CURRICULUM OVERVIEW

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.

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.

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.

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.

• Little Red Riding Hood (Revolting Rhymes) • Mime and Silent Movie • Myths and Legends (devising work based

Western and Chinese Myths and Legends) • Trapped (devising work based on caged housing in

Hong Kong) • ‘Trainers’ by Deborah Keiller

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.

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.

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.

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.

• The impact of technology on their lives • How to keep themselves safe online • Digital citizenship

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.

RAO1

RAO2 Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives. Understand and analyse how writers use linguistic and structural devices to achieve their effects.

RAO3 Explore links and connections between writers’ ideas and perspectives, as well as how these are conveyed.

WAO4 Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes

WAO5 Write clearly with appropriate paragraphing and accurate spelling, grammar and punctuation and using a range of vocabulary and sentence structures.

SLAO6 Speaking and listening skills: • demonstrate presentation skills in a formal setting. • listen and respond appropriately to spoken language, including to questions and feedback to presentations. • use spoken Standard English effectively in speeches 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. 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. 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 live. Assessment 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.

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. 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. 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 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.

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. 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 way. Assessment in Year 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.

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.

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. 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.

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.

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.

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 views. Pupils 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. 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. 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 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 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. 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, Español-extra Language Perfect are great ways to learn vocabulary and practise pronunciation. The Viva resources are also supported by an ActiveLearn online resource. 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.

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.

• 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

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 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.

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. 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.

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 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. 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.

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. 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.

Team Pathway Volleyball Basketball Netball Rugby Football Individual Pathway All Rounder Pathway Harrow Fit Football

Athletics Gymnastics Table Tennis Badminton Volleyball Holiday Games Beach Tennis Badminton

Harrow Fit/Watt bikes Tennis Cricket

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.

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.

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: • Build a solid 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

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.

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 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 competitive fixtures and tournaments.

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 • 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

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.

Autumn Theology What is Judaism?

Spring Theology What is Christianity?

Summer Theology What is Islam? • The Creation story/ Adam and Eve • Abraham and the covenant • The Binding of Isaac • Moses and the Exodus • Jewish practices (Shabbat, dietary law) • The Nativity and incarnation • The Trinity • Jesus life and ministry • Jesus’ parables • Salvation and resurrection • 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.

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 7 programme of study is as follows:

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.

• Ecosystems and Classification 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. • Sexual Reproduction in Animals and Plants 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.

• 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.

• Acids and Alkalis 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.

• Sound 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 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.

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 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.

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.

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.