2024-25 PREP SCHOOL
YEAR 6 INFORMATION BOOKLET 1
2
CONTENTS WELCOME TO YEAR 6
4
CURRICULUM OVERVIEW
6
USEFUL INFORMATION
49
THE SCHOOL DAY
50
HOUSE ETHOS
51
KEY PERSONNEL
52
ILLNESS
53
COMMUNICATION WITH THE SCHOOL
53
AUTHORISED ABSENCE
56
PREP
56
CONFIDENTIALITY AND CONSENT
57
MEDICAL CARE
58
HARROW HORIZONS PROGRAMME
59
REPORTS TO PARENTS
60
PARENTS’ EVENINGS
60
1:1 DEVICE PROGRAMME
61
SPEECH DAY
61
BUS ROUTES
61
WEATHER
62
INDIVIDUAL MUSIC LESSONS
62
FOOD
63
OVERSEAS SCHOOLS’ ENTRANCE EXAMINATIONS
63
SCHOOL UNIFORM
64
RELATIONSHIP STATEMENT
64
STAFF LIST
68
MESSAGE FROM THE HEAD
WELCOME TO YEAR 6 I am delighted to welcome your child into Year 6 at Harrow Hong Kong. I am confident that their experience will be a happy and fulfilling first year in the Upper School. At Harrow Hong Kong the House structure is embedded in the ethos of who we are, and pastoral care is very important to us. We are fully committed to our pupils’ personal and social development alongside their academic success; if they are to achieve their best they need to be confident and happy. From their very first day in Year 6, House Masters, House Mistresses, Assistant House Masters, Assistant House Mistresses, Tutors and Matrons are aware of the individual circumstances and needs of each pupil in their House and monitor their academic progress and personal development, and all our staff take a role in supporting our pupils and liaising with parents. Boarding is an essential part of the Harrow House system and Year 6 is the first time your sons and daughters will get a chance to experience it at Harrow Hong Kong. Boarding Houses are places where our pupils learn, lead and have fun within a family atmosphere. Dedicated, creative and experienced teachers deliver an intellectually rigorous curriculum in order to feed curious minds. We value every boy and girl as a unique individual and ensure that all relationships are based on mutual respect. All staff take special care to ensure that children settle down quickly and happily into their new year group. They are also eager to get to know you and create opportunities to give parents a chance to become familiar with the Prep School. We know that a true education can only be gained by a strong and trusted partnership between teachers and parents. The School’s Vision, ‘Educational Excellence for Life and Leadership’, underpins all that we do. The School aims to provide an excellent education within a community in which each pupil is recognised, cared for and valued. The School embraces its responsibility to develop the whole person and to instil a sense of service so that each pupil will wish to play an active part in society. Harrow Hong Kong is an extraordinary place where pupils are offered support and encouragement to develop their potential to the full. Pupils leave the Prep School fully equipped to deal with life in the Senior School. This booklet aims to answer most of the questions you may have about Prep School life and what your child will do and learn this year. I look forward to meeting you soon and seeing your child flourish as they move through the School.
Ann Haydon MBE Head 4
5
CURRICULUM OVERVIEW ART “Every child is an artist. The problem is how to remain one once we grow up” Pablo Picasso The Art curriculum is designed to help pupils develop the essential skills and experiences they need for academic success at GCSE and A Level. We strive to inspire our pupils in their pursuit of artistic excellence and nurture their creative spirit by creating a curriculum and environment that promotes independent inquiry and empowers pupils in the freedom of choice. The curriculum is based on four key areas developing ideas, exploring materials, recording ideas, observations and insights, and, ultimately, demonstrating the ability to realise ideas with purpose and intent.
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EXPLORE By the end of Year 6 pupils will have: •
Worked in a 2D and 3D format – with a clear understanding of the differences of each
•
Explored a range of materials with guidance and instruction
•
Established knowledge of colour terminology – complementary/primary/secondary
•
Experimented with different drawing mediums
•
Explored a variety of technical approaches
•
Established observational skills – working from first-hand sources, developing their understanding of first-hand recording
•
Explored personal ideas about artists/craftspeople – developing their verbal and written understanding in the context of their own project
•
Developed skills in reviewing their own creative process
•
Developed understanding of basic art vocabulary Narratives Throughout the year, pupils will produce work for the following pathways: Theme
2D (Painting and Drawing), 3D Sculpture, Mixed Media (printmaking, textiles, photography) Whilst the skills developed will be consistent throughout projects across the year, individual outcomes and specific content of projects will vary.
GLOBAL CITIZENSHIP By promoting cultural awareness, interdisciplinary connections, critical thinking, communication, and environmental and social responsibility within our artists we aim to empower pupils to become global citizens. By studying diverse art forms, pupils develop understanding and respect for different cultures. They make interdisciplinary connections, analyse global issues, and propose creative solutions. Art serves as a universal language, enabling communication and dialogue with a global audience. Projects addressing environmental and social challenges cultivate responsibility and empower pupils to contribute positively to a more inclusive and sustainable world. Our Art curriculum nurtures empathetic, culturally aware, and socially conscious individuals, preparing them to be active global citizens.
ASSESSMENT Pupils’ learning, progress, and skills development will be monitored throughout each project. This is achieved through informal checking of knowledge and skills, such as marking of sketchbooks and questioning in lessons. At the end of each project, pupils 7
will produce a final piece of work that will demonstrate the skills, knowledge, and creative ideas they have explored throughout the project. For this extended piece of work, pupils will receive detailed feedback and the opportunity to address this feedback through stepping up activities that are specifically tailored to the task that has been completed. This feedback will help pupils identify areas where they have excelled and areas where they can improve, allowing them to reflect on their learning and progress. By providing regular feedback and opportunities for improvement, we aim to help pupils develop their artistic skills and reach their full potential.
ESSENTIAL SKILLS The Art curriculum is designed to develop a range of essential skills that will benefit pupils in higher education and the workforce. Collaborative problem solving is taught through group exploration where pupils are encouraged to work together to solve complex artistic problems and experiment with new media and techniques. Critical thinking is developed through the analysis of artworks and the exploration of different artistic techniques and concepts. Cultural competency is fostered through the study of diverse artistic traditions and practices from around the world, which helps pupils to understand and appreciate different cultural perspectives. Digital literacy is taught through the use of digital tools and technologies in the creation and presentation of art. Creativity is encouraged through the exploration of different media and techniques, and the development of original artistic ideas. Leadership skills are developed through projects where pupils are encouraged to use their artistic voices to address, explore and raise awareness of issues that they feel are important. Effective communication is taught through the presentation of artwork and the ability to articulate and explain artistic concepts and ideas. These essential skills are not only important for success in the field of art, but also for success in higher education and the workforce, making the Art curriculum a valuable addition for pupils who want to develop a wide range of skills.
INTERCULTURAL LEARNING Intercultural learning is a key component of the 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. This intercultural learning is taught through a variety of approaches, including the analysis of artworks, research into cultural contexts, and engagement with artists from different backgrounds. The impact of this approach on pupils is significant, as it fosters a greater appreciation and respect for diversity, encourages critical thinking and analysis, and deepens their understanding of art as a means of communication and expression. Through intercultural learning, pupils are able to develop a more nuanced and sophisticated artistic practice, which will serve them well in their future academic and professional pursuits. 8
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 6 Computer Science is structured as a blend of Computer Science and Digital Literacy. Pupils are introduced to Computer Science as a way of thinking, relevant and applicable to a wide range of contexts. They learn the importance of staying safe online and how computer systems work. They are given an opportunity to develop their programming and digital technology skills through different engaging projects to stretch and challenge their knowledge. Each module of the course is designed to be accessible at many levels, to accommodate pupils with prior experience, and pupils are encouraged to seek out the level that is appropriate for them. TERM
KEY CONCEPTS
TOPICS
Autumn
Creative Physical Computing
•
Animations using Scratch
Computational Thinking and
•
Collaborating Online
•
Writing Blogs
•
Programming with Microbits
•
Developing for the Web
•
Computing Systems and Network
Programming Spring Summer
Digital Literacy and Information Technology.
Communications
ASSESSMENT Formative assessment will take the form of quizzes, short coding tasks, multiple choice questions, checking of books and oral questioning. This will help examine pupils’ understanding and application of their computational thinking skills. Each term will end with a summative assessment which will consist of a paired/group project enabling pupils to showcase the skills learned during the term.
ESSENTIAL SKILLS In a Year 6 Computer Science class, pupils acquire a range of fundamental skills that form the building blocks of their digital literacy and problem-solving abilities. They learn the basics of coding and programming, using block-based languages like Scratch. By engaging in hands-on activities and projects, they develop skills in logical thinking, algorithmic problem-solving, and computational creativity. Through collaborative projects and presentations, they enhance their communication and teamwork skills, as well as their ability to present and share their ideas using digital tools. 9
INTERCULTURAL LEARNING The curriculum of Year 6 is designed to expose pupils to various cultures and perspectives through the lens of technology. Pupils are encouraged to collaborate and work in diverse teams, where they can learn from each other’s backgrounds, experiences, and cultural insights. Through various activities, pupils gain a broader understanding of global perspectives, develop empathy, and enhance their intercultural communication skills. By engaging in intercultural learning within their Computer Science class, pupils not only become proficient in technical skills but also develop a global mindset that prepares them for an interconnected and diverse world.
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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. TERM
TOPIC
ESSENTIAL SKILLS
PERFORMANCE SKILLS
Autumn
Exploring
Creativity:
Pupils will learn how to commit
stimuli and Devising Drama: Darkwood Manor
Pupils will develop the skills required to create innovative performances.
They
will
develop
ability
to
the
dialogue to memory for devised performances and/or learn text they are performing for textbased performances
Texts in Practice:
interpret, create and perform
Pupils will develop a range of
Pantomime
a character as appropriate
vocal skills and techniques
to
the
demands
of
the
performance.
Pupils will develop a range of physical skills and techniques
Collaborative
Problem
solving:
Pupils will develop an appropriate performer/
Pupils will be able to work
audience relationship and
with all members of the class
ensure sustained engagement
effectively and respectively.
throughout the performance
They will be able to articulate Spring
Exploring stimuli and Devising Drama: Amadora
Summer
Texts in Practice:
ideas and contribute to the development of small group
Explorative Strategies
performances. Critical thinking:
Ernie’s Incredible
Pupils will be able to use
Hallucinations by
the
Alan Ayckbourn
to develop an opinion and
given
circumstances
interpretation
which
is
sensitive to context. They will develop skills to enable them to challenge the ideas of their peers and teachers in a respectful way.
•
Still image
•
Narration
•
Mime
•
Flashback
•
Slow motion
•
Hot seating
•
Physical theatre
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TERM
TOPIC
ESSENTIAL SKILLS
PERFORMANCE SKILLS
Cultural Competency: Pupils will have a clear understanding of the social, cultural, historical and political context of a text or stimulus and develop this through further research and reading. Pupils will be sensitive to context, understanding and valuing the beliefs and opinions different to their own. Pupils will develop their understanding of the characters they explore. Digital Literacy: Pupils will be introduced to elements of technical theatre to enhance performance (lighting, sound, projection etc). They will watch
pre-recorded
performances
on
streaming platforms such as Digital Theatre+. Pupils will watch recordings of their own performances and can self-evaluate their own work, setting targets to help progress. Pupils will use online resources to develop their understanding of a topic
Effective Communication: Pupils are able to share verbal feedback which is respectful and supportive. Pupils can articulate evaluative comments in written form. They can vocalise ideas, whilst successfully listening to the ideas of their peers. Through the sharing of performances, they can effectively communicate
dramatic
intentions.
When
answering questions, pupils can articulate responses clearly. Leadership: Pupils can lead their peers in small group work.
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INTERCULTURAL LEARNING Through the exploration of cultural stimuli and texts, pupils are introduced to the diverse ideas, customs, and beliefs of various cultures. In Year 6, this cultural competency is particularly emphasised in the ‘Amadora’ lessons, where pupils engage in learning about displaced communities. This not only broadens the pupils’ understanding of the world around them but also fosters empathy and respect for people and communities from different cultural backgrounds. By developing cultural competency, pupils are better equipped to navigate an increasingly diverse and interconnected world.
ASSESSMENT In Drama assessments from Year 6-9 practical skills are formally assessed using agreed grade descriptors adapted from 9-1 GCSE grade descriptors for Drama. Our schemes of learning are designed to allow pupils to experience and develop the skills of the three main components of the GCSE course: •
Understanding Drama
•
Devising Drama
•
Texts in practice
Throughout their lessons they will be given verbal and written feedback from their teacher. At the end of each topic they will share a live performance which is filmed and formally assessed.
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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 At the start of Year 6, important aims are to enthuse pupils about the enriching experience of reading and the possibilities of writing to express themselves and their imagination. There is also an emphasis on developing pupils’ ability to speak confidently using standard English and listening carefully. Pupils consider why people write stories and the many different styles of storytelling. They will also develop their existing inference
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skills and select evidence to support their ideas and opinions about a text. By exploring different forms of writing, from short stories to poetry and non-fiction, pupils will learn about their similarities and differences. In their own writing, pupils are taught to generate ideas, plan, draft and edit their writing with increasing technical accuracy, focusing on word choices and sentence structures for effect. TERM
KEY CONCEPTS
TOPICS
Autumn
What is a story? (Short stories
•
and imaginative writing)
and effects are created in a variety of texts, selecting and interpreting
Novel Spring
Poetry
information, ideas and perspectives. •
Communicate effectively and imaginatively, adapting form, tone
Non-fiction Summer
Read and understand how meaning
and register of writing for specific
Transactional writing (a letter or
purposes and audiences; write with
a speech)
increasing accuracy, using a varied vocabulary.
An introduction to Shakespeare •
Talk with increasing confidence and clarity; listen and respond appropriately to spoken language.
ESSENTIAL SKILLS Learning to communicate effectively, both in writing and speech, is at the heart of English teaching in the Prep School, and pupils develop their ability to do this in a variety of digital ways too. Pupils are also encouraged to use their creativity to develop ideas for writing and think critically by building on and challenging ideas that are presented to them in the classroom. There are also plenty of opportunities for pupils to develop their leadership skills through taking risks when participating in discussion and presenting their views to the class.
INTERCULTURAL LEARNING Pupils study a variety of texts about different cultures throughout the year, and different time periods with the Shakespeare unit. By exploring different beliefs, values and attitudes in texts, pupils begin to better understand various perspectives and their own identity, learn about the context of their place in the world, and imagine what the world might look like in the future.
ASSESSMENT During the year, pupils have a summative reading assessment for the novel and non-fiction units, and a summative writing assessment for imaginative writing and transactional writing (a letter or a speech). They are also continually assessed in class by their teacher who provides regular written and verbal feedback. Pupils also develop their oracy skills, and this will be formally assessed by the teacher. 15
GEOGRAPHY “The world is not in your books and maps, it’s out there.” J.R.R. Tolkien Geography is a vital subject that equips pupils with a deep understanding of the world around them. In Year 6, the study of geography focuses on developing core skills that are fundamental to exploring and comprehending our planet. Through engaging topics and hands-on activities, pupils delve into various aspects of geography, cultivating their spatial awareness, critical thinking, and intercultural understanding. The Year 6 geography curriculum focuses on four key areas: Tourism, OS Map Skills, the Geography of China, and Coastal Environments. By immersing themselves in these topics, pupils not only enhance their navigational and mapping abilities but also gain insights into the diverse landscapes, cultures, and challenges faced by different regions. Through the combination of units, pupils can demonstrate their knowledge, skills, and appreciation for the intricate interplay between human and physical geography. TERM
TOPIC
GEOGRAPHICAL CONTENT
Autumn
Tourism and OS Map
•
Domestic and International Tourism
Skills
•
Ecotourism in Kenya
•
Impacts of tourism in Antarctica
•
UK Polar Network – Antarctica Flag Competition
•
Reading and interpreting OS maps for successful navigation
•
Calculating scale and distance
•
Using four and six-figure grid references
•
Familiarity with symbols and compass directions
Spring
Geography of China
•
Using map skills to understand China’s human and physical features
•
China’s sustainable management of environmental issues
•
Growth of cities in China
•
Study of the Three Gorges Dam and its relation to China’s energy demands
•
Investigating changes in China’s population over time
Summer
Coastal Environments
•
What are sustainability and renewable energy?
•
Plan and undertake fieldwork measuring light and wind levels around Harrow HK
•
Present this data and analyse findings
•
Propose locations for wind turbines and solar panels based on the data
16
ESSENTIAL SKILLS The study of Geography in Year 6 develops fundamental skills necessary for the subject. These essential skills include: •
Map Skills: Pupils learn how to read and interpret OS maps, use grid references, and understand symbols and compass directions. These skills improve their mapping, numeracy, and navigational abilities.
•
Understanding Physical Geography: Through the study of coastal environments, pupils gain an understanding of coastal processes and their effects on landforms, as well as the strategies used to protect coastlines from erosion.
•
Creativity: Developing solutions to complex problems, such as those related to tourism and coastal environments and communicating findings in engaging ways, through maps or digital presentations.
•
Collaborative Problem Solving: Working with other pupils to solve spatial problems.
•
Critical Thinking: Analysing and evaluating different sources of information, such as news articles and data sets, to develop understanding of geographical issues.
•
Cultural Competency: Engaging with diverse communities and learning about their cultural practices, beliefs, and values. Recognising and respecting cultural differences and understanding how these differences can shape spatial patterns and processes. Communicating research findings in a way that is respectful and sensitive to diverse cultural perspectives.
•
Digital Literacy: Collecting and analysing spatial data using a variety of digital tools and platforms, such as geographic information systems (GIS): Creating and sharing digital maps and visualisations to communicate spatial patterns and trends.
•
Effective Communication: Creating and delivering clear and engaging presentations on tourism and coastal locations. Writing concise paragraphs that effectively communicate geographical ideas.
•
Leadership: Communicating effectively with others and fostering productive and respectful relationships.
INTERCULTURAL LEARNING Geography plays a crucial role in fostering intercultural learning. Through the study of different regions, such as Kenya, Antarctica, the UK and China, pupils gain exposure to diverse cultures, traditions, and perspectives. They develop an understanding of the challenges faced by different countries and communities, broadening their horizons and nurturing empathy and respect for cultural differences. This intercultural learning cultivates global citizenship and helps pupils appreciate the interconnectedness of the world, empowering them to make informed decisions and contribute positively to a global society.
17
ASSESSMENT In Geography, pupils will have both formative and summative assessments. Formative assessment methods include extended written answers, group work, and individual presentations, which examine pupils’ understanding and application of the acquired skills. Additionally, informal checks of knowledge, such as quizzes and marking of books, are used for ongoing formative assessment. Summative assessment consists of written tests that evaluate pupils’ knowledge and understanding of each topic.
18
HISTORY “History is not the past – it is the method we have evolved of organising our ignorance of the past.” Hilary Mantel The primary aim for Year 6 History is to fire pupils’ curiosity and imagination, moving and inspiring them with the dilemmas, choices and beliefs of people in the past. History helps pupils develop their own identities through an understanding of human experience from early man to the present day. TERM
TOPIC
Autumn
China An introduction to Ancient China What was China like in the time of Qin Shi Huang?
Spring
Islamic Kingdom An introduction to the Islamic World What was it like to live in the Islamic World?
Summer
The Roman Empire/Anglo Saxons An introduction to Ancient Rome and the Anglo Saxons How did these two civilisations differ?
19
ASSESSMENT Assessment in Year 6 is informal and based around the Harrow Leadership Attributes and could take the form of a group presentation, independent research, a debate, creative work or an examination of source material. We encourage collaboration, creativity, curiosity, risk-taking and independent thought. Pupils are required to reflect upon their own and others’ work. A written assessment in the Summer Term gives pupils the chance to practise skills they have developed over the course of the year. In the summer term, pupils visit the Hong Kong Museum of History to consolidate understanding of their unit on China.
ESSENTIAL SKILLS 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.
INTERCULTURAL LEARNING The course covers several very different cultural histories. In studying a variety of different cultures pupils will understand that no one culture has been dominant in history and how the cultures of the past inform the cultures of the present. The choice of China, Islamic Kingdoms and the Roman Empire/Anglo Saxons gives a real cultural breadth for the pupils to engage with.
20
21
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 Language and Learning (L&L) department to prepare our multilingual pupils to excel in all aspects of academic English. To achieve success across the curriculum (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. Our exciting Prep School programme focuses on developing the academic skills of reading, writing, speaking, listening and pronunciation. We use a variety of engaging and interesting course materials and in particular, we use linguistically graded, ageappropriate story books to provide a motivating context upon which to develop academic language use in a meaningful, enjoyable and productive way. National Geographic textbooks for multilingual learners are another resource utilised which allow our pupils to consider global issues and explore exciting cultures whilst developing their English language skills. Assessment in Year 6 may take a variety of forms and will cover all aspects of academic English language development. There will be termly assessments in Speaking, Listening, Reading, Writing, Pronunciation and Presentation as well as external testing using the Oxford Online Placement Tests from Oxford University Publishing, UK. Pupils will 22
begin working towards the Cambridge B1 Preliminary for Schools examination, which they will sit on-site in School in Year 7. As our pupils move through the years at Harrow, they progress to the B2 and C1 Cambridge examinations. For more information on the Cambridge examinations, please visit the Cambridge assessments website. AUTUMN TERM -
SPRING TERM
SUMMER TERM
Topic: Focus on the
Topic: Grow it here; Eat
Future
it here
Skill: Use text features for
Skill: Connect text to
comprehension
prior knowledge
Prefix -un
Suffixes -ion, -tion
Borrowed words
Use a dictionary
Identify parts of speech
Use context of unit
Embedded clauses,
Future tenses
Mixed conditionals
Quantifiers
Double comparatives
Crisis mapping
Should we eat more
PUSHING MENTAL AND PHYSICAL LIMITS Reading
Topic: No limits Skill: Summarise
Vocabulary
Grammar
questions and commands Adding emphasis Video
A tribute to discomfort
bugs? Speaking
Showing interest in a
Making suggestions and
Offering advice and
conversation
agreeing or disagreeing
accepting or declining
Genre: Biography
Genre: Persuasive essay
Skill: Identifying
Skill: Express point of
chronological order
view
advice Writing
Genre: Restaurant review Skill: Use facts and opinions to review
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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 Year 6 Chinese is designed to further develop pupils’ Chinese reading, listening, speaking and writing skills after their study in the Lower School. Based on pupils’ prior knowledge of the language, three streams of Chinese are offered - Native, Near-native and Non-native (Foreign). Pupils in each stream will be introduced to the appropriate level of materials in Chinese. Building upon the critical foundations of vocabulary and key expressions as well as the correct character writing skills are the focus of all three streams. Alongside the language study, pupils will engage in a range of activities for developing their inter-cultural competency as well as their global awareness. Additionally, digital literacy is part of the pupils’ learning experience. This further enhances their abilities of problem-solving and conducting future academic research. NATIVE STREAM TERM
TOPIC
CONTENT AND FOCUS
Autumn
Self and Cultural Identity
•
Essays about appreciating self identity
•
Essays about discovering personal strength
•
Classical Chinese and ancient Chinese characters
•
A revision project about challenging self limits
Spring
Community and
•
Responsibility
Essays and modern poems about the beauty of nature
•
Develop research and creative skills on environmental issues and solutions
•
Key skills about narrative writing
•
Classical Chinese essays and concept of human and environment
Summer
Chinese Cultural Heritage
•
Classic Chinese values and their contemporary interpretations, such as 仁、 孝、平。
•
Cultural tradition and reflective/critical thinking
•
Debating Skills
ESSENTIAL SKILLS Pupils study different aspects of Chinese literature. They study a range of genres including prose, non-fiction, poetry and stories, both ancient and contemporary. They will begin to develop their awareness of authors’ choices, considering the effect of writers’ linguistic styles and how they engage the readers. The main writing skills 24
of drafting and proofreading are developed. Pupils will also develop knowledge of narrative writing skills, and they will have the opportunity to practise their descriptive writing skills. Cultural competency is nurtured through these activities, and group collaboration and digital literacy are also emphasised.
INTERCULTURAL LEARNING In Year 6, pupils have the opportunity to learn about various aspects of Chinese culture, both traditional and contemporary. They will learn about the culture’s conventions associated with the texts studied, and try to understand the changes that have occurred over time. Through classroom activities, pupils will have opportunities to demonstrate their cultural awareness and their appreciation of Chinese traditions.
ASSESSMENT Summative assessments will occur throughout the course on all four skills of speaking, listening, reading and writing. Pupils will be assessed on the fundamental skills of vocabulary mastery as well as their reading fluency. Formative assessments, such as vocabulary dictation and project presentation, will also help pupils to receive feedback from their teacher. NEAR-NATIVE STREAM TERM
TOPIC
CONTENT AND FOCUS
Autumn
Self and Cultural
•
Identity
Learn vocabulary and sentences about shopping for stationery and gifts
•
Learn to compare and know the differences about celebrating birthdays in different areas
•
Reflect on the meaning and values of birthdays through reading resources
Spring
•
Design a project about your ideal birthday party
Family and
•
Learn about the relationships with relatives
Responsibility
•
Learn to know the importance of responsibility in the family through reading stories and diaries about doing chores and keeping pets.
•
Complete a project to reflect on how you can contribute to your family
Summer
Cultural Heritage
•
Aspects of your school and the characteristics of International education.
•
Types of schools and concept of schooling in a different culture
•
Exert creative and reflective skills through thinking about what a future school will look like
•
Introduction of classic Chinese values and their contemporary interpretations, such as 仁、孝、 平。
•
Cultural tradition and reflective/critical thinking 25
ESSENTIAL SKILLS For the near-native stream, pupils will use a range of textbooks to develop the four major skills of listening, speaking, reading and writing. Pupils start interpreting information in spoken, visual and written language, drawing conclusions and recognising implied opinions and attitudes in texts. In writing, pupils will write with a clear sense of audience and purpose with an argumentative format and style. In speaking, they will learn to communicate substantial information containing relevant and developed ideas, and offer opinions on events, experiences and some concepts related to Chinese. Cultural competency is nurtured through class activities, and group collaboration and digital literacy are also emphasised.
INTERCULTURAL LEARNING In the Year 6 near-native Chinese stream, pupils have the opportunity to learn about various aspects of Chinese culture, both traditional and contemporary. They will learn about the cultural conventions associated with the texts studied and try to understand the changes that have occurred to those conventions over time. Through classroom activities, pupils will have the opportunity to demonstrate their cultural awareness and their understanding and appreciation of traditions.
ASSESSMENT Summative assessments will occur throughout the course on all four skills of speaking, listening, reading and writing. In particular, pupils will be assessed on the fundamental skills of vocabulary mastery as well as reading fluency. Formative assessments such as vocabulary dictation and project presentation will also help pupils to receive feedback from their teacher. NON-NATIVE STREAM TERM
TOPIC
CONTENT AND FOCUS
Autumn
Self and Cultural Identity
•
Learn vocabulary about hobbies (including art, music and sport)
•
Learn about the concept of jobs by reading fables and stories
•
Explore and discuss about future jobs
•
Compare the differences of after-school activities in different countries.
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Spring
Family and Responsibility
•
Learn to describe self/family members/ friends with more detail.
•
Learn to know the importance of responsibility in the family through reading stories and diaries about doing chores and keeping pets.
•
Project - design a family activity to improve the family bond and relationships.
Summer
Cultural Heritage
•
Describe the school subjects, facilities, routines and uniform with more details.
•
Be able to compare the differences of the above between your school and other schools in your local area.
•
Project design - exploring and promoting an ideal school with consideration of culture and technology changes.
ESSENTIAL SKILLS For the non-native stream, pupils will learn a range of topics through a variety of fun exercises based on everyday life and experiences. In Year 6, pupils will study three main topics including family, knowing oneself, hobbies and wellbeing. Lessons are designed to build up pupils’ foundation of Chinese character writing and mastery of basic phrases. Pupils will also become familiar with Pinyin. They will learn to use their knowledge of grammar to adapt and substitute individual words and set phrases. The key skills of grammar, tones, character writing and Pinyin are incorporated into every topic area. Pupils learn to read simple texts with some Pinyin support and understand the main point of the texts. Cultural competency is nurtured through classroom activities, and group collaboration and digital literacy are also emphasised.
INTERCULTURAL LEARNING In the Year 6 non-native Chinese stream, pupils have the opportunity to learn about various aspects of Chinese culture, both traditional and contemporary. They will learn about the cultural conventions associated with the texts studied and try to understand the changes that have occurred to those conventions over time. Through classroom activities, pupils will have opportunities to demonstrate their cultural awareness and their understanding and appreciation of tradition.
ASSESSMENT Summative assessments will occur throughout the course in all four skills of speaking, listening, reading and writing. In particular, pupils will be assessed on the fundamental skills of vocabulary mastery as well as of reading and Pinyin fluency. Formative assessments, such as vocabulary dictation, will also help pupils to receive feedback from their teacher. 27
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 On entry to Prep School, pupils will be exposed to a range of age and level appropriate topics focused on giving personal information. They may be building on their prior knowledge of French from the Lower School and beginning to develop fluency in their written and spoken responses, or, as beginners, laying the critical foundations of core vocabulary and key phrases and basic grammar. Whatever their background, pupils will focus on accuracy in writing and speaking and will be encouraged to communicate their opinions on a range of familiar topics. 28
TERM
TOPIC
CONTENT AND FOCUS
Autumn
All about me
Pupils will be able to:
Spring
•
Introduce themselves
•
Say how they feel
•
Give their age and birthday
•
Give others’ ages and birthdays
•
Say where they live and are from
•
Talk about what they like / dislike (school)
•
Talk about what they like / dislike (free time)
Describing myself and
Pupils will be able to:
others
•
Talk about family members and ages
•
Describe hair and eyes
•
Describe personalities
•
Compare people’s appearance and personality
•
Describe teachers and say why they like them
• Summer
Say what they do in their free time
Daily routine, weekend
Pupils will be able to:
plans, food and holidays
•
Talk about daily routine / school day
•
Talk about weekend plans
•
Talk about food - likes, dislikes & reasons
•
Discuss holiday plans
ESSENTIAL SKILLS Pupils engage in group activities where they work together to solve language-related challenges, fostering teamwork and problem-solving abilities. Cultural competency is nurtured through activities that expose pupils to various aspects of French-speaking cultures, promoting understanding and appreciation of different perspectives. Additionally, digital literacy is integrated by incorporating technology and online resources, equipping pupils with the skills to navigate and communicate effectively in a digital world.
INTERCULTURAL LEARNING In Year 6, pupils have the opportunity to learn about various aspects of French culture. They explore traditions such as Christmas in France, learning about the unique customs and celebrations. Pupils will also have the opportunity to broaden their cultural awareness through an independent cultural project in the autumn term.
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ASSESSMENT There will be formal summative assessments at the end of each term, assessing all four skills, as well as formative assessments throughout each half-term such as quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways. Helpful feedback and opportunities for pupils to ‘Step Up’ their work follow both formative and summative assessment.
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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. Nelson Mandela On entry to Prep School, pupils may be beginners or more experienced learners of Spanish and will be exposed to a range of age and level appropriate topics. They may be building on their prior knowledge of Spanish from the Lower School and beginning to develop fluency in their written and spoken responses, or, as beginners, laying the critical foundations of core vocabulary and key phrases and basic grammar. Whatever their background, pupils will focus on accuracy in writing and speaking and will be encouraged to communicate their opinions on a range of relevant topics. They will also be introduced to the present and near future tenses. TERM
CONTENT
TOPICS
Autumn
All about me
Pupils will be able to:
Spring
•
introduce themselves
•
say how they feel
•
give their age and birthday
•
give others’ ages and birthdays
•
say where they live and are from
•
talk about what they like / dislike (school)
•
talk about what they like / dislike (free time)
Describing myself and
Pupils will be able to:
others
•
Talk about family members and ages
•
Describe hair and eyes
•
Describe personalities
•
Compare people’s appearance and personality
•
Describe teachers and say why they like them
• Summer
Say what they do in their free time
Daily routine, weekend
Pupils will be able to:
plans, food and holidays
•
Talk about daily routine / school day
•
Talk about weekend plans
•
Talk about food - likes, dislikes & reasons
•
Discuss holiday plans
ESSENTIAL SKILLS Pupils engage in group activities where they work together to solve language-related challenges, fostering teamwork and problem-solving abilities. Cultural competency is nurtured through activities that expose pupils to various aspects of Spanish-speaking 31
cultures, promoting understanding and appreciation of different perspectives. Additionally, digital literacy is integrated by incorporating technology and online resources, equipping pupils with the skills to navigate and communicate effectively in a digital world.
INTERCULTURAL LEARNING In Year 6, pupils have the opportunity to learn about various aspects of Spanish culture. They explore traditions such as Christmas in Spain and other Hispanic countries, learning about the unique customs and celebrations. They also delve into the significance of the Three Kings and create presentations describing famous Spanish paintings. Additionally, they learn about “El día de los muertos” (Day of the Dead), gaining insights into this vibrant Mexican tradition.
ASSESSMENT There will be summative assessments throughout the course on 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.
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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 Prep School Mathematics at Harrow Hong Kong builds upon pupils’ prior knowledge and deepens their understanding, with a mind to develop an enjoyment of this fascinating and varied subject. These are vital years for pupils of Mathematics when, amongst other topics, they will be introduced to the power and versatility of algebra, the key building blocks of geometry, and the logic required to become resourceful and confident problem solvers.
MAIN TOPICS OF STUDY FOR YEAR 6 AUTUMN TERM
SPRING TERM
SUMMER TERM
•
Integer calculations
•
Decimals
•
Solving equations
•
Introduction to algebra
•
Angles
•
Ratio and proportion
•
Transformations
•
Substitution
•
Measures
•
Factors and multiples
•
Probability
•
Sequences
•
Data collection and
•
Percentages
processing
•
Perimeter and area
•
Fractions
•
Classifying shapes
In Year 6, there is also a large emphasis on building and maintaining strong numeracy skills and, as such, times table practice features in our testing: we have a ‘no calculators’ policy for this year group. Regular times tables practice is a valuable activity that can be completed at any time and can also be a fun game with parents! All pupils are split into two bands for their learning of mathematics in the Prep School, and within these bands they are further divided by ability into a ‘support,’ ‘core’ or ‘extension,’ group, with movement between the groups as and when appropriate. All groups will cover the same core work over a six-year period, as all pupils at Harrow Hong Kong will be prepared for the IGCSE Edexcel examination in Year 11.
ESSENTIAL SKILLS Alongside a focus on developing understanding in the topic areas and building numeracy skills, curriculum time is dedicated to what we call the Creative Curriculum. During these sessions, pupils are given the opportunity to experience mathematics in a different way from normal. These lessons work to develop collaborative problemsolving skills, as well creativity, critical thinking and leadership. Throughout these 33
sessions, emphasis is placed on how the pupils choose to approach the tasks and reflect upon their choices afterwards, rather than focusing on content and on the solution alone.
INTERCULTURAL LEARNING Throughout the year we will aim to recognise and respect the diverse cultural background and experiences of pupils and teachers. We will investigate and value the mathematical perspectives and appreciate the contributions of individuals from different cultural and ethnic backgrounds.
ASSESSMENT Each teacher uses various means to regularly test the understanding of all of their pupils during lessons. We regularly hold a wide variety of formative and summative assessments which inform and guide future learning. Throughout the year, feedback and stepping up activities are incorporated into lessons and prep.
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MUSIC “Where Words Fail, Music Speaks” Hans Christian Andersen This year of practical music-making begins with a focus on the elements of music, and pupils emerge with an understanding of melody, harmony, rhythm and pulse. This knowledge is applied to two composition tasks: the first is based on the concept of the Ostinato (repeating patterns) and the second falls within the framework of Programme Music (pictorial music). Pupils also learn about the instruments of the orchestra. There are also two performance-focused projects in Year 6. In the Summer Term, pupils will prepare for the annual cross-curricular performance, and they will also embark on a keyboard skills project, during which every member of the year group will perform to their class. TERM
TOPIC
CONTENT
Autumn
1 - The Elements and
•
Composing and Performing: A Morning Piece
Melody
•
Composing: based on MTR chant task in the booklet. ABA structure and pupils to
2 - Rhythm and Ostinato
perform the task ‘live’ to allow for peer
MTR Chant Spring
1 - Instruments of the
listening and appraisal. •
Composing: In pairs compose a four section
Orchestra/Programme
piece of programme music to portrait a
Music
chosen idea/story. Listening: Identify and differentiate the orchestral instruments and
2 - Intro to Garageband
sections. •
Composing: a piece on GarageBand, using the Composing on GarageBand guide.
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Summer
1 - Composing: Individual
•
Composing: Individual composition projects,
composition projects,
based on one of the topics covered during
based on one of the
the year.
topics covered during the year.
ESSENTIAL SKILLS Critical thinking can be done through analysis on a variety of world music styles and open-ended composition tasks. It also involves the ability to analyse, evaluate evidence, identify problems, create different perspectives and generate potential solutions. Digital Literacy is encompassed via the use of myriad tech platforms such as OneNote, GarageBand, YouTube, Spotify, Teams and iPads. Each of these platforms will provide different skills for the pupils. Creativity can be explored in many different ways through Composition and Interpretation in Performance through Improvisation. Effective Communication is explored via use of verbal and non-verbal communication through performance tasks, whilst written communication is expressed by the unit books’ various questions or responses to other forms of questions.
INTERCULTURAL LEARNING Pupils visit the world through their music lessons and develop understanding, perspective and appreciation of the similarities and differences of various cultures. For example, African, Classical Western music tradition, Rock & Roll and Pop.
ASSESSMENT Summative assessment in Year 6 is based on several performances and compositional projects undertaken through the year. This includes a group composition project and GarageBand compositions. Singing and listening skills are also assessed throughout the course of the year.
COLLABORATIVE PROBLEM SOLVING AND LEADERSHIP Every pupil has to take responsibility (hence, adopt a leader mentality) in performances and for the learning of a variety of music styles. It involves suggesting solutions for specific problems, sharing ideas, and listening to others. Pupils work collaboratively in teams/pairs to analyse, evaluate and assess a variety of world music. All pupils also have access to the vibrant Co-curricular Music programme which runs throughout the year. Individual music tuition is available in a variety of studies from the trombone to the guitar, 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 musicmaking: various orchestras, choirs and bands rehearse on a weekly basis and perform in frequent internal and external concerts.
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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 PEH 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. At Harrow Hong Kong, we have incorporated Health into our curriculum to give it a holistic touch, therefore we have named our curriculum “Physical Education & Health”. This allows pupils to explore more about themselves and seek strategies to cope in our ever-changing world. Pupils in Years 6 to 9 have one PEH lesson per week, and a double games lesson, and cover five different units of work to increase physical competence and develop the confidence to be able to take part at participation level and live a long and healthy lifestyle. The premise of the programme is to enable every pupil to flourish and 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, allowing them to develop, display and transfer their skills. 37
GAMES The PEH department is continuously striving to ensure we are delivering the most relevant programme. The main drive behind games is to ensure we have a programme which places pupil development at the centre and ensures it enables all our pupils to flourish. It is important to acknowledge that all pupils associate with sport and physical activities in different ways. The PEH Department’s goal is to tailor a programme that suits the needs of our pupils whilst allowing them to experience a wide range of sporting activities. We want our pupils, as they move up through the school, to think of themselves as ‘athletes’ and to understand that so many of the fundamental skills they have learnt in the Lower School are transferable across sports. As the pupils progress up through school, after experiencing the Lower School PEH curriculum, this is the appropriate time to expand the games curriculum. The consistency of sports being offered, in relation to the ISSFHK seasons, remains the same. This allows staff to have the ability to further advance co-curricular teams within the Games setting as well as SCAs and CCAs. 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 on a seasonal basis. A new strand for this age group is offsite activities. At this stage we also feel it is important to broaden the pupils’ horizons to experience some leisure based activities. We feel the benefits of this allow the pupils to build positive relationships with activities which may feature in their lives after their education at Harrow International School Hong Kong. Pupils are asked to choose their Games options from the following sports: Badminton
Volleyball
Basketball
Table Tennis
Football
Rugby
Tennis
Gymnastics
Harrow Fit
Golf (off site)
Horse Riding (off site)
Athletics
Netball
Pickleball
Cross country
GOLF & HORSE RIDING As part of the Games provision, pupils have the opportunity to opt into either golf or horse riding lessons during Games. Both activities occur off site and are led by external coaches. Pupils have the opportunity to experience these activities for a term and then return back into the Games pathways. The purpose of these activities being placed in Games is to offer another new experience and is not designed to develop the elite performer. These are paid lessons and therefore have a cost attached.
38
PHYSICAL EDUCATION & HEALTH LESSONS Physical Education and Health classes offer pupils diverse experiences in a range of activities and environments, such as fields, pools, courts, sports halls, and tracks. These classes not only provide opportunities for pupils to engage in sports both on and off the field but also serve as a gateway to various career paths. Careers in fields like physiotherapy, law, player representation, sports organisation management, medicine, and more can be pursued through Physical Education and Health education.
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 Provide leadership opportunities Represent a team and contribute to competitive 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 is catered for in fifteen 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 in the International Schools Sports Federation Hong Kong (ISSFHK) and some Hong Kong Schools Sports Federation (HKSSF) leagues and annual friendly fixtures. Fixtures take place mostly mid-week and 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. 39
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Overseas sports tours are an important part of our sports programme. Tours 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 and Health Department is hugely experienced in high performance sport. Pupils who have aspirations 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 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 opportunity 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. SCAs vary according to sports seasons and facility availability. The following sports are usually offered with additional SCAs being added when opportunities arise. Badminton
Harrow Fit
Tennis
Volleyball
Basketball
Football
Athletics
Cross Country
Netball
Badminton
Touch Rugby
Gymnastics
Indoor Cricket
Pickleball
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. Co-Curricular activities supplement our PEH and SCAs if pupils need to work on their skills to get ahead and achieve the targets they have been set by their teachers. The following sports are delivered throughout the year: Rugby
Fitness Room
Tennis
Volleyball
Basketball
Football
Athletics
Cross Country
Netball
Badminton
Touch Rugby
Gymnastics
Swimming
Table Tennis 41
For the latest photo updates follow us on Instagram and Twitter Instagram: @harrowhksport
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Twitter: @HarrowHKSport
PHILOSOPHY & RELIGIOUS STUDIES (PRS) “It is the mark of an educated mind to be able to entertain a thought without accepting it.” Aristotle In the Upper School, Philosophy and Religious Studies is a multidisciplinary subject, looking through the lenses of Philosophy, Theology and Social Anthropology. Each discipline is a significant academic field in its own right and the topics studied in Year 6 have been selected to introduce pupils to these fascinating and thought-provoking areas of knowledge. Pupils will consider questions such as: How did the Abrahamic faiths emerge? How is service a form of worship for Sikhs? Is it our mind or our body that makes us who we are? With global citizenship at the heart of the PRS curriculum, pupils are introduced to a diverse range of ideas and beliefs, learning about groups and thinkers that may have been academically marginalised in the past. TERM
DISCIPLINARY ‘LENS’ AND TOPIC
SUBSTANTIVE KNOWLEDGE
Autumn
Social Anthropology
• • • •
Theories of personal identity Physicalism and dualism Symbols and religion Linking symbols and identity
• • • • •
The origins of the Sikh faith Sikh Gurus The Khalsa 5 Ks The concept of Sewa
What makes me who I am? Personal and human identity and the study of symbolism in society and religion. Spring
Theology What is the Sikh faith? Explaining Sikh beliefs and practices.
Summer
Theology What is Judaism?
• The Creation story/ Adam and Eve • Abraham and the covenant • The Binding of Isaac • Moses and the Exodus • Jewish practices (Shabbat, dietary law)
PRS SKILLS Broadly, all disciplinary approaches in PRS encourage pupils to develop the essential skill of critical thinking, not only nurturing the ability to explain and analyse theories and beliefs, but also to comment on them and reach their own justified conclusions. However, each disciplinary ‘lens’ requires the development and application of unique skills. In the Philosophy topic, pupils will be introduced to the concepts of validity and 43
soundness and begin to make judgements about theories based on this. Pupils are encouraged to be creative in their approaches, thinking beyond perceived wisdom to come up with their own ideas and questions. Philosophy can also help pupils develop digital literacy by encouraging them to think deeply about the ethical and social implications of digital technologies. In the Theology topic, pupils will begin to explain religious beliefs in detail and understand how these influence believers. Pupils develop cultural competency through gaining a deeper understanding of values, customs and traditions of different groups, helping to have greater empathy and respect for those holding beliefs different from their own. In the Social Anthropology topic, pupils will analyse sociological ideas and identify the implications of different approaches in society. Pupils develop communication skills in tasks such as debates and discussions, as well as working collaboratively to analyse and present different philosophical and theological ideas. Leadership is developed through nurturing the critical thinking skills needed to evaluate complex ideas and make decisions based on this.
INTERCULTURAL LEARNING Philosophy and Religious Studies can be a powerful tool for intercultural learning through the study of diverse religious and philosophical traditions, examining the intersection of philosophy, religion, and culture, engaging with diverse perspectives, reflecting on personal biases and assumptions, and providing opportunities for crosscultural dialogue.
ASSESSMENT Pupils’ progress will be monitored formatively throughout each topic using informal checking of knowledge (such as quizzes and marking of books). Pupils’ progress in each topic will be summatively assessed using a variety of multiple-choice knowledge questions, short-answer questions and essays. Helpful feedback and opportunities for pupils to ‘Step Up’ their work follow both formative and summative assessment.
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SCIENCE “The important thing is not to stop questioning. Curiosity has its own reason for existing.” Albert Einstein Science is the study of the world around us. Biology investigates the wonders of life, and the Science Department is alive with animals and plants of different varieties. Chemistry offers the bangs and the bubbles, while Physics applies the laws and the theories to explain the many mysteries of the ever-expanding universe. The Prep School Science curriculum is largely based on the UK Key Stage Three curriculum, although it is tailored to meet the needs of our pupils at Harrow Hong Kong. The curriculum has been designed to enthuse pupils and to encourage them to develop a love of science, while also gaining the knowledge and skills that they can take forward into their IGCSE studies. Pupils are taught an integrated Science curriculum, with an equal weighting given to each of the sciences across the three years of Prep School (six lessons per fortnight). The Year 6 programme of study is as follows: SCIENCE INDUCTION - Pupils will be introduced to all the excitement of Science practicals in a laboratory. They will learn how to handle equipment and chemicals safely and how to draw scientific diagrams of common equipment found in a laboratory. Pupils will become familiar with measuring devices such as thermometers, measuring cylinders and balances as well as considering appropriate units of measurement. They will learn how to light a Bunsen burner safely and will carry out their first scientific practical in the Prep School.
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Term
Biology
Chemistry
Autumn Term
Building Blocks of Life
The Particle Model
Spring Term
Anatomy and Movement
Summer Term
Physics
Electricity Mixtures and Separation
Forces
ESSENTIAL SKILLS The Prep Science curriculum develops essential skills including communication, critical thinking, problem solving, cultural competency, leadership and collaborative learning through practical work and projects. Key scientific skills such as defining variables and drawing graphs are secured. Pupils present their findings to their class and record videos practising key presentation skills. They analyse data and develop critical thinking skills when reviewing results. Using digital literacy, the pupils research, use simulations and create animations.
INTERCULTURAL LEARNING Prep Science explores Science in various cultures and societies around the world. It covers crucial topics such as renewable energy, climate change and matter behaviour, linking these topics to future careers.
ASSESSMENT Internal assessment takes place throughout Year 6, with end of topic tests used to track pupil progress. These assessments are made up of multiple choice and short answer questions. There is also a summative end of year assessment which takes place in the summer term, and this covers all of the content taught up to that point. Pupils use their own personal tracking document to record their progress and targets, such as Stepping Up activities. Pupils will also be assessed on different skills, through Common Assessed Tasks, such as investigative skills, e.g., drawing graphs and identifying variables.
SCIENCE WEEK Each year Harrow Hong Kong holds Science Week. A different theme is chosen annually and pupils join in fun and exciting activities around the school and participate in outside trips such as visiting the Science Museum or Hong Kong Wetlands. Speakers are invited to inspire our pupils from charities and universities, and House Competitions lead to an excited buzz around the School and in the boarding Houses. Pupils take part in projects in lessons such as Harrow Off-Grid, planning for a sustainable future allowing pupils to demonstrate their creativity and leadership.
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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 Language & Learning, 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 47
development. Examples of the Individual Needs provision for pupils in Year 6 are in-class support in English and Mathematics to monitor and support the transition from Lower School, and sessions focused on developing social communication skills.
ASSESSMENT AND PUPIL PROGRESS Access arrangements for both internal and external assessments are facilitated by the department in partnership with the Examinations Officer in accordance with the guidelines from the Joint Council for Qualifications. 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 6, pupils are encouraged to develop their listening and speaking skills in order to build their collaborative problem solving and effective communication. Pupils are also supported in their transition to the Upper School as they become accustomed to the new environment, timetables, and expectations, and in strengthening their social and communication skills such as understanding different perspectives, the size of problems and appropriate responses, and communicating using technology.
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.
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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 four periods in the morning, each lasting 55 minutes, with a 25-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. Although there are three consecutive periods in the afternoon, they include SCA periods on most afternoons of the week. 8.00 AM -
8.10
AM
Morning Call Over in Houses (start of the day)
8.15
AM -
9.10
AM
Period 1
9.15
AM -
10.10 AM
Period 2
10.10 AM -
10.35 AM
Break
10.35 AM -
11.30 AM
Period 3
11.35 AM -
12.30 PM
Period 4
12.35 PM -
1.30
Lunch
1.35
PM
PM -
2.30 PM
Period 6
2.35 PM -
3.30 PM
Period 7
3.35 PM -
4.30 PM
Period 8
4.45 PM
Co-curricular activities
4.45 PM
Buses for Day Pupils depart
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MID-MORNING BREAK All pupils 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.
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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 HM and tutor 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. Alongside the House Master/House Mistress and Assistant HMs, we also have a resident Gap Tutor and a Matron to help boarding pupils.
PREP HOUSES YEAR 6-8 BOYS’ HOUSES
DARWIN BANKS LYON SHACKLETON
GIRLS’ HOUSES
PARKS FRY NIGHTINGALE 51
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.
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).
CONSULTANT 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.
SCHOOL COUNSELLOR As part of the wider pastoral team the School Counsellor, Ms. Lauren Liu, works with the HMs 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.
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ILLNESS 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 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.
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 in the Prep School should be the HM. HM’s operate an ‘open door’ policy and parents should feel comfortable with contacting their 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) which are managed by the Upper School Office. 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. Any problems with email should be addressed to the Director of ICT, Mr. Dinesh Alwani via dalwani@harrowschool.hk
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HONG KONG SOCIAL MEDIA PAGES At Harrow Hong Kong, we understand that parents like to keep informed of school events in different ways. We are also well aware that parents have online access and many use social media regularly. With this in mind the School has created a presence on Facebook, X and Instagram. Below are some recommended social media addresses to follow. Facebook Page Harrow International School Hong Kong /HarrowHK X @Harrow_HK
@HeadHarrowHK
@HarrowHKLS
Instagram /harrowhongkong
/harrowhksport
We always recommend using social media as a secondary source of obtaining information as important messages will always be communicated to you via email through Consolidated Communications.
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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 Heads (Tom Hicks and Laura Yandell) thicks@harrowschool.hk and 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. 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. 56
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 Cenre 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. 57
• 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 fire fighting 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 has a Health Care Centre on site, which is open 24 hours a day during school term time (Sunday to Friday evenings) and is staffed by qualified Nurses. All pupils have access to the Health Care Centre when needed. Teachers or Teaching Assistants will send or escort children who are ill or injured to the Health Care Centre. Children who feel unwell or are injured should first ask an adult before visiting the Health Care Centre. 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 the Class Teacher of any concerns.
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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 called Facing Challenges and seeks to encourage and develop resilience amongst pupils who face a variety of personal challenges in their everyday lives. Health, social, economic and academic issues can all prove to be obstacles that prevent them from realising their potential or affect their wellbeing. The Facing Challenges programme aims to develop resilient individuals who embody the Leadership Attributes – dealing with problems positively and always looking for the solutions to any setback. The Facing Challenges programme, therefore, is one of the cornerstones of our pastoral education provision. The programme is supplemented by expert external speakers. In the 6th Form, Facing Challenges 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 Harrow Horizons is our outstanding enrichment programme, which complements and extends beyond the School’s academic and pastoral provision. Our diverse range of regular weekly activities – in Sport, Music, Drama, Creative Arts, Charity and Academic Extension and more – encourage pupils to develop new skills, hone existing ones further, and build friendships across year groups and Houses. Pupils are expected to take two Super Curriculum activities (SCAs) a week each term; they may also take as many optional Co-Curricular activities (CCAs) as they like in the periods before School, at lunchtime and after School. With a staggering 250 activities on offer every week, including many founded and led by pupils, there is truly something for everyone. 59
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 in countries across South-East Asia • 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’s Award, offered at Bronze and Silver levels • Our Speakers’ Forum series, where prominent experts in their fields – economics, medicine, art, sustainability and more – present to invited pupilsOur School Publications, edited, designed and written by pupils More details of each activity and how to book them can be found in the Harrow Horizons Programme Booklet.
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.
PARENTS’ EVENINGS These evenings 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 evenings 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. 60
1:1 DEVICE PROGRAMME The School requires all pupils in Year 6, Year 7 and Year 8 to have their own Apple iPad computer to access the curriculum effectively. 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 an iPad through the School - we will provide fully configured and ready-to-use Apple iPads available for purchase at a discounted rate. Reconfiguring an existing Apple iPad 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.
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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 on both radio and television by 6.15am and are repeated at regular and frequent intervals throughout the day. The updates will also be shared on social media and via SMS. 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 Class Teacher if needed. The School’s Severe Weather Policy can be found on our website: harrowschool.hk/featured-links/weather-information.
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 Clarinet Drum Kit
Trumpet Organ (Pupil must have passed ABRSM Piano Tuba Grade 5 at the time of application.)
Electric Guitar Flute
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Ukulele Viola
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 27 September 2024
Friday 28 March 2025
Friday 18 October 2024
Friday 25 April 2025
Friday 28 February 2025
Friday 30 May 2025
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 Haydon at ahaydon@harrowschool.hk who will be happy to meet with you to discuss your child’s future education.
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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.ha.ufsonline.com.hk/ , the School Shop or the shop in Lai Chi Kok: LAI CHI KOK UNIFORM SHOP 10.00AM - 6.00PM (Monday to Saturday) 8/F, China Pacific Industrial Building, 10 Wing Hong Street, Lai Chi Kok, Kowloon Tel: +852 2523 2517 / +852 2742 2498 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
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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.
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STAFF LIST HEAD
Ms Ann Haydon MBE
EAH
ahaydon@harrowschool.hk
Principal Deputy Head (Curricular)
Ms Laura Yandell
LMY
lyandell@harrowschool.hk
Principal Deputy Head (Pastoral and Wellbeing)
Mr Tom Hicks
TCH
thicks@harrowschool.hk
Deputy Head (Academic)
Mr James Brewer
JCB
jbrewer@harrowschool.hk
Deputy Head (Pastoral and Wellbeing)
Ms Kirsten McLintock
KJM
kmclintock@harrowschool.hk
Deputy Head (Co-Curricular & Organisation)
Mrs Sabrina Peck
SLP
speck@harrowschool.hk
Assistant Head (Sixth Form)
Mr Jonny Franks
JMF
jfranks@harrowschool.hk
Assistant Head (Digital Strategy, Assessment and Tracking)
Mr Darren Bastyan
DB
dbastyan@harrowschool.hk
Assistant Head (Academic)
Ms Freya Crofton
FXC
fcrofton@harrowschool.hk
Mrs Victoria Marshall
VLM
vmarshall@harrowschool.hk
Assistant Head (Pastoral and Wellbeing)
Ms Kim Gration
KG
kgration@harrowschool.hk
Head of Lower School
Mr Brendan Shanahan BS
Deputy Head of Lower School (Academic)
Mr Gary Hancock
GMH
ghancock@harrowschool.hk
Deputy Head of Lower School (Pupil Wellbeing)
Mrs Lauren Berner
LMB
lberner@harrowschool.hk
Assistant Head of Lower School (Pupil Progress)
Ms Dawn Chambers
DC
dchambers@harrowschool.hk
Assistant Head of Lower School (Continuing Professional Development)
Ms Hannah Davies
HLD
hdavies@harrowschool.hk
Assistant Head of Lower School (Digital Strategy and Technology)
Mr James Rose
JR
jrose@harrowschool.hk
Assistant Head (Early Years)
Mr Chris Russell
CSR
crussell@harrowschool.hk
Director of Operations
Mr Jim Nightingale
Director of Human Resources
Ms Denise West
Director of Finance
Ms Miranda Ng
sfng@harrowschool.hk
Head of Communications
Mrs Penny Hicks
ph@harrowschool.hk
Ms Joanne Kar
jkar@harrowschool.hk
SENIOR LEADERSHIP TEAM
Assistant Head (Continuing Professional Development)
Executive Assistant to the Head and Head of Administration
bshanahan@harrowschool.hk
jnightingale@harrowschool.hk DMW
dwest@harrowschool.hk
THE HOUSES PREP HOUSES BANKS House Master
Mr Nick Weinberg
NW
nweinberg@harrowschool.hk
Assistant House Mistress
Ms Megan Smith
MVS
msmith@harrowschool.hk
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DARWIN Mr Tom Cameron
TXC
tcameron@harrowschool.hk
House Mistress
Ms Holly de Vies
HDV
hdevies@harrowschool.hk
Assistant House Master
Mr Eugene Sze
ES
esze@harrowschool.hk
House Mistress
Mrs Kirsty Wilson
KHW
kwilson@harrowschool.hk
Assistant House Master
Mr Chris Mclnnes
CPM
cmcinnes@harrowschool.hk
House Mistress
Mrs Connie Hu
HDV
chu@harrowschool.hk
Assistant House Mistress
Ms Rebekah Flynn
CMH
rflynn@harrowschool.hk
House Master Assistant House Mistress
FRY
LYON
NIGHTINGALE
PARKS ctownsend@harrowschool.hk
House Mistress
Ms Charlotte TownsendCFT
Assistant House Mistress
Ms Catherine Illsley
CMI
cillsley@harrowschool.hk
House Master
Mr Will Bussey
WDB
wbussey@harrowschool.hk
Assistant House Master
Mr Conor Hartley
CRH
chartley@harrowschool.hk
House Mistress
Mrs Swati Ray
SRA
sray@harrowschool.hk
Assistant House Mistress
Ms Amanda Lam
AM
amlam@harrowschool.hk
House Master
Mr Ross Stokley
RAS
rstokley@harrowschool.hk
Assistant House Mistress
Ms Laura Eastaff
LFE
leastaff@harrowschool.hk
House Mistress
Ms Naina Nightingale
NRN
nnightingale@harrowschool.hk
Assistant House Mistress
Mrs Georgia Barker
GAB
gbarker@harrowschool.hk
SHACKLETON
SENIOR HOUSES ANDERSON
CHURCHILL
GELLHORN
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KELLER House Mistress
Mrs Gillian Nightingale GEN
gnightingale@harrowschool.hk
Assistant House Mistress
Ms Rachel Chicken
RLC
rchicken@harrowschool.hk
House Master
Mr Dom Berner
DEB
dberner@harrowschool.hk
Assistant House Master
Mr Dan Moss
DM
dmoss@harrowschool.hk
House Master
Mr Robert Powell
RTP
rpowell@harrowschool.hk
Assistant House Master
Mr Milo Bellamy
MLB
mbellamy@harrowschool.hk
House Master
Mr Oliver Paulin
OP
opaulin@harrowschool.hk
Assistant House Master
Mr Reece Hamon
RNH
rhamon@harrowschool.hk
House Mistress
Ms Lee Collins
LSC
lcollins@harrowschool.hk
Assistant House Mistress
Mrs Ella Loosmore
ELL
eloosmore@harrowschool.hk
Mrs Catherine Illsley
CMI
cillsley@harrowschool.hk
Mr Mark Edwards
MAE
medwards@harrowschool.hk
PEEL
SHAFTESBURY
SUN
WU
MATRONS
mcameron@harrowschool.hk
Mrs Melanie Cameron Ms Michelle Gedge
MSG
mgedge@harrowschool.hk
Head of Individual Needs
Ms Amanda Lam
ALH
amlam@harrowschool.hk
Teacher of Individual Needs
Ms Kim Gration
KG
kgration@harrowschool.hk
Teacher of Individual Needs
Ms Leanne Chu
LXC
lchu@harrowschool.hk
Head of Language and Learning
Ms Elaine Shek
EYS
eshek@harrowschool.hk
Teacher of Language and Learning
Mr Nicholas Stone
NJS
nstone@harrowschool.hk
Language and Learning Support Teacher
Ms Yee To
SYT
syto@harrowschool.hk
The School Psychologist
Dr Rachel Gregory
School Counsellor
Ms Lauren Liu
PUPIL DEVELOPMENT & WELLBEING TEAM
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rgregory@harrowschool.hk RL
lliu@harrowschool.hk
KEY EDUCATIONAL SUPPORT 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
Mrs Gemma Myles
GEM
gmyles@harrowschool.hk
DRAMA
Ms Vicky Courtis
VLC
vcourtis@harrowschool.hk
ENGLISH
Mr Dom Rapley
DR
drapley@harrowschool.hk
ECONOMICS
Ms Charlene Doherty
CMD
cdoherty@harrowschool.hk
GEOGRAPHY
Mrs Letitia Weinberg
LPW
lweinberg@harrowschool.hk
HISTORY AND POLITICS
Mr David Tuck
DPT
dtuck@harrowschool.hk
PRS
Mr Milo Bellamy
MLB
mbellamy@harrowschool.hk
LANGUAGES
Mr Graham Simms
GS
gsimms@harrowschool.hk
CHINESE
Dr Levi Gao
LXG
lgao@harrowschool.hk
FRENCH
Ms Lucy White
LXW
lwhite@harrowschool.hk
SPANISH
Mrs Yolanda Homs
YH
yhoms@harrowschool.hk
MATHEMATICS
Ms Louise Ackroyd
LEA
lackroyd@harrowschool.hk
MUSIC
Mr Tom Wiggall
TW
twiggall@harrowschool.hk
Director of Sport
Mr Ian Williams
ILW
iwilliams@harrowschool.hk
Head of Upper School Sport
Mr Ben Loosmore
BL
bloosmore@harrowschool.hk
Head of Lower School Sport
Ms Hannah Minty
HLM
hminty@harrowschool.hk
Academic PE
Mr Huw Alexander
HJA
halexander@harrowschool.hk
Athletics
Mrs Sarah McMillan
SMC
smcmillan@harrowschool.hk
PHYSICAL EDUCATION
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Football Gymnastics
Mrs Shannon Hobbins SXH
Netball
Ms Hannah Minty
HLM
shhobbins@harrowschool.hk hminty@harrowschool.hk
Rugby
Mr Chris Kinloch
CRK
ckinloch@harrowschool.hk
Swimming
Mr Malcolm Green
MJG
mgreen@harrowschool.hk
Tennis
Mr Ross Stokley
RAS
rstokley@harrowschool.hk
PSYCHOLOGY
Ms Sharin Sikka
SSI
ssikka@harrowschool.hk
SCIENCE
Mr Matthew Twomey
MNT
mtwomey@harrowschool.hk
Prep School Science Coordinator
Ms Tiffany Searle
TLS
tsearle@harrowschool.hk
Biology
Ms Siobhan McCrohan SOM
Chemistry
Mr Andrew Davies
AJD
ajdavies@harrowschool.hk
Physics
Ms Julia Davidson
JLD
jdavidson@harrowschool.hk
LIBRARY & LEARNING LOUNGE
Ms Julia Besnard
JAB
jbesnard@harrowschool.hk
Assistant Head (Sixth Form)
Mr Jonny Franks
JMF
jfranks@harrowschool.hk
Head of Year 12/13 and Teacher of Geography
Mr James Roscoe
JRO
jroscoe@harrowschool.hk
Head of Year 12/13 and Teacher of English
Ms Jess Darke
JAD
jdarke@harrowschool.hk
Examinations Officer
Dr Catherine Clerc
CC
cclerc@harrowschool.hk
Assistant Examinations Officer
Mrs Sioned Ralph
SCR
sralph@harrowschool.hk
Ms Olivia Coady
OC
ocoady@harrowschool.hk
Mr Rob Powell
RTP
rpowell@harrowschool.hk
Ms Jenny Mitchell
JEM
scholarships@harrowschool.hk
Head of Pupil Leadership
Mr Tom Carter
TCA
tcarter@harrowschool.hk
Duke of Edinburgh’s Award Coordinator
Mr Phil Harwood
PAH
pharwood@harrowschool.hk
Ms Wen-Ju Yang
WJY
wjyang@harrowschool.hk
smccrohan@harrowschool.hk
SIXTH FORM & CAREERS
EXAMINATIONS
SCHOLARSHIPS Head of Scholars and Academic Extension (Art, Drama, Music, Sport) Head of Scholars and Academic Extension (Academic, Chinese, STEAM) Head of Bursaries TRIPS & EXPEDITIONS
CHARITIES & COMMUNITY Head of Charities & Community Service
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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
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