School. The pupils are asked to choose their Games options from the following sports:

Badminton Volleyball Basketball Table Tennis

Football Rugby Tennis Netball

Harrow Fit Golf (off site) Pickleball Athletics/XC

Gymnastics Touch Rugby

HOUSE SPORT

At Harrow International School Hong Kong, we have an all-inclusive House Sports Competition that allows our pupils to have another opportunity to play sport and wear their house colours with pride. House sport is a hotly contested competition, and you can see the passion in every House when they compete against one another. All Houses take part in the following sports: Sports Day (Track & Field), Cross Country, Netball, Football, Touch Rugby, Basketball, Swimming, Dodgeball and Badminton. House Sport Competitions are opportunities to:

• Build a cohesive house culture

• Develop camaraderie, friendships & trust

• Develop leadership skills

• Represent and contribute to competition.

• Stay active

• Take part in a variety of sports

COMPETITIVE SPORTS PROGRAMME

Participating in sports is part of our culture here at Harrow Hong Kong. Recreation and competitive sport are catered for in twenty sports codes across the academic year. Our competitive sports programme offers regular opportunities to play fixtures against other international and local schools in Hong Kong. We compete mainly in the International Schools Sports Federation Hong Kong Leagues (ISSFHK) and some Schools Sports Federation of Hong Kong China (SSFHKC) leagues in addition to annual friendly fixtures. Fixtures take place mostly mid-week with occasional weekends, depending on the sport. Harrow Hong Kong also hosts a number of tournaments throughout the year in various sports, and these are well attended by other schools.

Competitive sports leagues start in Year 6 (U12) and reach their pinnacle at Year 13 (U20). Harrovians who do not consider themselves athletes when they arrive at our school discover new sports and the talent to play them with great skill and flair. Many continue to enjoy the sporting abilities they discovered at Harrow Hong Kong long after leaving us and take the life lessons they have learnt with them into the world beyond school.

Overseas sports tours are an important part of our sports programme. They provide the opportunity for our pupils to bond as a team and measure their progress against schools from around the world. The experience and the memories that our pupils gain will be with them for the rest of their lives.

The Physical Education Department is highly experienced in high performance sport. Pupils who aspire to achieve honours in their chosen sport are well supported by the department as pathways are available for our pupils who choose to compete at the

highest level and achieve academically at the same time.

All fixtures, results and team details can be found at sport.harrowschool.hk

SUPER CURRICULUM ACTIVITIES (SCA)

Sports Super Curriculum Activities give pupils more opportunities to explore and challenge themselves in a sporting context. Pupils can enjoy extra time taking part in their favourite sports which will allow them to have more time on task to accelerate their learning. Pupils will apply the skills learned in SCAs in competitive fixtures and tournaments.

Rugby Harrow Fit Tennis Volleyball

Basketball

Netball

Football Athletics Cross Country

Badminton Touch Rugby Gymnastics

Pickleball Table Tennis Swimming

CO-CURRICULAR ACTIVITIES (CCA)

The Co-curricular programme delivers extra lessons for pupils to polish their sporting skills or play recreationally. It allows pupils to stay active after a day of academic study and get in the extra work if pupils are pursuing academic and sporting goals. Cocurricular activities supplement our PE and SCAs if pupils need to work on their skills to get ahead and achieve the targets they have been set by their teachers.

Rugby Use of Fitness

Room Volleyball

Basketball

Football Athletics Cross Country Netball

Badminton Toch Rugby Gymnastics Swimming

TableTennis

For the latest photo updates follow us on Instagram: @harrowhksport

RELIGIOUS STUDIES

“It is the mark of an educated mind to be able to entertain a thought without accepting it.”

THE AQA RELIGIOUS STUDIES COURSE

Religious Studies challenges pupils with questions about belief, values, meaning, purpose and truth, empowering them to develop their own attitudes towards important issues.

Pupils will also gain an appreciation of how religion, philosophy and ethics form the basis of global culture. They will develop analytical and critical thinking skills, the ability to work with abstract ideas, leadership, debate and research skills.

COURSE COMPONENTS

Paper 1: The Study of Religions

Beliefs, teachings and practices of two religions:

• Buddhism

• Christianity

1 hour 45 minute exam - 50% of the total grade

Paper 2: Thematic studies

Four philosophical and ethical studies on:

• Religion and life

• The existence of God and revelation

• Peace and conflict

• Crime and punishment

1 hour 45 minute exam - 50% of the total grade

Aristotle

TOPICS INCLUDE:

• The Trinity

• Pilgrimage

• Enlightenment

• Meditation

• Animal rights

• Attitudes towards creation and the origins of the universe

• Environmental issues

• Attitudes towards forgiveness

RELIGIOUS STUDIES SKILLS

• Medical ethics

• Arguments for and against God’s existence

• Miracles

• The problem of evil

• Just war theory

• Pacifism and peace-making

• Reasons for crime

• Capital punishment

Critical thinking is central to the Religious Studies course, not only nurturing pupils’ ability to explain and analyse beliefs and theories, but also to evaluate them and reach justified conclusions. Pupils practise debating ideas, providing evidence to support points and carrying a line of argument. Religious Studies also provides a vital tool for the development of cultural competency by providing opportunities for pupils to engage with diverse perspectives, including Christian, Buddhist and non-religious worldviews. The study of religion is also a creative pursuit, as pupils are encouraged to come up with unique perspectives and responses to complex philosophical problems. In addition to using digital technologies to enhance learning, pupils are encouraged to think deeply about the ethical and social implications of their use. Leadership is developed through nurturing the critical thinking skills needed to evaluate complex ideas and make decisions based on this. Communication skills are developed through debates and discussions, focusing on argumentation and persuasion. Religious Studies lessons can also develop collaborative skills through group discussions, debates, and projects that require pupils to analyse complex philosophical and ethical questions as a team.

INTERCULTURAL SKILLS

Religious Studies can be a powerful tool for intercultural learning through the study of diverse beliefs and practices within and between the Christian and Buddhist faiths, as well as non-religious and philosophical traditions. Thematic studies allow for an examination of the intersection of philosophy, ethics, religion, and culture, engaging with diverse perspectives, reflecting on personal biases and assumptions, and providing opportunities for cross-cultural and interfaith dialogue.

INDIVIDUAL NEEDS

“Pupils don’t care how much you know until they know how much you care.”

Theodore Roosevelt

The Individual Needs Department at Harrow Hong Kong works alongside L&L, Counselling and House Pastoral Teams to ensure that the academic, social, and pastoral needs of pupils are met through quality differentiation, effective collaboration between educational stakeholders, and impactful staff development. The Individual Needs Department works with pupils who require extra support or extension beyond regular classroom differentiation in order to meet their learning needs. The Individual Needs Department supports pupils who enter the School with existing reports of individual needs and those who are later identified through the School’s referral system. Depending on the level of support needed, pupils may receive short-term or long-term intervention from an individual needs staff member within their regular lessons in collaboration with the class teacher, in small groups, or 1:1. The department also works with members of staff by identifying and sharing differentiation strategies based on specific pupil profiles, monitoring pupil progress, and providing professional development.

Examples of the Individual Needs Provision for pupils in Year 10 and 11 are in-class support in Mathematics and Sciences, and weekly check-in support focused on revision strategies, organisation, and time management.

ASSESSMENT AND PUPIL PROGRESS

Access arrangements for both internal and external assessments are facilitated by the department in partnership with the Examinations Officer and Deputy Head Academic in accordance with the guidelines from the Joint Council for Qualifications. As pupils prepare for their external examinations, new or updated specialist documentation may be requested in order to understand pupil needs and formally put in place access arrangements. Pupil and teacher input are an integral part of this process in order to ensure that pupils are given appropriate accommodations. The department is able to conduct internal assessments to aid the understanding of a pupil’s profile, and may also refer pupils to external specialists, including Occupational Therapists, Speech and Language Therapists, and Educational Psychologists if further information is required.

Pupil progress is determined using teacher feedback and observations, subject tracking and reports, internal assessments, and communication with educational stakeholders. There are no set formal assessments used by the Individual Needs Department as pupil needs are diverse. Pupils who receive support from the Individual Needs Department and have a reduced academic load may also have an Individualised Education Programme that is used to measure and monitor progress.

ESSENTIAL SKILLS

All pupils supported by the Individual Needs Department are encouraged to use critical thinking and creativity in order to reflect on their learning and how their individual needs and profile impact and shape their learning approaches, revision strategies, and interests. Pupil input is valued when identifying effective strategies to be implemented. In Year 10 and 11, pupils are encouraged to take ownership over their learning by taking responsibility for their learning and commitments, reflecting on their learning and using effective strategies, and advocating for their needs.

INTERCULTURAL LEARNING

Intercultural learning takes place within the various contexts that the Individual Needs Department supports pupils in, such as within the curriculum of other subjects as part of in class support. The relationship between cultures and perspectives is also explored through reflection time with pupils and when considering communication with various educational stakeholders.

USEFUL INFORMATION

THE SCHOOL DAY

CALL OVER

Houses have a roll call known as ‘Call-over’ after breakfast, at lunchtime, after supper and at lights out every day, at which one of the House Pastoral Team is present. In addition to the registration of pupils, School and House notices are read.

PERIODS

Lessons are called ‘periods’ at Harrow Hong Kong; they include activities in the SCA programme as well as academic lessons. There are five periods in the morning, each lasting 50 minutes, with a 20-minute break between the second and third periods. There is a five-minute break between each period to allow pupils time to move from one department to another.

8.00 AM - 8.10 AM Morning Call-over in Houses (start of the day)

8.15 AM - 9.05 AM Period 1

9.10 AM - 10.00 AM Period 2

10.00 AM - 10.20 AM Break

10.25 AM - 11.15 AM Period 3

11.20 AM - 12.10 PM Period 4 12.15 PM - 1.05 PM Period 5

1.10 PM - 2.00 PM Lunch (Period 6) 2.05 PM - 2.55 PM Period 7

3.00 PM - 3.50 PM Period 8

3.55 PM - 4.30 PM Period 9 (tutor and House time, the Futures programme and SCA+)

4.45 PM

Co-Curricular Activities begin / Buses for Day Pupils depart

MID-MORNING BREAK

All pupils are able to return to Houses at break for a snack and to change their books for the two periods after break.

LUNCH

Lunch is a formal meal when the House Master or House Mistress, usually accompanied by one or more of the House Pastoral Team, eats with the House in their designated area in the Dining Hall. High standards of behaviour and manners are expected, but lunch is an important break in the middle of the day and an opportunity for building the strong sense of House community with both boarders and day pupils. Occasionally, lunch is ‘free-seating’ which allows pupils to socialise with friends from other Houses and Year Groups.

ASSEMBLY

On Monday morning, there is an Assembly for the Upper School at 8.20am in the Queen Elizabeth II Hall. There is a shortened Tutor time before this.

HOUSE ETHOS

The House’s primary function is to provide a secure, happy and nurturing environment, in which all pupils thrive. Under the House Master’s/ House Mistress’ (HMs) leadership, and with the support of other pastoral specialists, the House underpins a pupil’s personal and academic development so that they are prepared to enjoy life and contribute to their community.

They keep a watchful eye over the welfare, personal and academic development of every pupil in their care. For parents, their child’s tutor and House Master/ House Mistress are their main point of contact, and their child’s development is very much a partnership between pupil, parent and School. We encourage regular communication via phone and email, and parents receive a House newsletter every fortnight with an update of recent events and forthcoming dates.

THE HOUSES

At Harrow Hong Kong, pupils in Years 6-8 are allocated to one of the seven Prep School Houses and in Years 9-13, pupils are allocated to one of the eight Senior School Houses. Alongside the House Master/House Mistress and Assistant HMs, we have a Matrons to help boarding pupils, and prep Houses also have resident gap tutors.

SENIOR HOUSES YEAR 9-13

BOYS’ HOUSES

CHURCHILL

GIRLS’ HOUSES

GELLHORN

KEY PERSONNEL

HOUSE MASTER/HOUSE MISTRESS

Whilst keeping accurate records and ensuring the smooth running of the House is an essential element of the role, much of what a House Master or House Mistress does is unquantifiable. It is about building strong relationships with each of the pupils in their care, spending time with them and guiding them through the challenges they face in these important years. They aim to develop a House environment that inspires a love of learning, encourages independence of thought, insists on good manners and helps pupils to appreciate the positive effect that their actions can have on others.

ASSISTANT HOUSE MASTER/HOUSE MISTRESS

Each House has an AHM who supports the House Master or House Mistress in keeping pupils safe and supporting their progress and wellbeing. They will deputise for the HM as needed.

HOUSE TUTOR

Most teachers in the Upper School have a role as a House Tutor in one of the Houses as part of the broader House Pastoral Team (HPT), which supports the HMs in their roles. All House Tutors play a role in the supervision and running of the House during the course of a week (including eating meals with pupils, helping with running evening prep and activities, and helping to facilitate House discussion meetings).

SCHOOL PSYCHOLOGIST

Dr. Rachel Gregory is an experienced clinical psychologist who leads parenting workshops and programmes, group programmes for pupils to promote resilience, and training for staff on developing their own pastoral care of pupils. Through the School’s pastoral system, she advises, consults and supports staff and parents in addition to providing support to pupils individually and in small groups. Dr Gregory is the mental health lead for the School and oversees the counselling team.

SCHOOL COUNSELLOR

As part of the wider Pastoral team the School Counsellors work with the School Psychologist, HMs and pastoral SLT to ensure pupils are receiving the highest level of pastoral support. The School Counsellor helps pupils in the areas of academic achievement, career and social / emotional development, assisting the wider Pastoral team to ensure today’s pupils become productive, well-adjusted adults of tomorrow. Pupils are able to self-refer, or alternatively, parents and staff can refer pupils through the HM in order to see the School Counsellor.

COMMUNICATION WITH THE SCHOOL

There are a number of ways in which parents can communicate with the School in order to work together in the best interests of their child and the School community.

THE HOUSE MASTER/HOUSE MISTRESS

The first point of contact for a parent should be the tutor or HM. The School operates on an ‘open door’ policy and parents should feel comfortable with contacting their child’s HM about any questions or queries that they have by phone, email or by arranging an appointment through the Upper School Office. Parents should keep their child’s HM fully informed of any observations they have made at home or changes to the family situation so that they can support them accordingly in School. Parents can also make enquiries to the Health Care Centre (hcc@harrowschool.hk.)

EMAIL

A significant proportion of the School’s communication with parents is by email and there are two Consolidated Communications to parents each week (on Mondays and Thursdays). It is, therefore, essential for every parent and guardian to have access to email and to ensure that the School has the current email address of all parents. Parents must ensure that the School holds accurate contact details so no correspondence is missed. Any problems with email should be addressed to the Director of ICT, Mr Dinesh Alwani (dalwani@harrowschool.hk)

SCHOOL WEBSITE AND PARENT PORTAL

Important information for parents is available through the Parent Portal. Amongst others, this includes your child’s reports, timetable and class information, the School calendar, registration for Super Curriculum and Co-Curricular activities and parents’ evenings, communications with parents and a facility for you to update your contact details. The School website, www.harrowhongkong.hk, has a link to the Parent Portal at the top of the first page. All parents are issued with a username and password for access to these secure areas. For any technical queries regarding access, please email our IT Services team on its@harrowschool.hk

Facebook Page

Harrow International School Hong Kong

/HarrowHK Instagram /harrowhongkong /harrowhksport

CALENDAR

The calendar can also be accessed through the Parent Portal.

AUTHORISED ABSENCE

Any absence from School affects the pattern of a child’s schooling and regular absence will seriously affect their learning: there is a proven link between absence and underperformance in public examinations. Some universities and prospective schools also require us to share information about a pupil’s attendance. If requesting absence for a period of one day or less, parents should contact the HM. For periods more than one day parents should contact the Principal Deputy Head (Whole School), Laura Yandell (lyandell@harrowschool.hk), who will liaise with the Head. Parents should not expect permission to be automatically granted and should not make travel arrangements before receiving permission.

PREP

Prep is the work set by teachers to support the academic work completed in class and to help prepare for the work in future lessons. Prep should be able to be completed independently (without adult support) and should be appropriately challenging, whilst also being manageable within the time suggested. Prep is set on Teams, but pupils should use a physical or digital planner to track prep deadlines and completion. Physical planners are provided to pupils in Years 6-8.

The amount of time that a pupil is expected to spend on prep varies by year group and by day of the week. Pupils are encouraged to work without distractions and to stick to the allocated time but may sometimes need to and/or want to find extra time to develop or finish their work. They are discouraged from working late at night or regularly spending more time on prep than is suggested. If they find that this is often the case, they should speak to their tutor or House Master / Mistress who can help them identify strategies for managing their workload.

Prep School

Pupils in Year 6-8 have no prep on a Wednesday evening, when there is Tuesday afternoon extended school or when there is a Parents’ Evening for their year group. Otherwise, prep is set as follows:

• Year 6 - 40 minutes.

Pupils will be set prep for two subjects per night and should spend around 20 minutes per prep. This time should be focused and free from distractions.

• Year 7 - 60 minutes.

Pupils will be set prep for three subjects per night and should spend around 20 minutes per prep. This time should be focused and free from distractions.

• Year 8 - 75 minutes.

Pupils will be set prep for three subjects per night and should spend around 25 minutes per prep. This time should be focused and free from distractions.

Independent reading is very important for developing a range of skills and, as a result, is incorporated into the schedule in the Prep School.

Years 9 to 11

Pupils in Year 9 and above are set daily prep.

• Year 9 - 90 minutes

Pupils will be set prep for three subjects per night from Monday to Friday and should spend around 30 minutes per prep. The time spent on each prep should be focused and free from distractions.

• Years 10 and 11 - 90 minutes

Pupils will be set prep for three subjects per night and should spend around 30 minutes per prep. They are also set an additional 90 minutes of weekend prep. The time spent on each prep should be focused and free from distractions.

Sixth Form: independently guided

In the Sixth Form, pupils are expected to spend between 2 and 4 hours per week on set prep for each subject. In addition to this, pupils should dedicate two more hours to wider reading, reviewing and consolidating notes for each subject, as well as further research when time permits. This independent study is crucial for achieving success in A level courses.

CONFIDENTIALITY AND CONSENT

During a pupil’s time at Harrow Hong Kong, the School will inevitably receive and hold quite a lot of information about them and their family. As a general principle, this information will be treated as confidential, only discussed or shared among professionals at Harrow Hong Kong on a “need to know” basis and not passed on to anybody outside the School (including other parents) without good reason (i.e. as part of our duty of care and with parents’ explicit consent).

The School will normally share all relevant information with the parents of a pupil who is having academic, disciplinary or personal difficulties. However, while pupils are legally children until the age of 18, they have many rights of their own to confidentiality. It may be, therefore, that pupils have control over the confidentiality of certain medical or personal matters that they choose to share with people such as their Class Teacher, the Consultant School Psychologist and the School Health Care staff. However, the School will always encourage pupils to consent to the sharing of such information and concerns with parents.

RECORDS

A written record is kept of the following:

• All medication, treatment and first aid administered to pupils, giving the name, date, medication/treatment, reason for administering (if not prescribed) and signed by the member of staff responsible.

• All significant illnesses, accidents or injuries to pupils (either as part of the above medical records or separately).

• Major behavioural incidents showing the pupil’s name, reason for the sanction and the person administering the reflective work.

• Any safeguarding allegations or suspicions of abuse.

• Any incidents of bullying (either as the victim or the perpetrator.)

• All fire drills and the regular testing of emergency lighting, fire alarms and firefighting equipment.

CHANGE IN DETAILS

If any of your or your child’s personal details change, it is the parents’ responsibility to inform the HM and Upper School Office at us-info@harrowschool.hk to ensure these details are up to date. This is vital to ensure we send letters and any other information to the correct email or postal address. The School will then update all the relevant information on our management information system. It is also essential we have the correct contact phone number of both parents and a guardian in the event of an emergency.

MEDICAL CARE

The School Health Care Centre is open at all times pupils are in school and is staffed by a team of experienced and dedicated bilingual nurses. If your child is unwell, please contact the School and let us know about the absence by phone on 2298 9099 or by email to us-info@harrowschool.hk

Parents must also inform their HM of any illnesses, injuries or other medical matters that have arisen whilst at home, during weekends or holidays. If a pupil is ill during a weekend or holiday, he or she should not return to school until fully recovered and is deemed no longer infectious. Children who have had a temperature (higher than 37.5 degrees) should remain at home and not return to School until 24 hours with a normal temperature, without any medication. Children who have had diarrhoea or who have been vomiting should not return to School until 48 hours after the final bout of vomiting or diarrhoea. If a pupil is away from School through illness, an operation or any other cause, parents should communicate this with the HM concerning the pupil’s likely return date and any restrictions on his or participation in School life. The School would be happy to support pupils with School work or activities should there be long periods of unavoidable absence.

Parents are required to complete a Medical Form for their child on entry to the School and provide relevant health information, including details of drug reactions, major allergies and notable medical conditions. When a child makes a visit to the Health Care Centre, the visit is noted in the child’s medical record along with any treatment given. The Health Care Centre will call the child’s parents to explain what has happened and the treatment that was given; they will also inform their HM of any concerns.

MEDICATION

Prescribed and ‘household’ medications are kept securely in a locked cabinet in the Health Care Centre. Pupils with medical conditions such as asthma, diabetes or severe allergic reactions are permitted to keep possession of their medication, but parents should inform the HM and the Health Care Centre. A spare inhaler, Epipen, Jext etc. should be given to the Health Care Centre in case of emergencies. Any medication prescribed by a doctor, however, should not be kept by the child or in school bags, but should be given to the HM to hand to the Health Care Centre. Only the Health Care Centre dispenses prescribed medicines, which should be in a clearly labelled medical bottle with the child’s name and dosage on it. If the details on the label are not written in English, parents are requested to provide an accurate and detailed translation. Nonprescribed medicines cannot be given by our Health Care Centre and should not be sent into school.

WELLBEING

Our PSHE programme is led by Mr Philip Arnold and is taught by HMs, AHMs and by Mr Arnold.

In the 6th Form, PSHE is replaced by the Beyond Harrow programme, with a shift in emphasis towards the needs of older pupils and with an eye on life beyond school, including careers and university advice. There is a weekly designated university preparation programme for all 6th formers in the school timetable.

HARROW HORIZONS PROGRAMME

The third pillar of a Harrow education is a varied and rich co-curricular programme, encouraging pupils to explore a broad range of experiences, as well as the opportunity to thrive in areas of passion and talent. Within the programme, pupils work towards the Harrow Diploma, gaining credits as they hone their essential skills, gain accreditations, and develop leadership attributes.

Harrow Horizons SCAs and CCAs incorporate activities and experiences that fall within and across the four components of the Harrow Diploma: Active, Academic, Artistic and Altruistic. Our extensive programme of over 300 activities includes everything from music ensembles, to sports teams, drama productions to debate coaching.

Alongside the SCA and CCA programme, Harrow Horizons also encompasses the following annual events and opportunities:

• Leadership in Action Week, where pupils develop leadership skills and contribute to service projects in Hong Kong and over 14 other international destinations from Fiji to Mongolia

• Our full programme of trips and expeditions throughout the year

• Our regular work with our School Charities, culminating in Long Ducker

• Our pupil-led Societies

• The Duke of Edinburgh Award, offered at Bronze and Silver levels

• Our Speakers’ Forum series, where prominent experts in their fields – economics, medicine, art, sustainability and more.

• Our School Publications, edited, designed and written by pupils

More information on Harrow Horizons is available on the School website.

REPORTS TO PARENTS

We are committed to ensuring that all our pupils are given every chance to achieve their very best in all areas of their education. Effective feedback plays a vital part in ensuring this happens. We intend feedback to be accessible, achievable and motivating, and to take into account all aspects of the pupils we educate. We aim to deliver timely and accurate verbal and written feedback that is communicated in a positive, straightforward and supportive manner, so that pupils and their parents understand how best they can make progress, and the areas they need to develop.

Pupils will receive two types of report:

• Progress Report (PR): In the Prep School, this contains Attainment and Engagement in Learning Grades, and in the Senior School, this contains Current Achievement Grades (CAG), Current Aspirational Grades (CASG) and Engagement in Learning Grades

• Full Report: This contains Attainment and Engagement in Learning Grades, Subject Reports, House Tutor Targets, a comment from the House Master or House Mistress and information on attendance and rewards.

Full Reports and Progress Reports will be issued at different points in the academic year, with one set of Full Reports published for each year group each year. Details of dates are sent out in September.

PARENT CONSULTATION EVENTS

These events (held online during the School day) are an opportunity for parents to discuss in detail their child’s academic attainment and engagement in learning. They should be consultative and constructive; parents and pupils should feel supported; they should also gain a clear understanding of targets and next steps. These events are positioned at strategic points during the academic year to ensure teachers are providing effective feedback at appropriate or critical times in a pupil’s education. We encourage pupils to attend along with parents.

1:1 DEVICE PROGRAMME

The School requires all pupils in Year 9 and above to have their own Apple MacBook computer to access the curriculum effectively. We also support iPads as an alternative. The research is clear and compelling; continuously improving technologies are profoundly changing what, how, when, and where people learn. We aim for our pupils to become increasingly sophisticated users of technology and to support and enhance their learning in doing so while encouraging them to be responsible for all aspects of its use. There are two schemes available:

• Purchasing a MacBook through the School - we will provide fully configured and ready-to-use devices available for purchase at a discounted rate.

• Reconfiguring an existing Apple MacBook that meets certain specifications.

More information can be received by contacting the IT Department at its@harrowschool.hk

SPEECH DAY

Speech Day (also known as ‘Speeches & Prizes’) is held on the final day of the Summer Term and is a formal celebration of pupils’ achievements over the course of the year. The Upper School Speeches & Prizes programme consists of a series of short drama and musical pieces from pupils, a prize-giving ceremony, a speech from the Head, and a re-enactment of the traditional Harrow School Bill ceremony. Every pupil files past the Head, raising their hat and saying “Here, Ma’am!” as their name is called.

Academic Prizes are awarded to Prep and Senior School pupils in a range of subjects. These prizes recognise outstanding academic progress and a noteworthy level of effort and commitment. Prizes for Leadership are awarded to pupils in both Prep and Senior Schools and are given to the pupils who have most consistently demonstrated the School’s Values and Leadership Attributes in their school life over the year.

BUS ROUTES

The School runs an extensive bus routes system for all pupils. The service is operated by Chun Wo Bus, who were appointed in 2021. The services cover most areas of Hong Kong and the New Territories and should be used by all day pupils. There is also a weekly service for boarding pupils.

The School has a strict Mandatory Bus Policy to follow. All Upper School pupils should travel to School by bus or on foot.

Upper School pupils are not eligible for car permits for morning drop off and cars should not approach the School at drop off or collection times without a permit. There is no parking along Tsing Ying Road.

WEATHER

The rainy season in Hong Kong usually runs from April to September, and in severe weather conditions the School adheres to official public announcements from the Hong Kong Observatory and the Education Bureau.

Broadcasts are usually announced by the Observatory by 6.15am and are repeated at regular and frequent intervals throughout the day. The updates will also be posted on the website and the School will contact parents directly about any changes to school routines.

Parents are advised to refer to the parent portal about the arrangements, which apply in all cases except when pupils are taking external examinations. Pupils, parents and staff should check the government’s announcements regularly, but if you have any enquiries, please contact the respective House Masters/House Mistresses if needed. The School’s Severe Weather Policy can be found on our website.

INDIVIDUAL MUSIC LESSONS

All individual instrumental music lessons take place during the school day on a rotating schedule in order that children do not have to be excused from the same class lesson each week. Hence, the lesson time is different every week. There are 30 lessons taught over the whole academic year and the termly invoices are separated into three groups – 13 lessons for the Autumn Term, 10 lessons for the Spring Term and 7 lessons for the Summer Term. Should you have any questions, please contact the Music Department by email at music.enquiries@harrowschool.hk. Music lessons are given for the following instruments:

Acoustic Guitar French Horn Saxophone

Bass Guitar Harp (for up to ABRSM Grade 5 level) Singing

Cello

Orchestral Percussion Trombone

Classical Guitar Trumpet

Clarinet

Tuba

Drum Kit Ukulele

Organ (Pupil must have passed ABRSM Piano Grade 5 at the time of application.)

Electric Guitar Viola

Flute Piano Violin

FOOD

The School’s catering company is Epicure who were appointed in 2024. They provide a morning and afternoon snack, plus a full lunch buffet in the Dining Halls every day, as well as lunch and dinner for our Boarders. There are three choices of hot food at lunch and dinner each day (one western, one Asian and one vegetarian), as well as a salad bar, soup and sandwich option. The children choose which option they would like and may have second helpings if they wish. Fresh fruit is always available. All lunch menus are available for parents to view on the School website. The School caters for special dietary requirements and these should be made clear to the HM and to the Admissions department when the pupil first enters the School via the Pupil Medical Form. In order to protect those members of the School community who have serious food allergies, we ask that no food or snacks are brought from home.

OVERSEAS SCHOOLS’ ENTRANCE EXAMINATIONS

We understand that due to the nature of the work of some of our parent body, it is necessary to look at options to relocate abroad, sometimes at short notice. We help a few families each year by arranging testing for the schools to which they have applied. Parents normally pay an invigilation and administration fee for this service. In order to streamline this process and ensure families, as well as the School, have plenty of time to organise the entrance examinations for schools overseas, we have set dates in the termly calendar when these tests take place. These dates have been fixed around our Admissions schedule and the timelines of overseas schools and are given below.

Friday 26th September 2025

Friday 24th October 2025

Friday 27th February 2026

Friday 20th March 2026

Friday 24th April 2026

Friday 22th May 2026

If, for any reason, your child is unable to make any of the above dates, we recommend you contact the British Council in Hong Kong or other established organisations (the overseas school you are applying to may have some recommendations) to help you make similar testing arrangements. Should you be considering moving, please do contact Ms McColl at rmccoll@harrrowschool.hk who will be happy to meet with you to discuss your child’s future education.

SCHOOL UNIFORM

School uniform is compulsory for all pupils. Through their dress and appearance, as well as in other respects, all pupils should ensure that they are a credit to Harrow Hong Kong and themselves at all times. This includes the journey to and from School and when representing the School off the campus.

A full uniform list can be found on the school website.

School uniform can be purchased from the online store (https://www.collegepro.cn), the School Shop or the shop in Lai Chi Kok:

LAI CHI KOK UNIFORM SHOP

10.00AM - 6.00PM (Monday to Saturday)

Unit 1901, Orient International Tower, 1016-1018 Tai Nan West Street, Lai Chi Kok, Kowloon

Tel: +852 2116 0674

SCHOOL SHOP

Normal school days:

8.30AM - 2.30PM (Mondays, Wednesdays & Fridays)

(Closed for lunch from 12.15PM to 1.15PM, and on Tuesdays, Thursdays, Saturdays, Sundays and Public Holidays)

PUPIL DRESS CODE

Uniform is one of the obvious links with Harrow School in the UK. Pupils are reminded of the history and tradition that comes with wearing the Bluer and Hat: they are expected to wear the uniform with pride and respect for what it represents. School uniform should be worn to all periods during the School day, apart from PE and Games periods or other prior arrangements. Pupils should change into or out of sports kit at break or lunch and not remain in it all day. For boarders, “home clothes” may be worn after the end of the formal School day.

GOVERNANCE

Hon Kenneth Lau, Chairman

Address: Asia International Schools Limited (AISL), 35/F, Office Tower, Convention Plaza, 1 Harbour Road, Wan Chai, Hong Kong

Tel: +852 2583 3109

RELATIONSHIP STATEMENT

The Harrow International Schools, Harrow Hong Kong Children School, Harrow LiDe Schools and Harrow Little Lions (Early Years Centres) use Harrow School’s Name and Badge under a sub-licence granted by Harrow International Schools Limited (HISL), a trading subsidiary of the charity registered in England and Wales with charity number 310033 which owns Harrow School and its trademark, in return for a fee. The educational, administrative, financial and other operational responsibilities of the Harrow International Schools, Harrow Hong Kong Children School, Harrow LiDe Schools and Harrow Little Lions (Early Years Centres) are separate from those of Harrow School and rest with their owners and operators. The schools’ fees are paid to their owners and operators and not to Harrow School or HISL. Under the sub-licence, these schools are required to reflect Harrow School’s educational purpose, practice, strategy and philosophy and each is regularly evaluated by representatives of HISL. The schools’ Governing Boards include two representatives of HISL.

STAFF LIST

HEAD

SENIOR LEADERSHIP TEAM

Senior Deputy Head (Whole School)

Deputy Head (Academic)

Deputy Head (Curriculum, Teaching and Learning)

Deputy Head (Co-Curricular and Organisation)

Deputy Head (Pastoral, Boarding and Safeguarding)

Assistant Head (Digital Strategy, Assessment and Tracking)

Assistant Head (Sixth Form)

Ms Rosie McColl RAC rmccoll@harrowschool.hk

Ms Laura Yandell LMY lyandell@harrowschool.hk

Mr James Brewer JCB jbrewer@harrowschool.hk

Ms Freya Crofton FXC fcrofton@harrowschool.hk

Mrs Sabrina Peck SLP speck@harrowschool.hk

Ms Allison Spillman (Start from January 2026)

Mr Darren Bastyan DB dbastyan@harrowschool.hk

Mr Jonny Franks JMF jfranks@harrowschool.hk

Assistant Head (Prep School, Pastoral and Wellbeing) Ms Kim Gration KG kgration@harrowschool.hk

Assistant Head (Continuing Professional Development)

Assistant Head (Senior School, Pastoral and Wellbeing) and Teacher of English

Head of Lower School

Deputy Head of Lower School (Pastoral, CoCurricular and Organisation)

Deputy Head of Lower School (Academic)

Assistant Head of Lower School (Pupil Progress)

Assistant Head (Early Years)

Assistant Head of Lower School (Continuing Professional Development)

Assistant Head of Lower School (Digital Strategy and Technology)

Director of Marketing and Admissions

Director of Finance

Director of Operations

Director of Human Resources

Mrs Victoria Marshall VLM vmarshall@harrowschool.hk

Ms Naina Nightingale NRN nnightingale@harrowschool.hk

Mr Brendan Shanahan BS bshanahan@harrowschool.hk

Mrs Lauren Berner LMB lberner@harrowschool.hk

Mr Gary Hancock GMH ghancock@harrowschool.hk

Ms Dawn Chambers DC dchambers@harrowschool.hk

Ms Roxanne Clark rclark@harrowschool.hk

Mrs Hannah Davies HLD hdavies@harrowschool.hk

Mr James Rose JR jrose@harrowschool.hk

Ms Shirmy Li shli@harrowschool.hk

Ms Miranda Ng sfng@harrowschool.hk

Mr Jim Nightingale jnightingale@harrowschool.hk

Ms Denise West dwest@harrowschool.hk

THE HOUSES

PREP HOUSES

BANKS

House Master

Assistant House Mistress

DARWIN

House Master

Assistant House Mistress

FRY

House Mistress

Assistant House Master

LYON

House Mistress

Assistant House Master

NIGHTINGALE

House Mistress

Assistant House Master/Mistress

PARKS

House Mistress

Assistant House Mistress

SHACKLETON

House Master

Assistant House Master

SENIOR HOUSES

ANDERSON

House Mistress

Assistant House Mistress

Mr Nick Weinberg NW nweinberg@harrowschool.hk

Ms Megan Smith MVS msmith@harrowschool.hk

Mr Tom Cameron TXC tcameron@harrowschool.hk

Mrs Melanie Cameron MEC mcameron@harrowschool.hk

Mrs Holly De Vies HDV hdevies@harrowschool.hk

Mr Manoo Murthy MMM mmurthy@harrowschool.hk

Mrs Kirsty Wilson KHW kwilson@harrowschool.hk

Mr Chris Mclnnes CPM cmcinnes@harrowschool.hk

Ms Connie Hu CMH chu@harrowschool.hk

Ms Rebekah Flynn RFS rflynn@harrowschool.hk

Ms Charlotte TownsendCFT ctownsend@harrowschool.hk

Mr Matthew Pettit MJP mpettit@harrowschool.hk

Mr Will Bussey WDB wbussey@harrowschool.hk

Mr Conor Hartley CRH chartley@harrowschool.hk

Ms Swati Ray SRA sray@harrowschool.hk

Ms Amanda Lam AM amlam@harrowschool.hk

CHURCHILL

House Master

Assistant House Mistress

GELLHORN

House Mistress

Assistant House Mistress

KELLER

House Mistress

Assistant House Mistress

PEEL

House Master

Assistant House Master

SHAFTESBURY

House Master

Assistant House Master

SUN

House Master

Assistant House Master

WU

House Mistress

Assistant Day House Mistress

MATRONS

Mr Ross Stokley RAS rstokley@harrowschool.hk

Mr Philip Arnold PJA parnold@harrowschool.hk

Ms Naina Nightingale NRN nnightingale@harrowschool.hk

Mrs Georgia Barker GAB gbarker@harrowschool.hk

Mrs Gillian Nightingale GEN gnightingale@harrowschool.hk

Ms Rachel Chicken RLC rchicken@harrowschool.hk

Mr Dom Berner DEB dberner@harrowschool.hk

Mr Dan Moss DM dmoss@harrowschool.hk

Mr Robert Powell RTP rpowell@harrowschool.hk

Mr Milo Bellamy MLB mbellamy@harrowschool.hk

Mr Oliver Paulin OP opaulin@harrowschool.hk

Mr Reece Hamon RNH rhamon@harrowschool.hk

Ms Lee Collins LSC lcollins@harrowschool.hk

Mrs Ella Loosmore ELL eloosmore@harrowschool.hk

Mrs Valerie TimsitPaulin VTP vtimsitpaulin@harrowschool.hk

Mr Mark Edwards MAE medward@harrowschool.hk

Mrs Melanie Cameron MEC mcameron@harrowschool.hk

Ms Michelle Gedge MSG mgedge@harrowschool.hk

PUPIL DEVELOPMENT & WELLBEING TEAM

Head of Individual Needs

Teacher of Individual Needs

Teacher of Individual Needs

Head of Language and Learning

Teacher of Language and Learning

Language and Learning Support Teacher

The School Psychologist

School Counsellor

School Counsellor

KEY EDUCATIONAL SUPPORT

Ms Amanda Lam ALH amlam@harrowschool.hk

Ms Kim Gration KG kgration@harrowschool.hk

Ms Leanne Chu LXC lchu@harrowschool.hk

Ms Elaine Shek EYS eshek@harrowschool.hk

Ms Siobhan Heuston SIH sheuston@harrowschool.hk

Ms Yee To SYT syto@harrowschool.hk

Dr Rachel Gregory RCG rgregory@harrowschool.hk

Mr Wing Kong WXK wkong@harrowschool.hk

Mr Jeffrey Man JSM jman@harrowschool.hk

General Enquiries info@harrowschool.hk

Lower School Office ls-info@harrowschool.hk

Upper School Office us-info@harrowschool.hk

Bus Information bus-info@harrowschool.hk

Accounts account@harrowschool.hk

Admissions admissions@harrowschool.hk

Human Resources hr@harrowschool.hk

ICT its@harrowschool.hk

HEADS OF DEPARTMENT

ART

COMPUTER SCIENCE

DRAMA

ENGLISH

HUMANITIES

ECONOMICS

GEOGRAPHY

HISTORY AND POLITICS

Mrs Gemma Myles GEM gmyles@harrowschool.hk

Mr Michael O'Gorman MXO mgorman@harrowschool.hk

Ms Vicky Courtis VLC vcourtis@harrowschool.hk

Mr Dom Rapley DR drapley@harrowschool.hk

Mr Mark Gardiner MRG mgardiner@harrowschool.hk

Mrs Letitia Weinberg LPW lweinberg@harrowschool.hk

Mr David Tuck DPT dtuck@harrowschool.hk

PRS

LANGUAGES

CHINESE

FRENCH

SPANISH

MATHEMATICS

MUSIC

PHYSICAL EDUCATION

Director of Sport

Head of Upper School Sport

Head of Lower School Sport

Academic PE

Athletics

Football

Gymnastics

Netball

Rugby

Swimming

EPQ

STEAM Coordinator

Lower School Chinese

Upper School Chinese

Coordinator of Chinese Cultural Centre

Prep School Chinese Coordinator

Prep School English Curriculum Coordinator

Upper School Music

Lower School Music

Tennis

Mr Milo Bellamy MLB mbellamy@harrowschool.hk

Mr Graham Simms GS gsimms@harrowschool.hk

Mr Levi Gao LXG lgao@harrowschool.hk

Mr Elias Valdueza Garcia EVG evalduezagarcia@harrowschool.hk

Mrs Yolanda Homs YH yhoms@harrowschool.hk

Ms Louise Ackroyd LEA lackroyd@harrowschool.hk

Mr Tom Wiggall TW twiggall@harrowschool.hk

Mr Ian Williams ILW iwilliams@harrowschool.hk

Mr Ben Loosmore BL bloosmore@harrowschool.hk

Ms Hannah Minty HLM hminty@harrowschool.hk

Mr Huw Alexander HJA halexander@harrowschool.hk

Mrs Sarah McMillan SMC smcmillan@harrowschool.hk

Mrs Shannon Hobbins SXH shhobbins@harrowschool.hk

Ms Hannah Minty HLM hminty@harrowschool.hk

Mr Chris Kinloch CRK ckinloch@harrowschool.hk

Mr Malcolm Green MJG mgreen@harrowschool.hk

Ms Sheriza Samtani SWS ssamtani@harrowschool.hk

Mr Phil Harwood PAH pharwood@harrowschool.hk

Mrs Yuchen Li-Bell YCL yli@harrowschool.hk

Ms Charlene Gu LGU cgu@harrowschool.hk

Ms Jessica Chan LWC lwchan@harrowschool.hk

Ms Danni Wu DW dwu@harrowschool.hk

Ms Lily CoulstockCockeram LCC lcockeram@harrowschool.hk

Mr Jonathan Davies JPD jdavies@harrowschool.hk

Ms Rachel Lee RAL rklee@harrowschool.hk

Mr Ross Stokley RAS rstokley@harrowschool.hk

PSYCHOLOGY

SCIENCE

Head of STEAM

Prep School Science Coordinator

Biology

Chemistry

Physics

LIBRARY & LEARNING LOUNGE

SIXTH FORM & CAREERS

Assistant Head (Sixth Form)

Head of Year 12/13 and Sixth Form Guidance Coordinator

Head of Year 12/13

EXAMINATIONS

Examinations Officer

Assistant Examinations Officer

SCHOLARSHIPS

Head of Scholars and Academic Extension

Head of Bursaries

TRIPS & EXPEDITIONS

Head of Pupil Leadership

Duke of Edinburgh’s Award Coordinator

CHARITIES & COMMUNITY

Head of Charities & Community Service

Ms Sharin Sikka SSI ssikka@harrowschool.hk

Mr Phil Harwood PAH pharwood@harrowschool.hk

Ms Tiffany Searle TLS tsearle@harrowschool.hk

Ms Siobhan McCrohan SOM smccrohan@harrowschool.hk

Mr Andrew Davies AJD ajdavies@harrowschool.hk

Ms Julia Davidson JLD jdavidson@harrowschool.hk

Ms Julia Besnard JAB jbesnard@harrowschool.hk

Mr Jonny Franks JMF jfranks@harrowschool.hk

Mr James Roscoe JRO jroscoe@harrowschool.hk

Ms Jess Darke JAD jdarke@harrowschool.hk

Dr Catherine Clerc CC cclerc@harrowschool.hk

Mrs Sioned Ralph SCR sralph@harrowschool.hk

Ms Olivia Coady OC ocoady@harrowschool.hk

Ms Jenny Mitchell JEM jmitchell@harrowschool.hk

Mr Tom Carter TCA tcarter@harrowschool.hk

Mr Phil Harwood PAH pharwood@harrowschool.hk

Ms Wen-Ju Yang WJY wjyang@harrowschool.hk

HARROW INTERNATIONAL SCHOOL HONG KONG

38 Tsing Ying Road, Tuen Mun, New Territories, Hong Kong

Tel: (+852) 2824 9099

Fax: (+852) 2824 9928

harrowhongkong.hk