Issuu

2024-25 PREP SCHOOL

YEAR 7 INFORMATION BOOKLET 1

CONTENTS WELCOME TO YEAR 7

CURRICULUM OVERVIEW

USEFUL INFORMATION

THE SCHOOL DAY

HOUSE ETHOS

KEY PERSONNEL

ILLNESS

COMMUNICATION WITH THE SCHOOL

AUTHORISED ABSENCE

PREP

CONFIDENTIALITY AND CONSENT

MEDICAL CARE

HARROW HORIZONS PROGRAMME

REPORTS TO PARENTS

PARENTS’ EVENINGS

1:1 DEVICE PROGRAMME

SPEECH DAY

BUS ROUTES

WEATHER

INDIVIDUAL MUSIC LESSONS

FOOD

OVERSEAS SCHOOLS’ ENTRANCE EXAMINATIONS

SCHOOL UNIFORM

RELATIONSHIP STATEMENT

STAFF LIST

MESSAGE FROM THE HEAD

WELCOME TO YEAR 7 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 provide information on the year ahead. 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 and email addresses for staff. At Harrow Hong Kong the House structure is embedded in the ethos of our School and we are fully committed to our pupils’ personal and social development alongside their academic success. We believe that they achieve their best when they are confident and happy. House Masters, House Mistresses and House Pastoral Teams are experienced at looking after pupils in their care. These relationships are key and staff are there to listen, advise and help our pupils manage their progression through Harrow and they act as the primary contact for parents. We know that a true education can only be gained by a strong and trusted partnership between teachers and parents. Boarding is an essential part of the Harrow House system and is a place where our pupils learn, lead and have fun within a family atmosphere. Houses help to create a structure where pupils can allocate dedicated time to their studies and also to Co-Curricular Activities. This leaves pupils to enjoy the weekend with their families without the added pressure of parents having to make sure their work is complete. Learning is a process and our teaching facilitates this, generating a spark to embark upon this journey as well as providing those all essential skills which will ensure that our pupils are prepared for their GCSE and A Level examinations, as well as university and future life. 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. The School’s vision, ‘Educational Excellence for Life and Leadership’ underpins all that we do. The School aims to provide an excellent education within a community in which each pupil is recognised, cared for and valued. The School embraces its responsibility to develop the whole person, and we are committed to providing opportunities to extend learning beyond the curriculum. We encourage our pupils to take advantage of the activities on offer in our Harrow Horizons Programme. Harrow Hong Kong is an extraordinary place where pupils are offered support and encouragement to develop their potential to the full and pupils leave the Prep School fully equipped to deal with life in the Senior School.

Ann Haydon MBE Head 4

CURRICULUM OVERVIEW ART “Every child is an artist. The problem is how to remain one once we grow up” Pablo Picasso The Art curriculum is designed to help pupils develop the essential skills and experiences they need for academic success at GCSE and A Level. We strive to inspire our pupils in their pursuit of artistic excellence and nurture their creative spirit by creating a curriculum and environment that promotes independent inquiry and empowers pupils in the freedom of choice. The curriculum is based on four key areas: developing ideas, exploring materials, recording ideas, observations and insights, and, ultimately, demonstrating the ability to realise ideas with purpose and intent.

EXPLORE AND DEVELOP By the end of Year 7, pupils will have: •

Worked in a 2D and 3D format – with a clear understanding of the differences of each

•

Explored a range of familiar and new materials with guidance and instruction 5

•

Developed knowledge of colour terminology – complementary/primary/secondary

•

Experimented with different drawing mediums – considering the purpose and properties of different mediums

•

Developed a variety of technical approaches allowing for exploration and experimentation

•

Developed observational skills – working from first-hand sources, developing their understanding of first-hand recording

•

Explored personal ideas about artists/craftspeople – considering the context of the work and developing their written and verbal communication skills

•

Developed skills in reviewing their own creative process and refining their work

•

Developed an understanding of art vocabulary relevant to their project Narratives Throughout the year pupils will produce work for the following pathways: Theme

2D (Painting and Drawing), 3D Sculpture, Mixed Media (printmaking, textiles, photography) Whilst the skills developed will be consistent throughout projects across the year, individual outcomes and specific content of projects will vary.

GLOBAL CITIZENSHIP By promoting cultural awareness, interdisciplinary connections, critical thinking, communication, and environmental and social responsibility within our artists we aim to empower pupils to become Global citizens. By studying diverse art forms, pupils develop understanding and respect for different cultures. They make interdisciplinary connections, analyse global issues, and propose creative solutions. Art serves as a universal language, enabling communication and dialogue with a global audience. Projects addressing environmental and social challenges cultivate responsibility and empower pupils to contribute positively to a more inclusive and sustainable world. Our Art curriculum nurtures empathetic, culturally aware, and socially conscious individuals, preparing them to be active global citizens.

ASSESSMENT Pupils’ learning, progress, and skills development will be monitored throughout each project. This is achieved through informal checking of knowledge and skills, such as marking of books and questioning in lessons. At the end of each project, pupils will produce a final piece of work that will demonstrate the skills, knowledge, and creative 6

ideas they have explored throughout the project. For this extended piece of work, pupils will receive detailed feedback and the opportunity to address this feedback through stepping up activities that are specifically tailored to the task that has been completed. This feedback will help pupils identify areas where they have excelled and areas where they can improve, allowing them to reflect on their learning and progress. By providing regular feedback and opportunities for improvement, we aim to help pupils develop their artistic skills and reach their full potential.

ESSENTIAL SKILLS The Art curriculum is designed to develop a range of essential skills that will benefit pupils in higher education and the workforce. Collaborative problem solving is taught through group exploration where pupils are encouraged to work together to solve complex artistic problems and experiment with new media and techniques. Critical thinking is developed through the analysis of artworks and the exploration of different artistic techniques and concepts. Cultural competency is fostered through the study of diverse artistic traditions and practices from around the world, which helps pupils to understand and appreciate different cultural perspectives. Digital literacy is taught through the use of digital tools and technologies in the creation and presentation of art. Creativity is encouraged through the exploration of different media and techniques, and the development of original artistic ideas. Leadership skills are developed through projects where pupils are encouraged to use their artistic voices to address, explore and raise awareness of issues that they feel are important. Effective communication is taught through the presentation of artwork and the ability to articulate and explain artistic concepts and ideas. These essential skills are not only important for success in the field of art, but also for success in higher education and the workforce, making the Art curriculum a valuable addition for pupils who want to develop a wide range of skills.

INTERCULTURAL LEARNING Intercultural learning is a key component of the Art curriculum, as it encourages pupils to explore the cultural, social, and historical contexts in which art is created. Through the study of diverse artistic traditions and practices from around the world, pupils will develop a deeper understanding of the ways in which art reflects and shapes society. They will also learn to appreciate the richness and diversity of different cultures, and to recognise the ways in which their own cultural background influences their artistic perspective. This intercultural learning is taught through a variety of approaches, including the analysis of artworks, research into cultural contexts, and engagement with artists from different backgrounds. The impact of this approach on pupils is significant, as it fosters a greater appreciation and respect for diversity, encourages critical thinking and analysis, and deepens their understanding of art as a means of communication and expression. Through intercultural learning, pupils are able to develop a more nuanced and sophisticated artistic practice, which will serve them well in their future academic and professional pursuits. 7

COMPUTER SCIENCE “Coding is today’s language of creativity. All our children deserve a chance to become creators instead of consumers of computer science.” Maria Klawe In Year 7, pupils build on the knowledge and skills developed in Year 6. The goal of this course is to introduce pupils to the breadth of Computer Science. Pupils develop habits of creative and collaborative problem-solving while ensuring that they are responsible, competent, confident, and creative users of information and communication technology. Through a problem-based curriculum, pupils explore the breadth of experiences and challenges that constitute Computer Science. TERM

KEY CONCEPTS

TOPICS

Autumn

Creative Physical Computing

•

Advanced Scratch Programming

Computational Thinking and

•

Machine Learning

•

Financial Literacy

•

Cybersecurity

•

Website Design

•

Mobile App Development

Programming Spring

Digital Literacy and Information Technology

Summer

ASSESSMENT Formative assessment will take the form of quizzes, short coding tasks, multiple choice questions, checking of books and oral questioning. This will help examine pupils’ understanding and application of their computational thinking skills. Each term will end with a summative assessment which will consist of a paired/group project that will enable pupils to showcase the skills learned during the term.

ESSENTIAL SKILLS In Year 7 Computer Science class, pupils acquire a range of essential skills that serve as a foundation for their future technological endeavours. Pupils gain hands-on experience in using productivity tools such as OneNote, spreadsheets, and presentation software, enhancing their digital literacy. Additionally, they delve into the basics of programming, exploring coding languages and concepts like loops, variables, and conditional statements. Problem-solving and logical thinking skills are cultivated as they tackle programming challenges and develop simple algorithms.

INTERCULTURAL LEARNING In a Computer Science class for Year 7 pupils, intercultural learning is developed by 8

fostering an inclusive and diverse environment that celebrates different cultures and perspectives. The curriculum is designed to encourage pupils to collaborate on projects that incorporate different cultural elements, such as creating websites or mobile applications that celebrate diverse traditions or address global challenges. Teamwork and group assignments are structured to promote the exchange of ideas and experiences, allowing pupils to learn from one another’s unique perspectives. By exposing pupils to a range of cultural perspectives and encouraging respectful dialogue, the Computer Science class cultivates an atmosphere of mutual understanding and appreciation for diversity, fostering intercultural learning and preparing pupils for an interconnected global society.

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

TOPIC

ESSENTIAL SKILLS

PERFORMANCE SKILLS

Autumn

Understanding

Creativity:

Pupils will learn how

Drama - Exploring stimuli and Devising Drama: Little Red Riding Hood by Roald Dahl

Pupils

will

required

develop

create

the

skills

innovative

performances. They will develop the ability to interpret, create and

perform

appropriate the

a to

character the

demands

performance.

Pupils

or learn text they are performing for textbased performances

can consider all elements of a

range of vocal skills and

Silent Movie

performance including the role of

techniques

range of physical skills and techniques

members of the class effectively

Pupils will develop an

and respectively. They will be able

appropriate performer/

to articulate ideas and contribute

audience relationship

to the development of small

and ensure sustained

group performances.

engagement throughout the performance

Critical Thinking: Exploring stimuli

Pupils will be able to use the given

and Devising

circumstances

Drama: Myths and

opinion and interpretation which

Legends (Western

is sensitive to context. They will

and Chinese)

develop skills to enable them to

Texts in practice:

challenge the ideas of their peers

Shakespeare

and teachers in a respectful way.

Project

Pupils will develop a

Pupils will be able to work with all

performances and/

Melodrama, Mime &

Collaborative Problem Solving:

Summer

memory for devised

Texts in practice:

the designer and director.

Spring

to commit dialogue to

develop

Explorative Strategies

TERM

TOPIC

ESSENTIAL SKILLS

PERFORMANCE SKILLS

Cultural Competency:

•

Still image

Pupils will

•

Narration

•

Mime

•

Flashback

•

Slow motion

•

Hot seating

•

Physical theatre

•

Cross cutting

have a clear understanding of

the social, cultural, historical and political context of a text or stimulus and develop this through further research and reading. Pupils will be sensitive to context; understanding and

valuing

the

beliefs

and

opinions

different to their own. Pupils will develop their understanding of the characters they explore. Digital Literacy: Pupils will be introduced to elements of technical theatre to enhance performance (lighting, will

sound,

watch

projection

pre-recorded

etc).

They

performances

on streaming platforms such as Digital Theatre+. Pupils will watch recordings of their own performances and can self-evaluate their own work, setting targets to help progress. Pupils will use online resources to develop their understanding of a topic. Effective Communication: Pupils are able to share verbal feedback which is respectful and supportive. Pupils can

articulate

evaluative

comments

written form. They can vocalise ideas, whilst successfully listening to the ideas of their peers. Through the sharing of performances, they can effectively communicate dramatic intentions.

When

answering

questions,

pupils can articulate responses clearly. Leadership: Pupils can lead their peers in small group work. Pupils will have the opportunity to direct their class in the Shakespeare project. 11

INTERCULTURAL LEARNING Through the exploration of culturally diverse stimuli and texts, pupils develop their cultural competency and gain exposure to a range of ideas, customs, and beliefs from various cultures. In Year 7, this cultural competency is explicitly developed through the study of ‘Myths and Legends’, where pupils engage in learning about well-known stories from different cultures. This not only broadens the pupils’ understanding of the world but also fosters empathy and respect for people and communities from different cultural backgrounds. By developing cultural competency, pupils are better equipped to navigate an increasingly diverse and interconnected world, and to appreciate the richness and complexity of different cultures.

ASSESSMENT In Drama assessments from Year 6-9 practical skills are formally assessed using agreed grade descriptors adapted from 9-1 GCSE grade descriptors for Drama. Our schemes of learning are designed to allow pupils to experience and develop the skills of the three main components of the GCSE course: •

Understanding Drama

•

Devising Drama

•

Texts in Practice

Throughout their lessons they will be given verbal and written feedback from their teacher. At the end of each topic they will share a live performance which is filmed and formally assessed.

ENGLISH ‘Reading is the sole means by which we slip, involuntarily, often helplessly, into another’s skin, another’s voice, another’s soul.’ Joyce Carol Oates In Year 7, pupils become more confident writers and increasingly independent readers. Through an exploration of fiction and non-fiction texts, there is a focus on improving their analytical skills. Pupils will become familiar with a selection of different text types, developing their understanding of genre features and how writers achieve specific effects. By learning how to deconstruct quotations, and explore the connotations and effects of keywords, pupils will start to develop their essay writing skills. Pupils are also taught how to explore links and connections within and between texts to further develop their literary awareness and knowledge. There are also plenty of opportunities to practise writing skills, 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. TERM

KEY CONCEPTS

TOPICS

Autumn

Greek Myths

•

Read and understand how meaning and effects are created in a variety

Travel Writing

of texts, selecting and interpreting information, ideas and perspectives.

Spring

Literature about Asia: journalism, memoir, fiction

•

imaginatively, adapting form, tone and register of writing for specific

Novel Summer

Communicate effectively and

purposes and audiences; write with

Imaginative Writing

increasing accuracy, using a varied vocabulary.

Poetry from different cultures •

Talk with increasing confidence and clarity; listen and respond appropriately to spoken language.

ESSENTIAL SKILLS Learning to communicate effectively, both in writing and speech is at the heart of English teaching in the Prep School, and pupils develop their ability to do this in a variety of digital ways too. Pupils are also encouraged to use their creativity to develop ideas for writing and think critically by building on and challenging ideas that are presented to them in the classroom. There are also plenty of opportunities for pupils to develop their leadership skills through taking risks when participating in discussion and presenting their views to the class. 14

INTERCULTURAL LEARNING Pupils study texts about different cultures through a variety of texts throughout the year and different time periods with Greek Myths and Literature about Asia units. By exploring different beliefs, values and attitudes in texts, pupils begin to better understand various perspectives and their own identity, learn about the context of their place in the world, and imagine what the world might look like in the future.

ASSESSMENT During the year, pupils have a summative reading assessment for Greek myths and the novel, and a summative writing assessment for travel writing and imaginative writing. They are also continually assessed in class by their teacher who provides regular written and verbal feedback. Pupils also develop their oracy skills, and this will be formally assessed by the teacher.

GEOGRAPHY “The world is not in your books and maps, it’s out there.” J.R.R. Tolkien Geography is an exciting subject that enables pupils to develop a deep understanding of the world around them. In Year 7, pupils will engage in a range of topics that foster their geographical skills and knowledge. Through the study of plate tectonics, biomes, and dynamic cities, pupils will explore the Earth’s physical processes, diverse ecosystems, and the complexities of urban environments. By delving into these themes, pupils will enhance their mapping skills, critical thinking abilities, and their awareness of global interconnections. TERM

TOPIC

GEOGRAPHICAL CONTENT

Autumn

Biomes: Oceans and

•

Threats to the oceans

Fieldwork

•

Value and threats to coral reefs

•

Plastic pollution

•

Sustainable Development Goal 14

•

What is our impact on the local coastal environment?

Spring

Diverse and Dynamic

•

How is Asia being transformed?

Asia

•

Causes and impacts of monsoon climate in India and Thailand

•

Impacts of floods in Asia

•

How does life adapt to the mountain biome in Nepal?

Summer

Biomes: Oceans

•

Population change in Asia

•

Urbanisation in Asia

•

Economic growth of China

•

Locating earthquakes and volcanoes worldwide

•

Understanding causes and its processes of natural hazards

•

Investigating the impact of natural disasters on people and the environment

ESSENTIAL SKILLS Geography nurtures the development of essential skills that are vital for pupils’ academic and personal growth. Through the study of various topics, pupils will acquire and enhance the following skills: •

Map Skills: Refining the ability to interpret maps, understand scale and distance, and use grid references effectively.

•

Digital Literacy - GIS: Using ArcGIS to map spatial data and analyse trends

•

Critical Thinking: Developing skills to analyse and evaluate geographical information,

make connections between concepts, and form reasoned judgments. •

Research and Investigation: Engaging in research activities to gather, analyse, and present geographical data from diverse sources.

•

Effective Communication: Fostering effective communication skills through group work, presentations, and written tasks, allowing pupils to articulate ideas and findings clearly and concisely. Writing concise paragraphs that effectively communicate geographical ideas.

•

Creativity: Developing innovative solutions to complex spatial problems, such as those related to management of earthquakes or plastic pollution in our Oceans. Communicating findings in engaging ways, through maps, visualisations, or multimedia presentations.

•

Collaborative Problem Solving: Working with other pupils to develop and implement solutions to spatial problems.

•

Cultural Competency: Developing their knowledge of different cultures by studying geographical concepts in different countries. Communicating research findings in a way that is respectful and sensitive to diverse cultural perspectives.

•

Leadership: Collaborating with others through fieldwork groups to investigate spatial problems. Communicating effectively with others and fostering productive and respectful relationships.

INTERCULTURAL LEARNING Geography provides a rich platform for intercultural learning, promoting an understanding and appreciation of diverse cultures, societies, and environments. By exploring different regions and their unique characteristics, pupils gain insight into the interconnectedness of the global community. They develop a broader perspective, recognising the interdependencies and interrelationships between people, places, and the environment. Intercultural learning in geography fosters empathy, cultural awareness, and a sense of responsibility as pupils consider the impact of human actions on local and global scales. It cultivates a sense of global citizenship, encouraging pupils to engage with complex global challenges and contribute to positive change. Through the study of geography, pupils will embark on a journey of discovery, expanding their knowledge, skills, and perspectives. It is an exciting subject that fosters a deeper understanding of the world, its processes, and our place within it.

ASSESSMENT Formative and summative assessments are integral to monitoring pupils’ progress and understanding in Geography. Formative assessments occur throughout each topic, employing informal checks of knowledge such as quizzes and bookmarking. Summative assessments take various forms, including written tests that assess pupils’ comprehension and application of geographical skills and knowledge. Group work and individual presentations are also incorporated into the assessment process, providing pupils with opportunities to demonstrate their understanding and collaborative abilities. 17

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

TOPIC

Autumn

Norman England Why did William win the Battle of Hastings? How did the Normans change England?

Spring

Medieval World What was medieval society like? Why was the world divided in two in 1100?

Summer

Late medieval world Was 1348 the end of the world? What made a good medieval monarch?

ASSESSMENT 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.

ESSENTIAL SKILLS The pupils will gain cultural competency from engaging with different historical settings. Lessons will regularly involve collaborative discussions, in pairs or small groups. Pupils will engage with technology via OneNote, but also to privately research for historical projects, which will develop digital literacy. Developing oracy and literacy will help pupils effectively communicate.

INTERCULTURAL LEARNING Year 7 gives the pupils their first focus on Norman England and the Medieval World which underpins the history of the United Kingdom. 18

LANGUAGE AND LEARNING (L&L) “The limits of my language are the limits of my world.” Ludwig Wittgenstein Our exciting Prep School programme focuses on developing the academic skills of reading, writing, speaking, listening and pronunciation. We use a variety of engaging and interesting course materials and in particular, we use linguistically graded, ageappropriate story books to provide a motivating context upon which to develop academic language use in a meaningful, enjoyable and productive way. National Geographic textbooks for multilingual learners are another resource which allow our pupils to consider global issues and explore exciting cultures whilst developing their English language skills. 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. Pupils will sit the Cambridge B1 Preliminary for Schools examination on-site in School in Year 7. As our pupils move through the years at Harrow, they progress to the B2 and C1 Cambridge examinations. For more information on the Cambridge examinations, please visit the Cambridge assessments website. 19

AUTUMN TERM - PUSHING MENTAL AND PHYSICAL

SPRING TERM

SUMMER TERM

Topic: Game over

Topic: The explorer gene

Topic: Discovering

Skill: Identify author’s

Skill: Make a personal

purpose

connection

Skill: Make inferences

Prefix -pro

Prefix - en

Synonyms and antonyms

Use context of sentence

Use pronunciation

Use word parts

Narrative tenses

Relative clauses

Geographic use of the

Reduction of relative clauses

Super tree

Sanga’s solution

Hesitating or buying time

Speculating about the past

when answering questions

and the future

LIMITS

Reading

Vocabulary

Passives Grammar

Verbs followed by gerunds or infinitives

Video

Speaking

Writing

Why is it important to explore? Defending your opinion Genre: Problem and solution

Genre: Compare and

essay

contrast essay

Skill: Present facts and

Skill: Use transitions to

personal reflection

compare

spinosaurus

Genre: News report Skill: Include answers to the five Ws and How

Cambridge B1 Preliminary for Schools examination: COMPONENT

ASSESSMENT & WEIGHTING

Reading

25%

Writing

25%

SUMMARY OF THE COMPONENT CONTENT Pupils need to show they can read and understand the main points from signs, newspapers and magazines. Pupils demonstrate how to use vocabulary and structure correctly in an email, article and story. Pupils have to demonstrate how good their spoken English is as they

Speaking

25%

take part in conversation by asking/answering questions and talking, for example, about their likes and dislikes. This is done on-site with Cambridge examiners. Pupils have to be able to follow and understand a range of spoken

Listening

25%

materials including announcements and discussions about everyday life.

LANGUAGES At Harrow International School Hong Kong, our vision is to develop confident and communicatively efficient language learners who can convey their ideas and understand others in a range of contexts. Our curriculum prioritises communicative fluency and the development of practical, high-frequency language skills, enabling our pupils to build the vocabulary, grammar and functional abilities needed for effective communication. Our curriculum promotes cultural competency, and we aim to develop an appreciation for the linguistic and cultural diversity of the French- and Spanishspeaking worlds.

CHINESE “They who love it are better than those who know it and they who delight in it are better than those who love it. To complete a good task, an artisan needs the best tools.” Confucian Analects Year 7 Chinese builds upon the core skills developed in Year 6 and continues to further develop their reading, writing, speaking and listening skills. Based on pupils’ prior knowledge of the language, three streams of Chinese are offered - Native, Near-native and Non-native (Foreign). Pupils in each stream will be introduced to the appropriate level of Chinese materials. Building upon the critical foundations of vocabulary and key phrases as well as the correct characters, writing skills are the focus in all three streams. Pupils are expected to speak and to write with a higher level of confidence and clarity. Alongside language study, pupils will engage in a range of activities for developing their inter-cultural competency, as well as global awareness. Additionally, digital literacy is part of pupils’ learning experience. This further enhances their problem-solving and ability to conduct future academic research. NATIVE STREAM TERM

TOPIC

CONTENT AND FOCUS

Autumn

Dealing with emotions:

•

Diary writing

despair, hope and

•

Comprehension of classical texts

expectation

•

Writing project

Narrative writing

•

Introduction of basic writing techniques

•

Scenery description

•

Scene description

•

Character description

•

Class writing project

•

Introduction of basic writing techniques

Spring

Summer

Narrative writing

(continue) •

Action description

•

Psychological description

•

Class writing project 21

ESSENTIAL SKILLS Pupils in the Year 7 Native Chinese stream will continue to study a range of genres including prose, non-fiction, poetry and story. Pupils will develop knowledge of descriptive writing skills as well as narrative writing skills, including construction of a particular character and introducing a narrative to describe daily matters using selected registers. They will also have the opportunity to practise their argumentative writing skills focusing on expressing their opinions. Cultural competency is nurtured though classroom activities, Additionally, group collaboration and digital literacy are also emphasised.

INTERCULTURAL LEARNING In the Year 7 native Chinese stream, pupils have the opportunity to learn about various aspects of Chinese culture, both traditional and contemporary. They will learn about the cultural conventions associated with the texts studied and try to understand the changes that have occurred to those conventions over time. Through classroom activities, pupils will have opportunities to demonstrate their cultural awareness and their understanding and appreciation of traditions.

ASSESSMENT Summative assessments will occur throughout the course in all four skills of speaking, listening, reading and writing. In particular, pupils will be assessed on the fundamental skills of vocabulary mastery as well as of reading and Pinyin fluency. Formative assessments, such as vocabulary dictation, will also help pupils to receive feedback from their teacher. NEAR-NATIVE STREAM TERM

TOPIC

CONTENT AND FOCUS

Autumn

Holiday and cultural

•

Mid-autumn festival

tradition

•

Knowing the tradition

•

Listening and conversation practices

•

Vocabulary and practical expressions

Exploration and

•

Holiday and travel

travelling

•

Local characteristics and customs

•

Asking for advice

•

Description of scenery

•

Vocabulary and practical expressions

Story analysis and

•

《多加一句话》

commentary

•

《侦探与小偷》

•

Commentary writing

Spring

Summer

ESSENTIAL SKILLS Pupils in the Year 7 near-native Chinese stream will understand and respond to a variety of spoken and written texts. They learn to develop their reading skills, including how to infer and deduce meaning using evidence from a text. They continue to practise their ability to interpret specific information presented in oral and written language, drawing conclusions and recognising implied opinions and attitudes in texts and in spoken language. They learn to speak and write with a clear sense of audience and purpose with an argumentative format and style. 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. Cultural competency is nurtured through activities, and group collaboration and digital literacy are also emphasised.

INTERCULTURAL LEARNING In the Year 7 near-native stream, pupils have the opportunity to learn about various aspects of Chinese culture, both traditional and contemporary. They will learn about the cultural conventions associated with the texts studied and try to understand the changes that occurred to those conventions over the history. Through classroom activities, pupils will have chances to demonstrate their cultural awareness and their understanding and appreciation of traditions.

ASSESSMENT Pupils in the near-native stream will take a summative assessment per term in reading, writing, listening or speaking skills. In particular, pupils will be assessed on the fundamental skills of vocabulary mastering as well as of oral fluency. Formative assessments, such as vocabulary dictation and individual/group presentation, will also help pupils to receive feedback from teachers.

NON-NATIVE STREAM TERM

TOPIC

CONTENT AND FOCUS

Autumn

Ways into a Culture

•

Eating out

•

Vegetables and natural food

•

Food and cultural traditions

•

Asian food vs Western food

•

Vocabulary and practical expressions

Making Everyday Life

•

Holiday and birthday

Special

•

Thankful and gratitude

•

Celebration and presenting presents

•

Vocabulary and practical expressions

•

Knowing my living space

•

Private and public

•

Friendship and respect

•

Vocabulary and practical expressions

Spring

Summer

My world and our world

ESSENTIAL SKILLS Pupils in the Year 7 non-native stream will continue to build up their foundation of Chinese. Literacy skills are prioritised to ensure that character writing, grammar and punctuation skills continue to be developed. The key skills of four tones, character writing and Pinyin are incorporated into every topic area. Pupils will learn to write short texts on a range of familiar topics, using simple sentences. They take part in short conversations, seeking and conveying information in simple terms. They refer to recent experiences or future plans, as well as everyday activities. Cultural competency is nurtured through classroom activities, Additionally, group collaboration and digital literacy are also emphasised.

INTERCULTURAL LEARNING In the Year 7 non-native stream, pupils have the opportunity to learn about various aspects of Chinese culture, both traditional and contemporary. They will learn about the cultural conventions associated with the texts studied and try to understand the changes that occurred to those conventions over time. Through classroom activities, pupils will have opportunities to demonstrate their cultural awareness and their understanding and appreciation of traditions.

ASSESSMENT Pupils in the non-native stream will take a summative assessment per term in reading, writing, listening or speaking. In particular, pupils will be assessed on the fundamental skills of vocabulary mastery as well as oral fluency. Formative assessments, such as vocabulary dictation and individual/group presentation, will also help pupils to receive feedback from their teacher. 25

FRENCH “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.” Nelson Mandela Pupils in Year 7 will be exposed to a range of age-appropriate topics using increasingly complex vocabulary and sentence structure. They 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, key phrases and basic grammar. TERM

TOPIC

CONTENT AND FOCUS

Autumn

•

Describing myself and others

•

My routine

Saying who is in my family + basic information

•

Describing hair and eyes

•

Describing physical appearance

•

Describing personality

•

Giving my opinion on school subjects and what I learn/study

Spring

• •

Summer

•

Food and drink Holidays

My family and

•

Describing my morning and evening routine

•

Saying how I help at home

•

Saying what I eat for each meal

•

Giving my opinion on foods and drinks

•

Ordering in a restaurant

•

Saying where I spend the holidays

•

Saying what accommodation I prefer

•

Saying what transport I prefer

•

Saying what you can do in different places

•

Describing my best friend and our

friends

relationship •

Saying what a good friend is

•

Saying what I’m going to do with my friend this weekend

ESSENTIAL SKILLS Pupils engage in group activities where they work together to solve language-related challenges, fostering teamwork and problem-solving abilities. Cultural competency is nurtured through activities that expose pupils to various aspects of French-speaking cultures, promoting understanding and appreciation of different perspectives. 27

Additionally, digital literacy is integrated by incorporating technology and online resources, equipping pupils with the skills to navigate and communicate effectively in a digital world.

INTERCULTURAL LEARNING In Year 7, pupils have the opportunity to learn about various aspects of French culture, such as typical food and drink and eating habits. They will also have the opportunity to broaden their cultural awareness through an independent cultural project in the summer term

ASSESSMENT There will be formal summative assessments at the end of each term, assessing all four skills, as well as formative assessments throughout each half-term such as quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways. Helpful feedback and opportunities for pupils to ‘Step Up’ their work follow both formative and summative assessment.

SPANISH 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. TERM

CONTENT

TOPICS

Autumn

Module 1 My holidays

•

Talking about a past holiday

•

Saying what you did on holiday

•

Describing the last day on holiday

•

Saying what your holiday was like

•

Saying what you use your phone for

•

Saying what type of music you like

•

Talking about TV

•

Saying what you did yesterday

•

Understanding a TV guide

Module 3 Food and

•

Saying what food you like

drinks

•

Describing mealtimes

•

Ordering a meal

•

Discussing what to buy for a party

•

Giving an account of a party

•

Arranging to go out

•

Making excuses

•

Discussing getting ready to go out

•

Talking about clothes

•

Talking about sporting events

Module 5 Houses and

•

Describing a holiday home

holiday homes

•

Describing holiday activities

•

Asking for directions

•

Talking about the summer camps

Module 2 All about my life

Spring

Module 4 Free time

Summer

ESSENTIAL SKILLS Pupils engage in group activities where they work together to solve language-related challenges, fostering teamwork and problem-solving abilities. Cultural competency is nurtured through activities that expose pupils to various aspects of Spanish-speaking cultures, promoting understanding and appreciation of different perspectives.

Additionally, digital literacy is integrated by incorporating technology and online resources, equipping pupils with the skills to navigate and communicate effectively in a digital world.

INTERCULTURAL LEARNING In Year 7, intercultural learning in Spanish expands to include aspects of Hispanic pop culture. Pupils explore the works of Hispanic singers, discovering different musical styles and their cultural significance. They also learn about the diverse cuisines of Spanishspeaking countries. They also engage in projects where they describe a Hispanic town or country and create a tourist brochure to promote its attractions.

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

MATHEMATICS “Mathematics is not just about numbers, equations, and computations. It is about understanding the world around us and uncovering the hidden patterns that shape our universe.” Maryam Mirzakhani Pupils will review the topics studied in Year 6 and develop them further, where appropriate. They will cover new topics such as graphs, circles and linear graphs. 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.

MAIN TOPICS OF STUDY FOR YEAR 7 AUTUMN TERM

SPRING TERM

SUMMER TERM

•

Integer calculations

•

Decimal arithmetic

•

Probability

•

Functions and equations

•

Sequences

•

Linear graphs

•

Area and perimeter

•

Transformations

•

Ratio and proportion

•

Fractions

•

Factors and multiples

•

Real-life graphs

•

Substitution

•

Simplifying expressions

•

Circles

•

Angles

•

Fractions, decimals and

•

Polygons

•

Averages and range

percentages

•

3D shapes

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. All pupils are split into two bands for their learning of Mathematics in the Prep School, and within these bands they are further divided by ability into a ‘support,’ ‘core’ or ‘extension,’ group, with movement between the groups as and when appropriate. All groups will cover the same core work over a six-year period, as all pupils at Harrow Hong Kong will be prepared for the IGCSE Edexcel examination in Year 11.

ESSENTIAL SKILLS Alongside a focus on developing understanding in the topic areas and building

numeracy skills, curriculum time is dedicated to what we call the Creative Curriculum. During these sessions, pupils are given the opportunity to experience Mathematics in a different way from normal. These lessons work to develop collaborative problemsolving skills, as well creativity, critical thinking and leadership. Throughout these 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.

INTERCULTURAL LEARNING Throughout the year we will aim to recognise and respect the diverse cultural background and experiences of pupils and teachers. We will investigate and value the mathematical perspectives and appreciate the contributions of individuals from different cultural and ethnic backgrounds.

ASSESSMENT Each teacher uses various means to regularly test the understanding of all of their pupils during lessons. We regularly hold a wide variety of formative and summative assessments which inform and guide future learning. Throughout the year, feedback and Stepping Up activities are incorporated into lessons and prep.

MUSIC “Where Words Fail, Music Speaks” Hans Christian Andersen 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. TERM

TOPIC

CONTENT

Autumn

1 - Music for

•

Composing in Garageband: Compose music for the advert you have chosen in Garageband. Use ostinati and G or E

2 - Variations

pentatonic scales. •

Composing and Performing: “Your Variations” performed live at the end of the unit.

Spring

1 - Blues

•

Composing & Performing: To complete a Blues composition in C on Garageband using

2 - Dance Music

the basic elements of Blues found in the booklet. The assessment criteria details the stages of the composition. •

Composing in Garageband: Compose a remix of the Lord of the Rings theme using the principles of Dance Music.

Summer

1 - Body Percussion

•

Composing & Performing: Creating rhythms and perform by using different parts of the 33 human body

ESSENTIAL SKILLS Critical thinking can be done through analysis on a variety of world music styles and open-ended composition tasks. It also involves the ability to analyse, evaluate evidence, identify problems, create different perspectives and generate potential solutions. Digital Literacy is encompassed via the use of myriad of tech platforms such as OneNote, GarageBand, YouTube, Spotify, Teams and iPads. Each of these platforms will provide different skills for the pupils. Creativity can be explored in many different ways through Composition and Interpretation in Performance through Improvisation. Effective Communication is explored via use of verbal and non-verbal communication through performance tasks, whilst written communication is expressed by the unit books’ various questions or in other forms of questions.

INTERCULTURAL LEARNING Pupils visit the world through their music lessons and develop the understanding, perspective and appreciation of the similarities and differences of various cultures. For example Blues, Classical Western music tradition, Dance Music and others.

ASSESSMENT 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.

COLLABORATIVE PROBLEM SOLVING AND LEADERSHIP Group compositions and performance tasks take place as a soloist or as part of an ensemble. Every pupil has to take responsibility (hence, adopt a leader mentality) in performances and for the learning of a variety of music styles. It involves suggesting solutions for specific problems, sharing ideas, and listening to others. Pupils work collaboratively in teams/pairs to analyse, evaluate and assess a variety of set works and world music. All pupils also have access to the vibrant Co-curricular Music programme which runs throughout the year. Individual music tuition is available in a variety of studies from the trombone to the guitar, and lessons are delivered by a team of experienced and specialised visiting music teachers. There are also many opportunities for pupils to engage with group music-making: various orchestras, choirs and bands rehearse on a weekly basis and perform in frequent internal and external concerts.

PHYSICAL EDUCATION & HEALTH “An active mind cannot exist in an inactive body” George S Patton Jr Our curriculum aims to establish Harrow International School Hong Kong as a leading independent coeducational sports school in Asia. We provide equal opportunities for all pupils to participate in various sports at appropriate levels. Our primary goal is to develop a structure that helps each pupil reach their physical potential while promoting lifelong commitment to health, fitness, and overall well-being. We strive to foster a positive sporting attitude based on leadership, excellence, sportsmanship, and fair play. While we value success in competitions, we also emphasise using sports as a platform for learning important life lessons. We recognise that winning, although important, is not the sole focus but a means to develop essential skills and values. This curriculum aims to provide a well-rounded sports education that equips our pupils with the skills and mindset for success in both sporting endeavours and all areas of their lives. Our vision through PEH is to give every pupil a wide variety of opportunities to develop and strengthen their values, physical competence and confidence. This will ensure our pupils have the tools to lead a long and healthy lifestyle in a complex world. At Harrow Hong Kong, we have incorporated Health into our curriculum to give it a holistic touch. Therefore we have named our curriculum “Physical Education & Health”. This allows pupils to explore more about themselves and seek strategies to cope in our ever-changing world. Pupils in Years 6 to 9 have one PEH lesson per week, and a double Games lesson, and cover five different units of work to increase physical competence and develop the confidence to be able to take part at participation level and live a long and healthy lifestyle. The premise of the programme is to enable every pupil to flourish and to establish the appropriate pathway that best suits the individual and the skills they possess. The programme aims to develop the pupil first and foremost as an athlete. From this point onwards it allows each pupil to experience and engage in a wide range of sports, allowing them to develop, display and transfer their skills. 36

GAMES The PEH department is continuously striving to ensure we are delivering the most relevant programme. The main drive behind Games is to ensure we have a programme which places pupil development at the centre and ensures it enables all our pupils to flourish. It is important to acknowledge that all pupils associate with sport and physical activities in different ways. The PEH Department’s goal is to tailor a programme that suits the needs of our pupils whilst allowing them to experience a wide range of sporting activities. We want our pupils, as they move up through the school, to think of themselves as ‘athletes’ and to understand that so many of the fundamental skills they have learnt in the Lower School are transferable across sports. As the pupils progress up through school, after experiencing the Lower School PEH curriculum, this is the appropriate time to expand the Games curriculum. The consistency of sports being offered, in relation to the ISSFHK seasons, remains the same. This allows staff to have the ability to further advance co-curricular teams within the Games setting as well as SCAs and CCAs. Pupils who compete for the school teams have the opportunity to train within Games time. If pupils do not wish to be involved with team training, they have the option to pick different sports and these can be changed on a seasonal basis. A new strand for this age group is offsite activities. At this stage we also feel it is important to broaden the pupils’ horizons to experience some leisure based activities. We feel the benefits of this allow the pupils to build positive relationships with activities which may feature in their lives after their education at Harrow International School Hong Kong. Pupils are asked to choose their Games options from the following sports: Badminton

Volleyball

Basketball

Table Tennis

Football

Rugby

Tennis

Gymnastics

Harrow Fit

Golf (off site)

Horse Riding (off site)

Athletics

Netball

Pickleball

Cross country

GOLF & HORSE RIDING As part of the Games provision, pupils have the opportunity to opt into either golf or horse riding lessons during Games. Both activities occur off site and are led by external coaches. Pupils have the opportunity to experience these activities for a term and then return back into the Games pathways. The purpose of these activities being placed in Games is to offer another new experience and is not designed to develop the elite performer. These are paid lessons and therefore have a cost attached.

PHYSICAL EDUCATION & HEALTH LESSONS Physical Education and Health classes offer pupils diverse experiences in a range of activities and environments, such as fields, pools, courts, sports halls, and tracks. These classes not only provide opportunities for pupils to engage in sports both on and off the field but also serve as a gateway to various career paths. Careers in fields like physiotherapy, law, player representation, sports organisation management, medicine, and more can be pursued through Physical Education and Health education.

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

• • • • • •

Build a cohesive house culture Develop camaraderie, friendships & trust Provide leadership opportunities Represent a team and contribute to competitive competition Stay active Take part in a variety of sports

COMPETITIVE SPORTS PROGRAMME Participating in sports is part of our culture here at Harrow Hong Kong. Recreation and competitive sport is catered for in fifteen sports codes across the academic year. Our competitive sports programme offers regular opportunities to play fixtures against other International and local schools in Hong Kong. We compete in the International Schools Sports Federation Hong Kong (ISSFHK) and some Hong Kong Schools Sports Federation (HKSSF) leagues and annual friendly fixtures. Fixtures take place mostly mid-week and occasional weekends, depending on the sport. Harrow Hong Kong also hosts a number of tournaments throughout the year in various sports and these are well attended by other schools. Competitive sports leagues start in Year 6 (U12) and reach their pinnacle at Year 13 (U20). Harrovians who do not consider themselves athletes when they arrive at our school discover new sports and the talent to play them with great skill and flair. Many continue to enjoy the sporting abilities they discovered at Harrow Hong Kong long after leaving us and take the life lessons they have learnt with them into the world beyond school. 38

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

SUPER-CURRICULUM ACTIVITIES (SCA) Sports Super Curriculum Activities give pupils more opportunity to explore and challenge themselves in a sporting context. Pupils can enjoy extra time taking part in their favourite sports which will allow them to have more time on task to accelerate their learning. Pupils will apply the skills learned in SCAs in competitive fixtures and tournaments. SCAs vary according to sports seasons and facility availability. The following sports are usually offered with additional SCAs being added when opportunities arise. Badminton

Harrow Fit

Tennis

Volleyball

Basketball

Football

Athletics

Cross Country

Netball

Badminton

Touch Rugby

Gymnastics

Indoor Cricket

Pickleball

CO-CURRICULAR ACTIVITIES (CCA) The Co-Curricular programme delivers extra lessons for pupils to polish their sporting skills or play recreationally. It allows pupils to stay active after a day of academic study and get in the extra work if pupils are pursuing academic and sporting goals. Co-Curricular Activities supplement our PEH and SCAs if pupils need to work on their skills to get ahead and achieve the targets they have been set by their teachers. The following sports are delivered throughout the year: Rugby

Fitness Room

Tennis

Volleyball

Basketball

Football

Athletics

Cross Country

Netball

Badminton

Touch Rugby

Gymnastics

Swimming

Table Tennis 39

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Twitter: @HarrowHKSport

PHILOSOPHY & RELIGIOUS STUDIES (PRS) “It is the mark of an educated mind to be able to entertain a thought without accepting it.” Aristotle In the Upper School, Philosophy and Religious Studies is a multidisciplinary subject, looking through the lenses of Philosophy, Theology and Social Anthropology. In Year 7, pupils begin the year with an exploration of Philosophy before moving on to a theological approach with a detailed study of the Abrahamic faiths: Christianity and Islam, building on their knowledge of Judaism. Pupils will analyse and evaluate the development of these religions, their core beliefs and the ways in which followers practise their faith. Pupils will investigate and debate questions such as: How wise is it to believe the world is as it looks? When is an argument valid? 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 Philosophy

Autumn

What is the Love of Wisdom? An introduction to philosophical thought.

SUBSTANTIVE KNOWLEDGE • • • • • •

Confucius on knowledge Socratic questioning Orunmila and Yoruban philosophy Plato’s theory of forms Aristotelian logic Descartes’ theories of knowledge

Spring

Summer

Theology What is Christianity?

Theology What is Islam?

• • • • •

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

PRS SKILLS Broadly, all disciplinary approaches in PRS encourage pupils to develop the essential skill of critical thinking, not only nurturing the ability to explain and analyse theories and beliefs, but also to comment on them and reach their own justified conclusions. However, each disciplinary ‘lens’ requires the development and application of unique skills. In a further study of the Abrahamic faiths, pupils will build upon their knowledge of Judaism to critically analyse religious beliefs, suggesting ways in which these beliefs may link and how they influence believers’ practices today. Pupils develop cultural competency through gaining a deeper understanding of values, customs and traditions of different groups, helping to have greater empathy and respect for those holding beliefs different from their own. Pupils have the opportunity to become more digitally literate through the use of a range of resources and digital technologies. The study of theology can also help develop leadership by fostering critical thinking, promoting empathy and understanding for diverse beliefs and practices, encouraging ethical reflection and including reflection on ways in which service and outreach benefit others. The study of religions helps communication skills by providing opportunities for debate and discussion of different ideas, encouraging pupils to express their views and actively listen to the views and beliefs of others. Pupils work collaboratively to research and share knowledge on religious beliefs and practices, as well as developing creativity through imaginative responses to religious beliefs, stories and customs.

INTERCULTURAL LEARNING Philosophy and Religious Studies can be a powerful tool for intercultural learning through the study of diverse religious and philosophical traditions, examining the intersection of philosophy, religion, and culture, engaging with diverse perspectives, reflecting on personal biases and assumptions, and providing opportunities for crosscultural dialogue.

ASSESSMENT Pupils’ progress will be monitored formatively throughout each topic using informal checking of knowledge (such as quizzes and marking of books). Pupils’ progress in each topic will be summatively assessed using a variety of multiple-choice knowledge questions, short-answer questions and essays. Helpful feedback and opportunities for pupils to ‘Step Up’ their work follow both formative and summative assessment. 42

SCIENCE “The important thing is not to stop questioning. Curiosity has its own reason for existing.” Albert Einstein Science is the study of the world around us. Biology investigates the wonders of life, and the Science Department is alive with animals and plants of different varieties. Chemistry offers the bangs and the bubbles, while Physics applies the laws and the theories to explain the many mysteries of the ever-expanding universe. The Prep School Science curriculum is largely based on the UK Key Stage Three curriculum, although it is tailored to meet the needs of our pupils at Harrow Hong Kong. The curriculum has been designed to enthuse pupils and to encourage them to develop a love of science, while also gaining the knowledge and skills that they can take forward into their IGCSE studies. Pupils are taught an integrated Science curriculum, with an equal weighting given to each of the sciences across the three years of Prep School (six lessons per fortnight). The Year 7 programme of study is as follows: SCIENCE INDUCTION - Pupils will be introduced to all the excitement of Science practicals in a laboratory. They will learn how to handle equipment and chemicals safely and how to draw scientific diagrams of common equipment found in a laboratory. Pupils will become familiar with measuring devices such as thermometers, measuring cylinders and balances as well as considering appropriate units of measurement. They will learn how to light a Bunsen burner safely and will carry out their first scientific practical in the Prep School. Term

Biology

Chemistry

Autumn Term

Ecosystems

Acids and Alkalis Atoms and Elements

Spring Term Summer Term

Reproduction

Physics

Sound Energy

ESSENTIAL SKILLS The Prep Science curriculum develops essential skills including communication, problem solving, cultural competency, leadership and collaborative learning through practical work and projects. Key scientific skills such as defining variables and drawing graphs are secured. Pupils present their findings to their class and record videos practising key presentation skills. They analyse data and develop critical thinking skills when reviewing results. Using digital literacy the pupils research, use simulations and create animations. In Year 7 the pupils complete a project in groups, requiring each pupil to take a leadership role, use teamwork to create a model and develop communication skills to present in a Science Fair. 43

INTERCULTURAL LEARNING Prep Science explores science in various cultures and societies around the world. It covers crucial topics such as renewable energy, climate change and matter behaviour, linking these topics to future careers.

ASSESSMENT Internal assessment takes place throughout Year 7, with end of topic tests used to track pupil progress. These assessments are made up of multiple choice and short answer questions. There is also a summative end of year assessment which takes place in the summer term, and this covers all of the content taught up to that point. Pupils use their own personal tracking document to record their progress and targets, such as stepping up activities. Pupils will also be assessed on different skills, through Common Assessed Tasks, such as investigative skills, e.g., drawing graphs and identifying variables.

SCIENCE WEEK Each year Harrow Hong Kong holds Science Week. A different theme is chosen annually and pupils join in fun and exciting activities around the School and participate in outside trips such as visiting the Science Museum or Hong Kong Wetlands. Speakers are invited to inspire our pupils from charities and universities and House Competitions lead to an exciting feeling around the School. Pupils take part in projects in lessons such as Harrow Off-Grid, planning for a sustainable future.

INDIVIDUAL NEEDS “Pupils don’t care how much you know until they know how much you care.” Theodore Roosevelt The Individual Needs Department at Harrow Hong Kong works alongside Language & Learning, Counselling and House Pastoral Teams to ensure that the academic, social, and pastoral needs of pupils are met through quality differentiation, effective collaboration between educational stakeholders, and impactful staff development. The Individual Needs Department works with pupils who require extra support or extension beyond regular classroom differentiation in order to meet their learning needs. The Individual Needs Department supports pupils who enter the School with existing reports of individual needs and those who are later identified through the School’s referral system. Depending on the level of support needed, pupils may receive short-term or long-term intervention from an individual needs staff member within their regular lessons in collaboration with the class teacher, in small groups, or 1:1. The department also works with members of staff by identifying and sharing differentiation strategies based on specific pupil profiles, monitoring pupil progress, and providing professional development. Examples of the Individual Needs provision for pupils in Year 7 are in-class support in English and Mathematics, and small group sessions to support the development of literacy, mathematical, and organisational skills.

ASSESSMENT AND PUPIL PROGRESS Access arrangements for both internal and external assessments are facilitated by the department in partnership with the Examinations Officer in accordance with the guidelines from the Joint Council for Qualifications. The department is able to conduct

internal assessments to aid the understanding of a pupil’s profile, and may also refer pupils to external specialists, including Occupational Therapists, Speech and Language Therapists, and Educational Psychologists if further information is required. Pupil progress is determined using teacher feedback and observations, subject tracking and reports, internal assessments, and communication with educational stakeholders. There are no set formal assessments used by the Individual Needs Department as pupil needs are diverse. Pupils who receive support from the Individual Needs Department and have a reduced academic load may also have an Individualised Education Programme that is used to measure and monitor progress.

ESSENTIAL SKILLS All pupils supported by the Individual Needs Department are encouraged to use critical thinking and creativity in order to reflect on their learning and how their individual needs and profile impact and shape their learning approaches, revision strategies, and interests. Pupil input is valued when identifying effective strategies to be implemented. In Year 7, pupils are supported in managing their organisation, emotions, and workload with more independence. Pupils also receive guidance in learning and practising expected social interactions as they continue to strengthen their social and communication skills.

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

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

PERIODS Lessons are called ‘periods’ at Harrow Hong Kong; they include activities in the SCA programme as well as academic lessons. There are 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

Morning Call Over in Houses (start of the day)

8.15

AM -

9.10

Period 1

9.15

AM -

10.10 AM

Period 2

10.10 AM -

10.35 AM

Break

10.35 AM -

11.30 AM

Period 3

11.35 AM -

12.30 PM

Period 4

12.35 PM -

1.30

Lunch

1.35

PM -

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

MID-MORNING BREAK All pupils return to Houses at break for a snack and to change their books for the two periods after break.

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

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

HOUSE ETHOS The House’s primary function is to provide a secure, happy and nurturing environment, in which all pupils thrive. Under the House Master’s/ House Mistress’ (HMs) leadership, and with the support of other pastoral specialists, the House underpins a pupil’s personal and academic development so that they are prepared to enjoy life and contribute to their community. They keep a watchful eye over the welfare, personal and academic development of every pupil in their care. For parents, their child’s HM and tutor are their main point of contact, and their child’s development is very much a partnership between pupil, parent and School. We encourage regular communication via phone and email, and parents receive a House newsletter every fortnight with an update of recent events and forthcoming dates.

THE HOUSES At Harrow Hong Kong, pupils in Years 6-8 are allocated to one of the seven Prep School Houses. Alongside the House Master/House Mistress and Assistant HMs, we also have a resident Gap Tutor and a Matron to help boarding pupils.

PREP HOUSES YEAR 6-8 BOYS HOUSES

DARWIN BANKS LYON SHACKLETON

GIRLS HOUSES

PARKS FRY NIGHTINGALE 49

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

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

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

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

ILLNESS The School Health Care Centre is open at all times pupils are in school and is staffed by a team of experienced and dedicated bilingual nurses. If your child is unwell, please contact the School and let us know about the absence by phone on 2298 9099 or by email to us-info@harrowschool.hk Parents must also inform their HM of any illnesses, injuries or other medical matters that have arisen whilst at home, during weekends or holidays. If a pupil is ill during a weekend or holiday, he or she should not return to school until fully recovered and deemed no longer infectious. Children who have had a temperature (higher than 37.5 degrees) should remain at home and not return to School until 24 hours with a normal temperature, without any medication. Children who have had diarrhoea or who have been vomiting should not return to School until 48 hours after the final bout of vomiting or diarrhoea. If a pupil is away from School through illness, an operation or any other cause, parents should communicate this with the HM concerning the pupil’s likely return date and any restrictions on his or participation in School life. The School would be happy to support pupils with School work or activities should there be long periods of unavoidable absence.

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

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

EMAIL A significant proportion of the School’s communication with parents is by email and there are two Consolidated Communications to parents each week (on Mondays and Thursdays) which are managed by the Upper School Office. It is, therefore, essential for every parent and guardian to have access to email and to ensure that the School has the current email address of all parents. Any problems with email should be addressed to the Director of ICT, Mr. Dinesh Alwani via dalwani@harrowschool.hk

HONG KONG SOCIAL MEDIA PAGES At Harrow Hong Kong, we understand that parents like to keep informed of school events in different ways. We are also well aware that parents have online access and many use social media regularly. With this in mind the School has created a presence on Facebook, X and Instagram. Below are some recommended social media addresses to follow. Facebook Page Harrow International School Hong Kong /HarrowHK X @Harrow_HK

@HeadHarrowHK

@HarrowHKLS

Instagram /harrowhongkong

/harrowhksport

We always recommend using social media as a secondary source of obtaining information as important messages will always be communicated to you via email through Consolidated Communications.

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

PREP Prep is the work set by teachers to support the academic work completed in class and to help prepare for the work in future lessons. Prep should be able to be completed independently (without adult support) and should be appropriately challenging, whilst also being manageable within the time suggested. Prep is set on Teams, but pupils should use a physical or digital planner to track prep deadlines and completion. The amount of time that a pupil is expected to spend on prep varies by year group and by day of the week. Pupils are encouraged to work without distractions and to stick to the allocated time, but may sometimes need to and/or want to find extra time to develop or finish their work. They are discouraged from working late at night or regularly spending more time on prep than is suggested. If they find that this is often the case, they should speak to their tutor or House Master / Mistress who can help them identify strategies for managing their workload. Prep School Pupils in Year 6-8 have no prep on a Wednesday evening, when there is Tuesday afternoon extended school or when there is a Parents’ Evening for their year group. Otherwise, prep is set as follows: •

Year 6 - 40 minutes.

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

Year 7 - 60 minutes.

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

Year 8 - 75 minutes.

Pupils will be set prep for three subjects per night and should spend around 25 minutes per prep. This time should be focused and free from distractions. Independent reading is very important for developing a range of skills and, as a result, is incorporated into the schedule in the Prep School. 54

Years 9 to 11 Pupils in Year 9 and above are set daily prep. •

Year 9 - 90 minutes

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

Years 10 and 11 - 90 minutes

Pupils will be set prep for three subjects per night and should spend around 30 minutes per prep. They are also set an additional 90 minutes of weekend prep. The time spent on each prep should be focused and free from distractions. Sixth Form: independently guided In the Sixth Form, pupils are expected to spend between 2 and 4 hours per week on set prep for each subject. In addition to this, pupils should dedicate two more hours to wider reading, reviewing and consolidating notes for each subject, as well as further research when time permits. This independent study is crucial for achieving success in A level courses.

CONFIDENTIALITY AND CONSENT During a pupil’s time at Harrow Hong Kong, the School will inevitably receive and hold quite a lot of information about them and their family. As a general principle, this information will be treated as confidential, only discussed or shared among professionals at Harrow Hong Kong on a “need to know” basis and not passed on to anybody outside the School (including other parents) without good reason (i.e. as part of our duty of care and with parents’ explicit consent). The School will normally share all relevant information with the parents of a pupil who is having academic, disciplinary or personal difficulties. However, while pupils are legally children until the age of 18, they have many rights of their own to confidentiality. It may be, therefore, that pupils have control over the confidentiality of certain medical or personal matters that they choose to share with people such as their Class Teacher, the Consultant School Psychologist and the School Health Care Cenre staff. However, the School will always encourage pupils to consent to the sharing of such information and concerns with parents.

RECORDS A written record is kept of the following: • All medication, treatment and first aid administered to pupils, giving the name, date, medication/treatment, reason for administering (if not prescribed) and signed by the member of staff responsible. 55

• All significant illnesses, accidents or injuries to pupils (either as part of the above medical records or separately). • Major behavioural incidents showing the pupil’s name, reason for the sanction and the person administering the reflective work. • Any safeguarding allegations or suspicions of abuse. • Any incidents of bullying (either as the victim or the perpetrator.) • All fire drills and the regular testing of emergency lighting, fire alarms and fire fighting equipment.

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

MEDICAL CARE The School has a Health Care Centre on site, which is open 24 hours a day during school term time (Sunday to Friday evenings) and is staffed by qualified Nurses. All pupils have access to the Health Care Centre when needed. Teachers or Teaching Assistants will send or escort children who are ill or injured to the Health Care Centre. Children who feel unwell or are injured should first ask an adult before visiting the Health Care Centre. Parents are required to complete a medical form for their child on entry to the school and provide relevant health information, including details of drug reactions, major allergies and notable medical conditions. When a child makes a visit to the Health Care Centre, the visit is noted in the child’s medical record along with any treatment given. The Health Care Centre will call the child’s parents to explain what has happened and the treatment that was given; they will also inform the Class Teacher of any concerns.

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

WELLBEING Our PSHE programme is called Facing Challenges and seeks to encourage and develop resilience amongst pupils who face a variety of personal challenges in their everyday lives. Health, social, economic and academic issues can all prove to be obstacles that prevent them from realising their potential or affect their wellbeing. The Facing Challenges programme aims to develop resilient individuals who embody the Leadership Attributes – dealing with problems positively and always looking for the solutions to any setback. The Facing Challenges programme, therefore, is one of the cornerstones of our pastoral education provision. The programme is supplemented by expert external speakers. In the 6th Form, Facing Challenges is replaced by the Beyond Harrow programme, with a shift in emphasis towards the needs of older pupils and with an eye on life beyond school, including careers and university advice. There is a weekly designated university preparation programme for all 6th formers in the school timetable.

HARROW HORIZONS PROGRAMME Harrow Horizons is our outstanding enrichment programme, which complements and extends beyond the School’s academic and pastoral provision. Our diverse range of regular weekly activities – in Sport, Music, Drama, Creative Arts, Charity and Academic Extension and more – encourage pupils to develop new skills, hone existing ones further, and build friendships across year groups and Houses. Pupils are expected to take two Super Curriculum activities (SCAs) a week each term; they may also take as many optional Co-Curricular activities (CCAs) as they like in the periods before School, at lunchtime and after School. With a staggering 250 activities on offer every week, including many founded and led by pupils, there is truly something for everyone. 57

Alongside the SCA and CCA programme, Harrow Horizons also encompasses the following annual events and opportunities: • Leadership in Action Week, where pupils develop leadership skills and contribute to service projects in Hong Kong and in countries across South-East Asia • Our full programme of trips and expeditions throughout the year • Our regular work with our School Charities, culminating in Long Ducker • Our pupil-led Societies • The Duke of Edinburgh’s Award, offered at Bronze and Silver levels • Our Speakers’ Forum series, where prominent experts in their fields – economics, medicine, art, sustainability and more – present to invited pupilsOur School Publications, edited, designed and written by pupils More details of each activity and how to book them can be found in the Harrow Horizons Programme Booklet.

REPORTS TO PARENTS We are committed to ensuring that all our pupils are given every chance to achieve their very best in all areas of their education. Effective feedback plays a vital part in ensuring this happens. We intend feedback to be accessible, achievable and motivating, and to take into account all aspects of the pupils we educate. We aim to deliver timely and accurate verbal and written feedback that is communicated in a positive, straightforward and supportive manner, so that pupils and their parents understand how best they can make progress, and the areas they need to develop. Pupils will receive two types of report: • Progress Report (PR): In the Prep School, this contains Attainment and Engagement in Learning Grades, and in the Senior School, this contains Current Achievement Grades (CAG), Current Aspirational Grades (CASG) and Engagement in Learning Grades • Full Report: This contains Attainment and Engagement in Learning Grades, Subject Reports, House Tutor Targets, a comment from the House Master or House Mistress and information on attendance and rewards. Full Reports and Progress Reports will be issued at different points in the academic year, with one set of Full Reports published for each year group each year.

PARENTS’ EVENINGS These evenings are an opportunity for parents to discuss in detail their child’s academic attainment and engagement in learning. They should be consultative and constructive; parents and pupils should feel supported; they should also gain a clear understanding of targets and next steps. These evenings are positioned at strategic points during the academic year to ensure teachers are providing effective feedback at appropriate or critical times in a pupil’s education. We encourage pupils to attend along with parents. 58

1:1 DEVICE PROGRAMME The School requires all pupils in Year 6, Year 7 and Year 8 to have their own Apple iPad computer to access the curriculum effectively. The research is clear and compelling; continuously improving technologies are profoundly changing what, how, when, and where people learn. We aim for our pupils to become increasingly sophisticated users of technology and to support and enhance their learning in doing so while encouraging them to be responsible for all aspects of its use. There are two schemes available: Purchasing an iPad through the School - we will provide fully configured and ready-to-use Apple iPads available for purchase at a discounted rate. Reconfiguring an existing Apple iPad that meets certain specifications. More information can be received by contacting the IT Department at its@harrowschool.hk

SPEECH DAY Speech Day (also known as ‘Speeches & Prizes’) is held on the final day of the Summer Term and is a formal celebration of pupils’ achievements over the course of the year. The Upper School Speeches & Prizes programme consists of a series of short drama and musical pieces from pupils, a prize-giving ceremony, a speech from the Head, and a re-enactment of the traditional Harrow School Bill ceremony. Every pupil files past the Head, raising their hat and saying “Here, Ma’am!” as their name is called. Academic Prizes are awarded to Prep and Senior School pupils in a range of subjects. These prizes recognise outstanding academic progress and a noteworthy level of effort and commitment. Prizes for Leadership are awarded to pupils in both Prep and Senior Schools and are given to the pupils who have most consistently demonstrated the School’s Values and Leadership Attributes in their school life over the year.

BUS ROUTES The School runs an extensive bus routes system for all pupils. The service is operated by Chun Wo Bus, who were appointed in 2021. The services cover most areas of Hong Kong and the New Territories and should be used by all day pupils. There is also a weekly service for boarding pupils. The School has a strict Mandatory Bus Policy to follow. All Upper School pupils should travel to School by bus or on foot.

WEATHER The rainy season in Hong Kong usually runs from April to September, and in severe weather conditions the School adheres to official public announcements from the Hong Kong Observatory and the Education Bureau. Broadcasts are usually announced on both radio and television by 6.15am and are repeated at regular and frequent intervals throughout the day. The updates will also be shared on social media and via SMS. Parents are advised to refer to the Parent Portal about the arrangements, which apply in all cases except when pupils are taking external examinations. Pupils, parents and staff should check the government’s announcements regularly, but if you have any enquiries, please contact the respective Class Teacher if needed. The School’s Severe Weather Policy can be found on our website: harrowschool.hk/featured-links/weather-information.

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

French Horn

Saxophone

Bass Guitar

Harp (for up to ABRSM Grade 5 level)

Singing

Cello

Orchestral Percussion

Trombone

Classical Guitar Clarinet Drum Kit

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

Electric Guitar Flute

Ukulele Viola

Piano

Violin

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

OVERSEAS SCHOOLS’ ENTRANCE EXAMINATIONS We understand that due to the nature of the work of some of our parent body, it is necessary to look at options to relocate abroad, sometimes at short notice. We help a few families each year by arranging testing for the schools to which they have applied. Parents normally pay an invigilation and administration fee for this service. In order to streamline this process and ensure families, as well as the School, have plenty of time to organise the entrance examinations for schools overseas, we have set dates in the termly calendar when these tests take place. These dates have been fixed around our Admissions schedule and the timelines of overseas schools and are given below. Friday 27 September 2024

Friday 28 March 2025

Friday 18 October 2024

Friday 25 April 2025

Friday 28 February 2025

Friday 30 May 2025

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

SCHOOL UNIFORM School uniform is compulsory for all pupils. Through their dress and appearance, as well as in other respects, all pupils should ensure that they are a credit to Harrow Hong Kong and themselves at all times. This includes the journey to and from School and when representing the School off the campus. A full uniform list can be found on the school website. School uniform can be purchased from the online store https://www.ha.ufsonline.com.hk/ , the School Shop or the shop in Lai Chi Kok: LAI CHI KOK UNIFORM SHOP 10.00AM - 6.00PM (Monday to Saturday) 8/F, China Pacific Industrial Building, 10 Wing Hong Street, Lai Chi Kok, Kowloon Tel: +852 2523 2517 / +852 2742 2498 SCHOOL SHOP Normal school days: 8.30AM - 2.30PM (Mondays, Wednesdays & Fridays) (Closed for lunch from 12.15PM to 1.15PM, and on Tuesdays, Thursdays, Saturdays, Sundays and Public Holidays)

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

GOVERNANCE Hon Kenneth Lau, Chairman Address: Asia International Schools Limited (AISL), 35/F, Office Tower, Convention Plaza, 1 Harbour Road, Wan Chai, Hong Kong Tel: +852 2583 3109

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

STAFF LIST HEAD

Ms Ann Haydon MBE

EAH

ahaydon@harrowschool.hk

Principal Deputy Head (Curricular)

Ms Laura Yandell

LMY

lyandell@harrowschool.hk

Principal Deputy Head (Pastoral and Wellbeing)

Mr Tom Hicks

TCH

thicks@harrowschool.hk

Deputy Head (Academic)

Mr James Brewer

JCB

jbrewer@harrowschool.hk

Deputy Head (Pastoral and Wellbeing)

Ms Kirsten McLintock

KJM

kmclintock@harrowschool.hk

Deputy Head (Co-Curricular & Organisation)

Mrs Sabrina Peck

SLP

speck@harrowschool.hk

Assistant Head (Sixth Form)

Mr Jonny Franks

JMF

jfranks@harrowschool.hk

Assistant Head (Digital Strategy, Assessment and Tracking)

Mr Darren Bastyan

dbastyan@harrowschool.hk

Assistant Head (Academic)

Ms Freya Crofton

FXC

fcrofton@harrowschool.hk

Mrs Victoria Marshall

VLM

vmarshall@harrowschool.hk

Assistant Head (Pastoral and Wellbeing)

Ms Kim Gration

kgration@harrowschool.hk

Head of Lower School

Mr Brendan Shanahan BS

Deputy Head of Lower School (Academic)

Mr Gary Hancock

GMH

ghancock@harrowschool.hk

Deputy Head of Lower School (Pupil Wellbeing)

Mrs Lauren Berner

LMB

lberner@harrowschool.hk

Assistant Head of Lower School (Pupil Progress)

Ms Dawn Chambers

dchambers@harrowschool.hk

Assistant Head of Lower School (Continuing Professional Development)

Ms Hannah Davies

HLD

hdavies@harrowschool.hk

Assistant Head of Lower School (Digital Strategy and Technology)

Mr James Rose

jrose@harrowschool.hk

Assistant Head (Early Years)

Mr Chris Russell

CSR

crussell@harrowschool.hk

Director of Operations

Mr Jim Nightingale

Director of Human Resources

Ms Denise West

Director of Finance

Ms Miranda Ng

sfng@harrowschool.hk

Head of Communications

Mrs Penny Hicks

ph@harrowschool.hk

Ms Joanne Kar

jkar@harrowschool.hk

SENIOR LEADERSHIP TEAM

Assistant Head (Continuing Professional Development)

Executive Assistant to the Head and Head of Administration

bshanahan@harrowschool.hk

jnightingale@harrowschool.hk DMW

dwest@harrowschool.hk

THE HOUSES PREP HOUSES BANKS House Master

Mr Nick Weinberg

nweinberg@harrowschool.hk

Assistant House Mistress

Ms Megan Smith

MVS

msmith@harrowschool.hk

DARWIN Mr Tom Cameron

TXC

tcameron@harrowschool.hk

House Mistress

Ms Holly de Vies

HDV

hdevies@harrowschool.hk

Assistant House Master

Mr Eugene Sze

esze@harrowschool.hk

House Mistress

Mrs Kirsty Wilson

KHW

kwilson@harrowschool.hk

Assistant House Master

Mr Chris Mclnnes

CPM

cmcinnes@harrowschool.hk

House Mistress

Mrs Connie Hu

HDV

chu@harrowschool.hk

Assistant House Mistress

Ms Rebekah Flynn

CMH

rflynn@harrowschool.hk

House Master Assistant House Mistress

FRY

LYON

NIGHTINGALE

PARKS ctownsend@harrowschool.hk

House Mistress

Ms Charlotte TownsendCFT

Assistant House Mistress

Ms Catherine Illsley

CMI

cillsley@harrowschool.hk

House Master

Mr Will Bussey

WDB

wbussey@harrowschool.hk

Assistant House Master

Mr Conor Hartley

CRH

chartley@harrowschool.hk

House Mistress

Mrs Swati Ray

SRA

sray@harrowschool.hk

Assistant House Mistress

Ms Amanda Lam

amlam@harrowschool.hk

House Master

Mr Ross Stokley

RAS

rstokley@harrowschool.hk

Assistant House Mistress

Ms Laura Eastaff

LFE

leastaff@harrowschool.hk

House Mistress

Ms Naina Nightingale

NRN

nnightingale@harrowschool.hk

Assistant House Mistress

Mrs Georgia Barker

GAB

gbarker@harrowschool.hk

SHACKLETON

SENIOR HOUSES ANDERSON

CHURCHILL

GELLHORN

KELLER House Mistress

Mrs Gillian Nightingale GEN

gnightingale@harrowschool.hk

Assistant House Mistress

Ms Rachel Chicken

RLC

rchicken@harrowschool.hk

House Master

Mr Dom Berner

DEB

dberner@harrowschool.hk

Assistant House Master

Mr Dan Moss

dmoss@harrowschool.hk

House Master

Mr Robert Powell

RTP

rpowell@harrowschool.hk

Assistant House Master

Mr Milo Bellamy

MLB

mbellamy@harrowschool.hk

House Master

Mr Oliver Paulin

opaulin@harrowschool.hk

Assistant House Master

Mr Reece Hamon

RNH

rhamon@harrowschool.hk

House Mistress

Ms Lee Collins

LSC

lcollins@harrowschool.hk

Assistant House Mistress

Mrs Ella Loosmore

ELL

eloosmore@harrowschool.hk

Mrs Catherine Illsley

CMI

cillsley@harrowschool.hk

Mr Mark Edwards

MAE

medwards@harrowschool.hk

PEEL

SHAFTESBURY

SUN

MATRONS

mcameron@harrowschool.hk

Mrs Melanie Cameron Ms Michelle Gedge

MSG

mgedge@harrowschool.hk

Head of Individual Needs

Ms Amanda Lam

ALH

amlam@harrowschool.hk

Teacher of Individual Needs

Ms Kim Gration

kgration@harrowschool.hk

Teacher of Individual Needs

Ms Leanne Chu

LXC

lchu@harrowschool.hk

Head of Language and Learning

Ms Elaine Shek

EYS

eshek@harrowschool.hk

Teacher of Language and Learning

Mr Nicholas Stone

NJS

nstone@harrowschool.hk

Language and Learning Support Teacher

Ms Yee To

SYT

syto@harrowschool.hk

The School Psychologist

Dr Rachel Gregory

School Counsellor

Ms Lauren Liu

PUPIL DEVELOPMENT & WELLBEING TEAM

rgregory@harrowschool.hk RL

lliu@harrowschool.hk

KEY EDUCATIONAL SUPPORT General Enquiries

info@harrowschool.hk

Lower School Office

ls-info@harrowschool.hk

Upper School Office

us-info@harrowschool.hk

Bus Information

bus-info@harrowschool.hk

Accounts

account@harrowschool.hk

Admissions

admissions@harrowschool.hk

Human Resources

hr@harrowschool.hk

ICT

its@harrowschool.hk

HEADS OF DEPARTMENT ART

Mrs Gemma Myles

GEM

gmyles@harrowschool.hk

DRAMA

Ms Vicky Courtis

VLC

vcourtis@harrowschool.hk

ENGLISH

Mr Dom Rapley

drapley@harrowschool.hk

ECONOMICS

Ms Charlene Doherty

CMD

cdoherty@harrowschool.hk

GEOGRAPHY

Mrs Letitia Weinberg

LPW

lweinberg@harrowschool.hk

HISTORY AND POLITICS

Mr David Tuck

DPT

dtuck@harrowschool.hk

PRS

Mr Milo Bellamy

MLB

mbellamy@harrowschool.hk

LANGUAGES

Mr Graham Simms

gsimms@harrowschool.hk

CHINESE

Dr Levi Gao

LXG

lgao@harrowschool.hk

FRENCH

Ms Lucy White

LXW

lwhite@harrowschool.hk

SPANISH

Mrs Yolanda Homs

yhoms@harrowschool.hk

MATHEMATICS

Ms Louise Ackroyd

LEA

lackroyd@harrowschool.hk

MUSIC

Mr Tom Wiggall

twiggall@harrowschool.hk

Director of Sport

Mr Ian Williams

ILW

iwilliams@harrowschool.hk

Head of Upper School Sport

Mr Ben Loosmore

bloosmore@harrowschool.hk

Head of Lower School Sport

Ms Hannah Minty

HLM

hminty@harrowschool.hk

Academic PE

Mr Huw Alexander

HJA

halexander@harrowschool.hk

Athletics

Mrs Sarah McMillan

SMC

smcmillan@harrowschool.hk

PHYSICAL EDUCATION

Football Gymnastics

Mrs Shannon Hobbins SXH

Netball

Ms Hannah Minty

HLM

shhobbins@harrowschool.hk hminty@harrowschool.hk

Rugby

Mr Chris Kinloch

CRK

ckinloch@harrowschool.hk

Swimming

Mr Malcolm Green

MJG

mgreen@harrowschool.hk

Tennis

Mr Ross Stokley

RAS

rstokley@harrowschool.hk

PSYCHOLOGY

Ms Sharin Sikka

SSI

ssikka@harrowschool.hk

SCIENCE

Mr Matthew Twomey

MNT

mtwomey@harrowschool.hk

Prep School Science Coordinator

Ms Tiffany Searle

TLS

tsearle@harrowschool.hk

Biology

Ms Siobhan McCrohan SOM

Chemistry

Mr Andrew Davies

AJD

ajdavies@harrowschool.hk

Physics

Ms Julia Davidson

JLD

jdavidson@harrowschool.hk

LIBRARY & LEARNING LOUNGE

Ms Julia Besnard

JAB

jbesnard@harrowschool.hk

Assistant Head (Sixth Form)

Mr Jonny Franks

JMF

jfranks@harrowschool.hk

Head of Year 12/13 and Teacher of Geography

Mr James Roscoe

JRO

jroscoe@harrowschool.hk

Head of Year 12/13 and Teacher of English

Ms Jess Darke

JAD

jdarke@harrowschool.hk

Examinations Officer

Dr Catherine Clerc

cclerc@harrowschool.hk

Assistant Examinations Officer

Mrs Sioned Ralph

SCR

sralph@harrowschool.hk

Ms Olivia Coady

ocoady@harrowschool.hk

Mr Rob Powell

RTP

rpowell@harrowschool.hk

Ms Jenny Mitchell

JEM

scholarships@harrowschool.hk

Head of Pupil Leadership

Mr Tom Carter

TCA

tcarter@harrowschool.hk

Duke of Edinburgh’s Award Coordinator

Mr Phil Harwood

PAH

pharwood@harrowschool.hk

Ms Wen-Ju Yang

WJY

wjyang@harrowschool.hk

smccrohan@harrowschool.hk

SIXTH FORM & CAREERS

EXAMINATIONS

SCHOLARSHIPS Head of Scholars and Academic Extension (Art, Drama, Music, Sport) Head of Scholars and Academic Extension (Academic, Chinese, STEAM) Head of Bursaries TRIPS & EXPEDITIONS

CHARITIES & COMMUNITY Head of Charities & Community Service

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

harrowhongkong.hk