Year 7 Information Booklet 2022-23 by Harrow International School Hong Kong

YEARPREP2022-231SCHOOL7INFORMATION BOOKLET

WELCOCONTENTSMETOYEAR7 4 CURRICULUM OVERVIEW 5 USEFUL INFORMATION 30 THE SCHOOL DAY 30 HOUSE ETHOS 32 KEY PERSONNEL 33 ILLNESS 34 COMMUNICATION WITH THE SCHOOL 34 AUTHORISED ABSENCE 37 PREP 37 CONFIDENTIALITY AND CONSENT 38 MEDICAL CARE 39 HARROW HORIZONS PROGRAMME 40 REPORTS TO PARENTS 40 PARENTS’ EVENINGS 41 1:1 DEVICE PROGRAMME 41 SPEECH DAY 41 BUS ROUTES 44 WEATHER 44 INDIVIDUAL MUSIC LESSONS 44 FOOD 45 OVERSEAS SCHOOLS’ ENTRANCE EXAMINATIONS 45 SCHOOL UNIFORM 46 STAFF LIST 50

I am delighted to welcome your child into Year 7 at Harrow Hong Kong. I am confident that their experience will be a happy and fulfilling second year in the Prep School. This booklet is designed to help you understand how the Prep School operates. Within it, you will find outlines of the topics studied in each subject in Year 7. There are also some important dates for your diary; others will be added to the School website calendar. 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. House Masters / House Mistresses, Assistant House Masters / 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. Boarding is an essential part of the Harrow House system and the 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 be involved in the school. We know that a true education can only be gained by a strong and trusted partnership between teachers and parents.

The School’s motto, Educational Excellence for Life and Leadership, encourages respect for and service to others. This 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 Harrowsociety.HongKong

MESSAGE4 FROM THE WELCOMEHEAD TO YEAR 7

Ann Haydon Head

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.

CONTROL AND EXPLORE

CURRICULUM OVERVIEW ART

The Art curriculum is designed to develop the relevant skills and experiences that pupils will need for further academic success at GCSE and A Level. This is based on 4 key areas: developing ideas, exploring materials, recording from observation and ultimately in their ability to resolve a project with one fantastic piece of work. In Prep School we aim to develop pupils’ knowledge of the formal elements in order to enable them to develop fundamental skills in drawing and observation alongside their ability to respond to and be inspired by the work of others.

Silvia Zhou, Year 7

Year 7 pupils continue their artistic journey by exploring the formal elements: line, shape, tone, texture, colour, pattern and form with projects aimed to inspire them, whilst broadening their knowledge of materials and techniques. Our young artists will be given the opportunity to explore a wide range of materials and processes including printmaking and 3D design. Our primary focus is on expanding their level of control to include a much wider range of materials and developing their ability to select materials appropriately in order to achieve purposeful results. These essential skills gained in Year 7 will create a solid foundation of knowledge which will prepare them for an increased focus on observational drawing in Year 8.

CITIZENSHIP Art can enable pupils to explore their ideas and opinions in relation to wider world issues and encourages them to be a positive force for good in the world, as such global citizenship and intercultural learning is an integral part of our curriculum within the Art department. We aim to raise pupil awareness of the UN Global Goals and use these as the thematic driving force for each project being studied. Year 7 pupils will study a range of projects inspired by Goal 1: No Poverty and generate ideas and outcomes inspired by issues connected to homelessness and subdivided living, income disparity and food poverty both in the context of Hong Kong and around the world.

GLOBAL6

DRAMA

• Trapped (devising work based on caged housing in Hong Kong)

• Myths and Legends (devising work based Western and Chinese Myths and Legends)

The three key components of Drama are creating, performing and evaluating. The Year 7 curriculum is designed to teach a balance of performance skills and transferable skills throughout the year. Pupils will work in a variety of theatrical genres whilst developing their creativity, teamwork, leadership, confidence and empathy. Pupils are assessed throughout the year on all three components through written and verbal feedback and peer assessment.

PERFORMING

EVALUATING Throughout the year, pupils will evaluate their own and their peers’ performances. Evaluation is important in developing awareness of the elements that create effective performance. Pupils will be taught foundation analysis skills and theatre terminology to develop their evaluation skills.

Pupils will learn and develop a variety of performance skills such as physical theatre and mime. They will also learn to perform small sections of script. The focus is on building pupils’ confidence and the ability to express themselves clearly through the use of voice and movement to establish character.

• Mime and Silent Movie

THE TOPICS STUDIED IN YEAR 7 ARE: • Little Red Riding Hood (Revolting Rhymes)

• ‘Trainers’ by Deborah Keiller

CREATING Whilst creating theatre, pupils will develop their creativity, problem-solving and collaborative skills. Year 7 pupils will create improvised, devised and scripted theatre from a range of stimuli.

DIGITAL8

LITERACY

This course empowers students to consciously engage in their digital environment. Due to the ever more pervasive nature of the digital world, critical understanding of this for both study and play is increasingly essential. This course will give all pupils dedicated time to develop their digital literacy skills and to start accumulating the hard and soft skills required of a 21st Century learner. Digital literacy is the ability to navigate our digital world using reading, writing, technical skills, and critical thinking. Pupils will learn through exposure to a range of software and creative activities which will give them the practical digital skills to aid them across their subjects and beyond the classroom.

PUPILS WILL FOCUS ON: • The impact of technology on their lives • How to keep themselves safe online • Digital citizenship

• use spoken Standard English effectively in speeches

Speaking and listening skills:

Explore links and connections between writers’ ideas and perspectives, as well as how these are conveyed.

WAO5

RAO1

Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives.

The Prep School English curriculum is designed to develop a range of reading, writing and oracy skills, all of which lead directly into the Edexcel IGCSEs. Pupils focus primarily on reading and writing, but will also develop their proficiency in verbal communication and public speaking.

RAO2

SLAO6

• demonstrate presentation skills in a formal setting.

9 ENGLISH

WAO4

RAO3

Understand and analyse how writers use linguistic and structural devices to achieve their effects.

Write clearly with appropriate paragraphing and accurate spelling, grammar and punctuation and using a range of vocabulary and sentence structures.

Pupils focus on improving their writing as well as developing their analysis of fiction and non-fiction texts. Pupils will practise deconstructing quotations, and exploring the connotations and effects of key words, analysing how writer’s choices create meaning.

Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes

ASSESSMENT OBJECTIVES

Pupils will analyse myths and legends, extracts from Shakespeare and a range of non-fiction prose extracts as well as a novel and poetry from around the world.

• listen and respond appropriately to spoken language, including to questions and feedback to presentations.

Pupils will become familiar with a selection of different text types, developing their understanding of genre features and how writers achieve specific effects. There will also be a focus on writing, ensuring that pupils can write effectively for different audiences and in different styles, using a range of linguistic and structural devices accurately and for effect.

In the Autumn Term, Year 7 geographers study Plate Tectonics. They continue to build on the map skills developed in Year 6 in order to locate earthquakes and volcanoes around the world. They delve into the theory of plate tectonics to understand the physical processes which cause earthquakes and volcanoes. They also use recent hazard events to investigate the impact natural disasters have on people and the environment. In the Spring Term, pupils are introduced to biomes, in particular the Antarctic continent and the Amazon Rainforest. This unit reinforces mapping skills but also links to new topics such as tourism, weather and climate, ecosystems and development. One of the big questions for this unit is, ‘What does the future hold for Antarctica?’ This topical issue challenges pupils to consider how climate change will affect Antarctica. The Dynamic Cities unit, taught in the Summer Term, develops pupils’ understanding of human geography. In this unit, pupils are introduced to the factors that have contributed to the growth of major cities at different stages of economic development. Pupils consider the factors affecting the location of cities, how land is used in cities and the challenges of rapid urban growth. Pupils will also focus specifically on the urban geography of Hong Kong to develop their understanding of the city in which they Assessmentlive. takes the form of written tests that examine pupils’ understanding and application of the aforementioned skills, as well as including group work and individual presentations.

GEOGRAPHY10

The Year 7 theme of Invasions introduces pupils to the core skills in History: cause and effect, change and continuity, interpretations and significance, all complemented by continual source analysis. We also encourage pupils to consider the links between their learning and present day events. Lessons regularly see pupils creating, debating, and presenting as well as developing their written work. Pupils in Year 7 now begin to construct written arguments, weighing up factors before making a reasoned judgement that makes links between these factors. Pupils should now be in the habit of supporting their points with examples, and when analysing sources, starting to question the nature, origin and purpose of the material under scrutiny.

Pupils are assessed formally and informally with a continued emphasis on the Leadership Attributes and deployment of core skills. A written checkpoint takes place every term and is an opportunity for pupils to practise the skills they are developing. The checkpoint could take the form of source analysis or questions with commands linked to the core skills, for example, asking why an event happened or what the effects of an event were. Pupils are encouraged to reflect upon their own learning and that of others.

The aim of the Department in Year 7 is to introduce pupils to key historical skills that will underpin their development in the subject all the way through to Year 13.

HISTORY

Pupils continue to study the human past as a single narrative rather than unconnected stories of many civilisations. Our vision is for pupils to survey world history without excluding major peoples, regions, or time periods and help pupils understand the past by connecting specific subject matter to larger historical patterns. The year begins with a focus on England in the Middle Ages and the Norman Conquest. Pupils consider the reasons for William’s victory and the nature and extent of the impact of his subsequent rule. A comparison of this society with that of the Islamic civilisations that existed at the same time follows, with pupils going on to investigate the origins and course of the Crusades. From there, pupils consider the global convergence that took place between 1400-1750AD, paying particular attention to the Renaissance, worldwide scientific developments, and exploration. For example, the works and inventions of Leonardo da Vinci.

INDIVIDUAL12

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

NEEDS

LANGUAGE AND LEARNING (LAL)

Our exciting Prep School programme focuses on developing the academic skills of reading, writing, speaking, listening and pronunciation. This is delivered by specialist teachers who are highly experienced in teaching English language to multilingual pupils. We use a variety of engaging and interesting course materials and in particular, we use linguistically graded, age-appropriate story books to provide a motivating context upon which to develop academic language use in a meaningful, enjoyable and productive Assessmentway.inYear

Language is at the very heart of the learning process and it is the mission of the Language and Learning (L&L) department to fully prepare our multilingual pupils to excel in 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.

7 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.

At Harrow Hong Kong, we love languages and our mission is to develop excellent linguists and confident communicators who are passionate about learning languages. Our pupils will be able to express themselves effectively, both orally and in writing, and reach their potential in the target language. They will cultivate the necessary skills to grow as linguists and have an excellent understanding and appreciation of the language, culture and customs of the countries of the French, Spanish and Chinese speaking worlds.

LANGUAGES14

The Year 7 programme of study for Chinese builds upon the core skills developed in Year 6 and continues to further develop their reading, writing and speaking and listening skills.

NativeCHINESEstream

The Year 7 curriculum is a continuation of the previous year. In the native stream of Chinese, pupils will continue to study a range of genres including prose, non-fiction, poetry, legends, and continue to learn some classical Chinese by using the textbook Zhong Wen 3 & 4 (Junior Middle school edition) and a range of supplementary materials. In Year 7, pupils will begin to solidify their inference and retrieval skills, including summary and synthesis of information from different places in the same text. They will begin to identify and comment on the structure and organisation of texts. They will be able to give a more detailed explanation of how language is used with appropriate terminology. Pupils will develop knowledge of descriptive writing skills. Pupils will continue to develop their narrative writing skills, including construction of paragraphs and selection of vocabulary, and also have the opportunity to practise their argumentative writing skills focusing on expressing their opinions and comments. They are encouraged to debate, read widely and write freely through a number of classroom-focused initiatives. Near-native stream For near-native pupils, we will use a range of resources, including Chinese Made Easy 3 (3rd edition) Unit 3 & Unit 4, Chinese idioms and several texts from Zhong Wen. Pupils in the near-native streams are allocated into sets in the first half-term and lessons are differentiated to challenge and support pupils at the appropriate level. Our summative assessment takes place per term in reading, writing, listening or speaking skills. In Year 7, pupils will study two main topic areas: Cultural diversity and Festivals and Holidays. Within these topics, they will also study sub-topics, including Festivals and Celebration, Customs and traditions, Asking directions, Transportation, Leisure activities and Holiday plans.

Pupils understand and respond to a variety of spoken and written texts. They learn to develop reading skills, including how to infer and deduce meaning using evidence from a text. They continue to practise their ability to interpret specific information, main ideas and some detail presented in oral, visual and written language, drawing conclusions and recognizing implied opinions and attitudes in texts read and viewed. They speak and write with a clear sense of audience and purpose with argumentative format and style based on the topics they have learned. In speaking, they can communicate substantial information containing relevant and developed ideas and offer opinions on events, experiences and some concepts related to Chinese culture in Mandarin with more confidence. Non-native stream The Year 7 programme of study for Non-native stream of Chinese builds upon the core skills developed in Year 6 and continues to be based upon four elements of reading, writing, speaking and listening. The main topic areas in the year are Food & Drinks, My Living Area and Special Occasions. Within these topics, they will also study subtopics, including Vegetables & Fruits, Meals, Eating out, Health, My home & My Town, Asking for Directions and Festivals. We use a range of materials, including Chinese Made Easy Second Edition and Easy Steps to Chinese. In Year 7, pupils will continue to build up their foundation of Chinese. Literacy skills are embedded into our schemes of work to ensure that character writing, grammar and punctuation skills continue to be developed. Key skills of four tones, character writing and pinyin typing are incorporated into every topic area. Pupils will give a short passage of prepared presentation that includes expressing their opinions and thoughts. They take part in short conversations, seeking and conveying information in simple terms. Pupils understand the main points and some of the details in short written texts from familiar contexts. They write short texts on a range of familiar topics, using simple sentences. They refer to recent experiences or future plans, as well as everyday activities. One summative assessment takes place per term in reading, writing, listening or speaking skills. More informal assessments, including quizzes, vocabulary tests and projects will be carried out throughout the course. There are many opportunities for paired work, group discussions, speech and individual presentations in a class environment. We incorporate digital technology to aid learning.

Our classes in French tend to be streamed based on pupils’ prior knowledge of learning French, but there is sometimes a need for pupils to receive additional support and reinforcement or further challenge in a different set.

FRENCH16

There is a range of Co-Curricular Activities available in French; from Language Clinic at lunchtime where pupils can get extra help if needed, to revision classes nearer to assessment time and Co-Curricular Activities with a French element.

Pupils in Year 7 may be complete beginners, relatively new to French or more experienced learners of French. Pupils will be exposed to a range of age-appropriate topics and they will all study the same topics, though not necessarily in the same depth, depending on their prior knowledge of the language. Topics pupils will study range from introducing your town, talking about daily routine and school, family activities in the past and travels.

Pupils may be building on their prior knowledge of French and beginning to develop fluency in their written and spoken responses, or, as beginners or in their second year of French study, they will be 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. Non-beginners will also be expected to start developing their answers more fully, drawing on their prior knowledge and expressing their opinions and Pupilsviews.will be following the interactive and differentiated Tricolore French 2 course which will be supplemented with additional extension materials to challenge our learners. We aim to develop pupils as linguists by ensuring that they have the chance to work independently and in pairs and groups to develop their oral communication skills. There will be formal assessments throughout the course on all four skills of speaking, listening, reading and writing, and more informal assessments such as quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways. Pupils will also be given guidance and support on how to learn languages successfully in class and during prep activities.

There are many online resources which can be used to support our pupils both in and out of the classroom: in Year 7, Linguascope and Language Perfect are great ways to learn vocabulary and practise pronunciation. The Language Gym and Languagesonline are also excellent websites to practise and consolidate the grammar and verb tenses. The Tricolore 2 resources are also supported by the Kerboodle online resource with a digital copy of the textbook.

There will be formal assessments throughout the course on all four skills of speaking, listening, reading and writing, and more informal assessments such as quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways. Pupils will also be given guidance and support on how to learn languages successfully in class and during prep activities.

Our pupils will be following the excellent Viva Spanish course which will be supplemented with additional extension materials to further challenge our learners. We aim to develop pupils as linguists by ensuring that our pupils have the chance to work independently and in pairs and groups to develop their oral communication skills.

Pupils in Year 7 may be complete beginners, relatively new to Spanish, or more experienced learners of Spanish and will be exposed to a range of age-appropriate topics. Topics pupils may study could range from introducing self, family and friends, to the topic of town, school, holidays and leisure activities depending on their level of experience. They may be building on their prior knowledge of Spanish and beginning to develop fluency in their written and spoken responses, or, as beginners or in their second year of Spanish study, they will be laying the critical foundations of core vocabulary, 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. Nonbeginners will also be expected to start developing their answers more fully, drawing on their prior knowledge and expressing their opinions and views. They will also be introduced to the near future and regular past tense.

Our classes in Spanish tend to be streamed based on their prior knowledge of learning the language but there is sometimes a need for pupils to receive additional support and reinforcement or further challenge in a different set.

There are a range of Co-Curricular Activities available in Spanish; from Language Clinic one lunchtime per week where pupils can get extra help if needed, revision classes nearer to assessment time, and Co-Curricular Activities with a Spanish element.

SPANISH

There are many online resources which can be used to support our pupils both in and out of the classroom: in Year 7, Linguascope, Español-extra Language Perfect are great ways to learn vocabulary and practise pronunciation. The Viva resources are also supported by an ActiveLearn online resource.

MATHEMATICS18

MAIN TOPICS OF STUDY FOR YEAR 7: • Integer calculations • Functions and equations • Area and perimeter • Factors and multiples • Substitution • Angles • Averages and range • Decimal arithmetic • Sequences • Transformations • Simplifying expressions • Fractions • Probability • Fractions, decimals and percentages • Linear graphs • Circles • Ratio and proportion • Real-life graphs • Polygons • 3D shapes

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. In the classroom, learning mathematics is much more than being able to do routine methods. Our approach in the Prep School aims to develop a depth of understanding of why methods work, as well as an enquiry approach challenging pupils’ understanding, seeking links between topic areas and applying their knowledge to new and unfamiliar problems – to try, to fail and to learn from their mistakes. This means equipping all our pupils with the numerical skills, enhanced problem-solving abilities, and logical processes that will benefit them far beyond the confines of the curriculum.

Each teacher uses various means to regularly test the understanding of all of their pupils. The Summer Assessment tests all of the material covered over the year to that point.

Pupils will review the topics studied in Year 6 and develop them further, where appropriate. They will cover new topics such as graphs, circles, ratio and proportion. Teachers will continue to encourage non-calculator methods for many areas of mathematics and will begin to develop pupils’ ability to identify appropriate times to use them. 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 problem-solving and reasoning skills, as well creativity and collaboration. Throughout these sessions the 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.

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 music-making; various orchestras, choirs and bands rehearse on a weekly basis and perform in frequent internal and external concerts.

MUSIC Through the study of a variety of topics, Year 7 musicians build on their understanding of the elements of music. Composition is a key focus for the year and pupils create their own set of variations based on a given theme, a Minimalist piece and the accompanying music for a TV advert. Pupils will compose both at the keyboard and using GarageBand. There are also two performance-focused projects in Year 7. Pupils study the Blues, working on a performance and improvisations in pairs and small groups. In the middle of the year, all pupils take part in the annual Year 7 Concert and material for this primarily vocal performance is taught in class.

Summative assessment in Year 7 is based on several performance and compositional projects undertaken through the year; this includes the composition activities specified above and the Blues performance project. Singing and listening skills are also assessed throughout the course of the year.

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.

EDUCATION & HEALTH

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.

At Harrow Hong Kong, we have incorporated Health into our curriculum to give it a holistic touch. Therefore we have renamed 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 six 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.

PHYSICAL20

Football Basketball Athletics Volleyball Netball Gymnastics Holiday Games Rugby

Tennis Beach Tennis Football Badminton Badminton Harrow Fit/Watt bikes Tennis Cricket

Team Pathway Individual Pathway All Rounder Pathway Harrow Fit Table GOLF & HORSE RIDING

Volleyball

The table below shows the sports that are delivered in each pathway. On average, there are normally 4 classes of pupils per pathway with an average of 20 pupils per class. As each class rotates through different sports, they are taught by the teacher with specialist knowledge in that area.

21 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 into the Prep 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. To this end we have introduced pathways into our games programme. The pupils and teachers will decide which pathway, from team, individual and all rounder, best suits their needs. The sports delivered in each pathway are slightly different and each teacher sets appropriate lesson outcomes based on the standard of their class. The sports within these pathways are delivered at the time of the year which coincides with the ISSFHK seasons. This allows staff to have the ability to further advance co-curricular teams within the games setting as well as SCAs and CCAs. Pupils do have the ability to change pathways but this would be through consultation with both pupil and parents.

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.

• Represent

• Stay

and contribute

• Develop camaraderie, friendships & trust • Provide

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, Badminton and Indoor Rowing. House Sport Competitions are opportunities to: a solid house culture leadership opportunities a team to competitive competition active Take part in a variety of sports

EDUCATION & HEALTH LESSONS

•

• Build

COMPETITIVE SPORTS PROGRAMME

PHYSICAL22

Physical Education and Health units prepare our pupils by giving them experiences through a variety of activities in an array of environments. These include the astro, pool, courts, sand, indoor sports halls and track. Physical Education and Health will open up opportunities for our pupils to participate in sport on and off the playing field. Physical Education and Health is the doorway to careers such as medicine, physiotherapist, lawyer, player agent, CEO of major sports organisations and more.

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 Hong Kong Schools Sports Federation (HKSSF) leagues and annual friendly fixtures. Fixtures take place mostly mid-week and also on Saturdays, 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 (U19). 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 lessons they have learnt with them into the world beyond school.

The Physical Education and Health Department are 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

Sports Super Curricular 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

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.

competitive fixtures and tournaments. Autumn Term Spring Term Summer Term Rugby ✓ ✓ Harrow Fit ✓ ✓ ✓ Tennis ✓ ✓ ✓ Volleyball ✓ ✓ ✓ Basketball ✓ ✓ ✓ Football ✓ ✓ ✓ Athletics / XC ✓ ✓ ✓ Netball ✓ ✓ ✓ Badminton ✓ ✓ ✓ Touch Rugby ✓ Gymnastics ✓ ✓ ✓ Indoor Cricket ✓ ✓ ✓ Indoor Cycling ✓ ✓ ✓

SUPER CURRICULAR ACTIVITIES (SCA)

to get ahead and achieve the targets

have been

ACTIVITIES (CCA)

and

recreationally.

pursuing academic and sporting goals. Co-Curricular

The following sports are delivered throughout the year: • Rugby • Use of the gym • Tennis • Volleyball • Basketball • Football • Athletics / XC • Netball • Badminton • Touch Rugby • Gymnastics • Swimming • Table Tennis For the latest photo updates follow us on Instagram and Twitter Instagram: @harrowhksport Twitter: @HarrowHKSport

CO-CURRICULAR24

in the

The Co-Curricular programme delivers extra lessons for pupils to polish their sporting skills play It allows pupils to stay active after a day of academic study get extra work pupils are activities supplement our PEH and SCAs pupils need to work on their skills they set their teachers.

PHILOSOPHY & RELIGIOUS STUDIES (PRS) In the Upper School, Philosophy and Religious Studies is a multidisciplinary subject, looking through the lenses of Philosophy, Theology and Social Anthropology. In Year 7, pupils will focus on a theological approach with a detailed study of the Abrahamic faiths: Judaism, Christianity and Islam. Pupils will analyse and evaluate the development of these religions, their core beliefs and the ways in which followers practise their faith. Pupils will consider questions such as: How did the Abrahamic faiths emerge? Was Jesus real? How are Muslim beliefs relevant today? What are the similarities and differences between the Abrahamic faiths? 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 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) Spring Theology What is Christianity? • The Nativity and incarnation • The Trinity • Jesus life and ministry • Jesus’ parables • Salvation and resurrection Summer Theology What is Islam? • Sunni and Shi’a distinction • The life of Muhammad (pbuh) • Tawhid (the oneness of Allah) • The Qur’an • The Five Pillars

Broadly, all approaches in PRS encourage pupils not only to be able 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 these Theology topics, pupils will critically analyse religious beliefs, suggesting ways in which these beliefs may link and how they influence believers’ practices today.

Pupils’ progress will be monitored throughout each topic through 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.

ASSESSMENT

PRS26 SKILLS

• Sexual Reproduction in Animals and Plants

SCIENCE INDUCTION

This topic gives pupils the chance to explore the world. They look at different types of ecosystem, and learn about the organisms within them and how they are adapted to their environment. Pupils consider how all living things are interdependent and how human activities can have a big impact on many different food chains.

Pupils will learn about the reproductive organs of humans, becoming pregnant, gestation and birth and growing up, all covered in a scientific context. They will then discover how plants are able to reproduce sexually and asexually how these processes work.

BIOLOGY • Ecosystems and Classification

The Year 7 programme of study is as follows:

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).

SCIENCE 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.

Pupils will carefully 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. Finally, they will learn how to light a Bunsen burner safely and will carry out their first scientific practical in the Prep School. Finally, they will be introduced to the BBC micro:bits, which they will be using throughout the different topics listed below.

This topic gives pupils a greater understanding of what sound actually is and how humans are able to produce sound, as well as other animals, in order to communicate with those around them. Warning - lessons can get noisy!

• Energy

CHEMISTRY28

• Atoms, Elements and Compounds

This topic gives pupils the opportunity to develop their understanding of the relationship between atoms, elements, molecules and compounds. They will learn the signs of a chemical reaction taking place and develop a greater understanding of the periodic table.

This topic is a colourful opportunity to find out more about the properties of substances and how they react, starting with gaining a basic understanding of what acids and alkalis are, and how we can identify them with indicators.

PHYSICS • Sound

This topic allows the pupils to develop their understanding of the different sources of energy we use to power our homes and vehicles. They will learn how fossil fuels are formed and how renewable sources of energy are being developed. They will also discover how energy is stored, transferred and wasted.

• Acids and Alkalis

Each year Harrow Hong Kong holds Science Week. A different theme is chosen each year and pupils join in fun and exciting activities around the School.

ASSESSMENT

SCIENCE LECTURE COMPETITION

Students will develop their abilities to use a variety of computer software. They will learn how to use spreadsheets effectively, create engaging presentations, wellformatted text documents and manipulate images, sound and video.

SCIENCE WEEK

At the end of the Summer Term, Year 7 pupils have the opportunity to become the teachers themselves. Each year a different theme is set and pupils are given class and prep time to produce a lecture to share with their class. The class winners are then put forward and they present to the year group in the Lecture Theatre, with discerning guest judges finally selecting the overall winner and runners up. A great way to end the year!

I.T Skill

Internal assessment takes place throughout Year 7, with end of topic tests used to track pupil progress. Pupils will also be assessed on different skills as they complete different skills assessments within each topic studied.

USEFUL30 INFORMATION

PERIODS Lessons are called ‘periods’ at Harrow Hong Kong, although periods 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 PM Lunch 1.35 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

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.

ASSEMBLY

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 in Houses with both boarders and day pupils.

On Monday morning, there is an Assembly for the Upper School from 8.20am-8.45am, followed by a tutor period.

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’s (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 is 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 weekly House newsletter every fortnight with an update of recent events and forthcoming dates.

THE HOUSES

HOUSE32

HOUSESBOYS BANKSPARKSFRYNIGHTINGALEDARWINSHACKLETONHOUSESGIRLS PREP HOUSES YEAR

At Harrow Hong Kong, pupils in Years 6-8 are allocated to one of the six 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. The Prep School Houses contain a mix of day pupils and boarders so they all have an opportunity to strengthen relationships regardless of their boarding status. 6-8

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.

All 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 that 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 boarders and day pupils, helping with running evening prep and activities, and helping to facilitate House discussion meetings).

SCHOOL COUNSELLOR

KEY HOUSEPERSONNELMASTER/HOUSE

HOUSE TUTOR

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 gets pupils to appreciate the positive effect that their actions can have on others.

Dr Rachel Gregory is our School Psychologist and joined the school in the Summer Term 2022. Dr Gregory 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.

MISTRESS

CONSULTANT SCHOOL PSYCHOLOGIST

ILLNESS34

COMMUNICATION WITH THE SCHOOL

The first point of contact for a parent in the Prep School should be the HM. HMs operate an ‘open door’ policy and parents should feel comfortable with contacting their HM about any questions or queries that they have, either through the Pupil Diary, by 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. 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

THE HOUSE MASTER/HOUSE MISTRESS

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

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.

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

SCHOOL WEBSITE AND PARENT PORTAL

A growing body of useful information for parents is placed on secure areas of the Harrow Hong Kong website: the End of Term Reports for every pupil are published on the Parent Portal, which also contains the major School documents to which parents need access. The School website, www.harrowschool.hk has a link to the Parent Portal at the top of the first page. The Parent Portal is a secure part of the School website where parents can see all confidential information about their child’s progress and other important documents, such as the Terms & Conditions and the Guide to Parents. All parents are issued with a username and password for access to these secure areas. For any technical queries regarding access, please email our IT support team on HARROWits@harrowschool.hkHONGKONGiSAMS

i-PARENT APP

As the school information management system is provided by industry leaders, iSAMS, as well as the feature-rich Parent Portal, parents also have the option of using the mobile app, called iParent. The iParent app replicates most of the features from the Parent Portal in a convenient mobile format, with the added advantage of customisable notifications for information to do with your child or when information is published to the portal. Information about downloading and accessing the app is provided on the homepage of the Parent Portal but it is straightforward to use and is available for download from the Apple App Store and Google Play store by searching ‘iParent’. Once downloaded, the App can be unlocked by entering the school code ‘HAHK’ and then entering your existing Parent Portal username and password. Parents who do not know their Parent Portal login information should email iSAMS_support@ harrowschool.hk for assistance.

Facebook

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. The calendar can also be accessed through the Harrow Hong Kong iParent App and Parent Portal.

HARROW36

At Harrow Hong Kong, we understand that parents like to keep informed of School events in different ways. We are also well aware that all of you have online access and use social media regularly. With this in mind the School has created a presence on Facebook, Twitter and Instagram. Below are some recommended social media addresses to follow. Page Harrow International School Hong Kong

CALENDAR

HONG KONG SOCIAL MEDIA PAGES

@Harrow_HKTwitter/HarrowHK @HHKSPeel @HHKSun @HeadHarrowHK @HHKSShaftesbury @HHKSChurchill @HHKSShackleton @HHKSGellhorn @HHKSFry @HHKSWu @HHKSNightingale @HHKSAnderson @HHKSBanks @HHKSParks @HHKSKeller @HarrowHKDrama@HHKSDarwin @HarrowHKArt @HarrowHKMusic @HarrowHKLS @HarrowHKLib @HHKSPastoral /harrowhongkongInstagram /harrowhksport

However, pupils will sometimes need to and/or want to find extra time to develop or finish their work. Pupils are encouraged to work in their free time during the day, but are discouraged from working late at night. Non-Sixth Form pupils enter every prep in their Pupil Diary, and HMs and House Tutors check these diaries regularly, thus reinforcing the importance of academic work and generating a regular discussion of work between each pupil and the HM or House Tutor.

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. The amount of time that a pupil is expected to spend on prep varies by year group and by day of the week.

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, and the attendance figures are also placed on the School’s formal reports for all pupils. If requesting absence for a period of one day or less, parents should contact the HM. For periods more than one day parents should contact the Principal Deputy Head (Pastoral and Wellbeing), who will liaise with the Head. Parents should not expect permission to be automatically granted and should not make travel arrangements before receiving permission.

AUTHORISED ABSENCE

YEAR 7 60 minutes

CHANGE IN DETAILS

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

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.

AND CONSENT

• 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.

It may be, therefore, that pupils have control over the confidentiality of certain medical or personal matters that they choose to share with people such as their Class Teacher, the Consultant School Psychologist and the School Health Care staff. However, the School will always encourage pupils to consent to the sharing of such information and concerns with parents.

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.

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.

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

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: ie. as part of our duty of care and with parents’ explicit consent.

• Any safeguarding allegations or suspicions of abuse.

CONFIDENTIALITY38

The Health Care Centre will call the child’s parents to explain what has happened and the treatment that was given; they will also inform their HM of any concerns.

MEDICATION

MEDICAL CARE

Our wellbeing 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 background of positive psychology, which underpins so much of what we do in the School, has been central in the creation of our resources for this programme, in which the sessions aim to be interactive and practical.

WELLBEING

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.

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 School has a Health Care Centre onsite, 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. Children who feel unwell or are injured should first ask an adult before visiting the Health Care Centre.

• Leadership in Action (LiA)

Full Reports and Progress Reports will be issued at different points in the academic year. In Year 6, it will be December (PR), March (FR) and June (PR, no HM comment).

HORIZONS PROGRAMME

REPORTS TO PARENTS

Pupils will receive two types of report:

• Progress Report (PR): This contains Attainment and Engagement in Learning Grades, and usually a brief HM comment on the pupil’s grades.

Providing an all-round education is part of the fabric of a Harrow education. Through providing a stimulating wider curriculum, we embrace and inspire each child to develop the Harrow Leadership Attributes, as well as creativity and innovation. We aspire to develop the whole child to be equipped with essential skills for the future and to become leaders for a better world. Quality and inclusivity are at the centre of our Harrow Horizons Programme. Harrow Hong Kong delivers a high quality programme, where each pupil has the chance to broaden their horizons, develop talents, explore new interests whilst developing our core skills and Harrow Leadership Attributes.

CCAs take place before School, during lunchtimes and after School time and are not part of timetabled lessons. Leadership in Action comprises of the camps and expeditions that take place throughout the year. More details of each activity and how to book them can be found in the Harrow Horizons Programme Booklet.

• Super-Curriculum Activities (SCAs)

HARROW40

Pupils choose two SCAs each term, which are taught within the structured School day.

• Co-Curricular Activities (CCAs)

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.

• Full Report: (FR) This contains Attainment and Engagement in Learning Grades, Subject Reports, House Tutor Targets, an HM Report and information on attendance and rewards.

The Harrow Horizons Programme can be distinguished into three main areas:

• Reconfiguring an existing Apple MacBook that meets certain specifications. More information can be received by contacting the IT Department at its@harrowschool.hk

SPEECH DAY Speech Day (fondly known as ‘Speeches & Prizes’) is held on the final day of the Summer Term and is a formal celebration of pupil 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 reenactment of the traditional Harrow School Bill ceremony in which every pupil files past the Head and as their name is called they raise their hat and say “Here, SpeechMa’am!”DayPrizes

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

PARENTS’ EVENINGS

1:1 DEVICE PROGRAMME

* Please note that if a Parents’ Evening is attached to Celebration of Learning (CoL) then it will take place mid to late afternoon.

for Leadership are awarded to pupils in both Prep and Senior Schools, and are given to the pupils who, over the course of the year have most consistently demonstrated the School’s six Leadership Attributes in their School life.

The School requires all pupils in Year 7 to have their own Apple MacBook 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:

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. As well as the subject teachers, the pupil’s HMs and members of the Senior Leadership Team will be available to answer questions or address concerns

The School runs an extensive bus routes system. We have recently been through a thorough bus routes audit to ensure our pupils have seamless shortened journeys into School. Please contact the Upper School Office for more information.

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

WEATHER

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

. Music lessons are given for the following instruments: Acoustic Guitar French Horn Saxophone Bass Guitar Harp (for up to ABRSM Grade 5 level) Singing Cello Orchestral Percussion Trombone Classical Guitar Trumpet Clarinet Organ (Pupil must have passed ABRSM Piano Grade 5 at the time of application.) Tuba Drum Kit Ukulele Electric Guitar Viola Flute Piano Violin

BUS44 ROUTES

The School’s Severe Weather Policy can be found on our website:

INDIVIDUALharrowschool.hk/featured-links/weather-information.MUSICLESSONS

Friday 24th February 2023 Friday 23rd June 2023

FOOD The School’s catering company is Chartwells and it provides a morning and afternoon snack, plus a full lunch buffet in the Dining Hall every day. There are three choices of hot food at lunch each day (one western, one Asian and one vegetarian). The children choose which option they would like and may have second helpings if they wish. There is also a full salad bar and fruit is served for dessert. 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, it is important that no food or snacks are brought from home.

OVERSEAS SCHOOLS’ ENTRANCE EXAMINATIONS

Friday 28th October 2022 Friday 28th April 2023 Friday 25th November 2022 Friday 16th June 2023

Friday 30th September 2022 Friday 24th March 2023

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@harrrowschool.hk who will be happy to meet with you to discuss your child’s future education.

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.

47 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.

GIRLS Summer Short sleeve Blouse + Skirt + Blazer + Lion Tie + Cardigan + Navy Socks Winter Long sleeve Blouse + Skirt + Blazer + Lion Tie + Cardigan + Navy Socks / Tights

PE Uniform PE Polo + PE Skorts + Track Top + Track Pants + Swimming Cap + Sports Cap + Sport Socks + Sports Kit Bag. ACCESSORIES School Bag (L) + Straw Hat School uniform can be purchased from the online store, https://www.ufsonline.com.hk/HA/ , the School Shop or the shop in Jordan: UNIFORM SHOP 10.00AM - 6.00PM (Monday to Saturday) 2/F, Will Strong Development Building, 59 Parkes Street, Jordan, Kowloon Tel: +852 2523 2517 / +852 2742 2498 SCHOOL SHOP Normal school days: 8.30AM - 4.30PM (Mondays, Wednesdays & Fridays) (Closed for lunch from 12.15PM to 1.15PM, and on Tuesdays, Thursdays, Saturdays, Sundays and Public Holidays)

JORDAN

BOYS Summer Short sleeve Shirt + Boys Trousers + Blazer, Jumper + Lion Tie + Navy Socks + Belt Winter Long sleeve Shirt + Boys Trousers + Blazer + Jumper + Lion Tie + Navy Socks, Belt PE Uniform PE Polo + PE Shorts + Track Top + Track Pants + Swimming Cap + Sports Cap + Sport Socks + Sports Kit Bag.

CARDIGANS

COATS Coats should be smart and plain without logos, navy, black or grey in colour and long enough to cover the Bluer.

SHIRTS AND TIES

When appropriate, cardigans may be worn underneath the Bluer to keep pupils warm. However, cardigans should not be worn instead of a Bluer.

Top buttons and ties must always be done up and shirts tucked in. BELTS If belts are worn they must be plain black with a simple buckle.

• While length is a matter of perception, hair for boys should always be off the collar. All girls should tie their hair back if it is longer than shoulder length.

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, Drama and Games periods. 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.

HAIR Hair should always be neat and tidy in appearance and pupils are not allowed any form of haircut, length or style that makes them stand out and may attract unnecessary attention. This means:

SHOES AND SOCKS

DRESS CODE

JEWELLERY

• No hair extensions.

PUPIL48

Only black leather shoes capable of being polished are to be worn as part of School uniform, and these should be accompanied by navy blue ankle socks.

No visible jewellery (including charity bracelets) is to be worn other than one pair of earrings (plain studs only) for girls. Body piercing of any kind is strictly forbidden.

• No dyed hair.

• No extreme styles such as gelled spikes or shaved heads.

MAKE-UP AND TANNING

TATTOOS Visible tattoos, including when a pupil is wearing a swimsuit, are not permitted.

LABELLING

Only official School sports kit may be worn to PE or Games periods. There are team strips for pupils to wear when representing the School in sports matches. Pupils should wear either their white ankle socks or longer sports socks for PE or Games.

SPORTS WEAR (PE KIT AND TEAM KIT)

Girls below the Sixth Form are not allowed to wear make-up during the School day. Coloured nail polish and fake tan, which draw unnecessary attention, are not allowed.

All items of School uniform must be labelled with the pupil’s name and House.

Assistant Head (Pastoral and Wellbeing) Ms Kim Gration kgration@harrowschool.hk

Director of Human Resources Ms Madeleine Ponting mponting@harrowschool.hk

Deputy Head of Lower School (Teaching & Learning) Mr Gary Hancock ghancock@harrowschool.hk

Deputy Head (Co-Curricular and Organisation) Mr Jonny Franks jfranks@harrowschool.hk

PREP BANKSHOUSES House Master Mr Nick Weinberg nweinberg@harrowschool.hk

Assistant House Master Ms Bonnie Tang btang@harrowschool.hk

Assistant Head (Academic) Miss Freya Crofton fcrofton@harrowschool.hk

Deputy Head (Academic) Mr James Brewer jbrewer@harrowschool.hk

Deputy Head (Pastoral and Wellbeing) Mr Simon Mildinhall smildinhall@harrowschool.hk

LIST HEAD Ms Ann Haydon ahaydon@harrowschool.hk

Head of Lower School Mr Brendan Shanahan bshanahan@harrowschool.hk

Director of Operations Mr Jim Nightingale jnightingale@harrowschool.hk

SENIOR LEADERSHIP TEAM

Principal Deputy Head (Pastoral and Wellbeing) Mr Tom Hicks thicks@harrowschool.hk

Assistant Head of Lower School (Digital Strategy and Continuing Professional Development) Miss Abi Hiley ahiley@harrowschool.hk

Assistant House Master Ms Megan Smith msmith@harrowschool.hk

Director of Finance Ms Miranda Ng sfng@harrowschool.hk

Principal Deputy Head (Curricular) Ms Laura Yandell lyandell@harrowschool.hk

Assistant Head of Lower School (Pupil Progress) Ms Dawn Chambers dchambers@harrowschool.hk

STAFF50

Deputy Head of Lower School (Pupil Wellbeing) Mrs Lauren Berner lberner@harrowschool.hk

Executive Assistant to the Head and Head of Administration Ms Joanne Kar jkar@harrowschool.hk

THE HOUSES

DARWIN House Master Mr Tom Cameron tcameron@harrowschool.hk

Assistant House Mistress Ms Lizzie McGough lmcgough@harrowschool.hk

Assistant House Mistress Ms Hannah Minty hminty@harrowschool.hk

SENIOR ANDERSONHOUSES

Assistant House Mistress Ms Caitlin Sherring csherring@harrowschool.hk

FRY House Mistress Ms Jenny Mitchell jmitchell@harrowschool.hk

Assistant House Mistress Ms Connie Hu chu@harrowschool.hk

Assistant House Mistress Mr Jamie Tsang jtsang@harrowschool.hk

Assistant House Master Mr David Tuck dtuck@harrowschool.hk

Assistant House Mistress Ms Penny Hicks phicks@harrowschool.hk

GELLHORN House Mistress Ms Naina Nightingale nnightingale@harrowschool.hk

NIGHTINGALE House Mistress Mrs Holly De Vies hdevies@harrowschool.hk

Assistant House Mistress Ms Amanda Lam amlam@harrowschool.hk

PARKS House Mistress Ms Charlotte Townsend ctownsend@harrowschool.hk

SHACKLETON House Master Mr Rian Stone rstone@harrowschool.hk

House Mistress Mrs Swati Ray sray@harrowschool.hk

KELLER House Mistress Miss Ceri Armit carmit@harrowschool.hk

PEEL House Master Mr Dominic Berner dberner@harrowschool.hk

Assistant House Master Mr Mike Sallabank msallabank@harrowschool.hk

CHURCHILL House Master Mr Ross Stokley rstokley@harrowschool.hk

School Counsellor Ms Lauren Liu lliu@harrowschool.hk

Admissions admissions@harrowschool.hk Human Resources hr@harrowschool.hk ICT its@harrowschool.hk

SUN House Master Mr Oliver Paulin opaulin@harrowschool.hk

Head of Language and Learning Dr Cody Edene cedene@harrowschool.hk

PUPIL DEVELOPMENT & WELL BEING TEAM

Lower School Office ls-info@harrowschool.hk

Assistant House Master Mr Will Bussey wbussey@harrowschool.hk

Mrs Catherine Illsley cillsley@harrowschool.hk

Assistant Day House Mistress Mrs Ella Loosmore esingleton@harrowschool.hk

Assistant House Master Mr Milo Bellamy mbellamy@harrowschool.hk

Mr Mark Edwards medwards@harrowschool.hk

Head of Individual Needs Ms Amanda Lam amlam@harrowschool.hk

SHAFTESBURY House Master Mr Robert Powell rpowell@harrowschool.hk

MATRONS Mrs Melanie Cameron mcameron@harrowschool.hk

KEY52

WU House Mistress Mrs Kirsty Wilson kwilson@harrowschool.hk

Ms Michelle Gedge mgedge@harrowschool.hk

EDUCATIONAL SUPPORT General Enquiries info@harrowschool.hk

Upper School Office us@harrowschool.hk Bus Information bus-info@harrowschool.hk Accounts account@harrowschool.hk

HISTORY Mr David Tuck dtuck@harrowschool.hk

HEADS OF DEPARTMENT

PHYSICAL EDUCATION

PRS Mrs Sabrina Peck speck@harrowschool.hk

ART Mrs Gemma Myles gmyles@harrowschool.hk

CHINESE Mr Levi Gao lgao@harrowschool.hk

Head of Lower School Sport Miss Hannah Minty hminty@harrowschool.hk

COMPUTER SCIENCE Ms Razia Suleman Darvesh rdarvesh@harrowschool.hk

SPANISH Mrs Yolanda Homs yhoms@harrowschool.hk

Executive Director of Sport Mr Ian Williams iwilliams@harrowschool.hk

DRAMA Ms Vicky Courtis vcourtis@harrowschool.hk

MATHEMATICS Ms Louise Ackroyd lackroyd@harrowschool.hk

MUSIC Mr Tom Wiggall twiggall@harrowschool.hk

Head of Upper School Sport Mr Ben Loosmore bloosmore@harrowschool.hk

Athletics and Cross Country Mrs Sarah McMillan smcmillan@harrowschool.hk

Swimming Mr Malcolm Green mgreen@harrowschool.hk Tennis Mr Ross Stokley rstokley@harrowschool.hk

FRENCH Ms Lucy White lwhite@harrowschool.hk

ENGLISH Mr Dominic Rapley drapley@harrowschool.hk

ECONOMICSHUMANITIES Mrs Christina Tagg ctagg@harrowschool.hk

GEOGRAPHY Mrs Letitia Weinberg lweinberg@harrowschool.hk

LANGUAGES Mr Graham Simms gsimms@harrowschool.hk

USA Universities Coordinator Ms Jess Darke jdarke@harrowschool.hk

SCHOLARSHIPS

LIBRARY & LEARNING LOUNGE Ms Julia Besnard jbesnard@harrowschool.hk

Head of Sixth Form Mrs Jo Morris jmorris@harrowschool.hk

Biology Ms Siobhan Mccrohan smccrohan@harrowschool.hk

Duke of Edinburgh Coordinator Mr Thomas Carter tcarter@harrowschool.hk

Examinations Officer Dr Cathy Clerc cclerc@harrowschool.hk

Admissions Officer and Head of Scholars Mrs Penny Hicks phicks@harrowschool.hk

Chemistry Mr Andrew Davies ajdavies@harrowschool.hk

PSYCHOLOGY54

Prep School Science Coordinator Miss Ceri Armit carmit@harrowschool.hk

SCIENCE Ms Zara Holliday zholliday@harrowschool.hk

TRIPS & EXPEDITIONS

Head of Pupil Leadership Mr Brian Murphy bmurphy@harrowschool.hk

Assistant Head of Sixth Form Guidance Coordinator Mr James Roscoe jroscoe@harrowschool.hk

Physics Mr Matthew Twomey mtwomey@harrowschool.hk

SIXTH FORM & CAREERS

Head of Charities & Community Service Mr Carl Doree cdoree@harrowschool.hk

EXAMINATIONS

CHARITIES & COMMUNITY

Mrs Sharin Sikka ssikka@harrowschool.hk

56 HARROW INTERNATIONAL SCHOOL HONG KONG 38 Tsing Ying Road, Tuen Mun, New Territories, Hong Kong Tel: (+852) 2824 9099 Fax: (+852) 2824 9928 harrowschool.hk

Year 7 Information Booklet 2022-23

Articles inside

CURRICULUM OVERVIEW

MEDICAL CARE

HOUSE ETHOS

SCHOOL UNIFORM

KEY PERSONNEL

CONFIDENTIALITY AND CONSENT

WELCOME TO YEAR 7