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CURRICULUM OVERVIEW
Yutong Yan, Year 9
ART
The Art curriculum is designed to develop the relevant skills and experiences that pupils will need for further academic success at GCSE and A Level. This is based on 4 key areas: developing ideas, exploring materials, recording from observation and ultimately in their ability to resolve a project with one fantastic piece of work. In Upper School we aim to develop pupils’ knowledge of the formal elements in order to enable them to develop fundamental skills in drawing and observation alongside their ability to respond to and be inspired by the work of others.
CONTROL, EXPLORE, REFINE, INVESTIGATE
In their first year of Senior School Year 9 pupils continue their artistic journey by exploring the formal elements: line, shape, tone, texture, colour, pattern and form with broad project themes aimed to inspire them. To prepare pupils for potential GCSE study, the emphasis in Year 9 is on independence and exploration and creating opportunities for pupils to explore and respond to the work of a wide range of artists, blending their styles together alongside their project themes to create exciting, original artwork. Guided and supported by their teachers, pupils are given the opportunity to make more personalised choices with regards to subject matter, materials and contextual studies, building essential knowledge and skills for potential GCSE success.
GLOBAL CITIZENSHIP
Art can enable pupils to explore their ideas and opinions in relation to wider world issues and encourages them to be a positive force for good in the world, as such global citizenship and intercultural learning is an integral part of our curriculum within the Art Department. We aim to raise pupil awareness of the UN Global Goals and use these as the thematic driving force for each project being studied. Year 9 pupils will study a range of projects inspired by Goal 4: Life below water and generate ideas and outcomes inspired by issues connected to pollution, climate change and preservation of biodiversity across the globe.
BIOLOGY
Biology is the study of life. The department is alive with animals and plants of different varieties, and while some are there to be appreciated in their living form, others enable pupils to dissect and explore. Pupils commence the Edexcel International GCSE Biology (9-1) course in Year 9 and the course is divided into three years of study (Year 9 have four lessons per fortnight and Years 10 and 11 have six per fortnight). The broad topic areas covered by the course are as follows:
• The nature and variety of living organisms • Structures and functions in living organisms • Reproduction and inheritance • Ecology and the environment • Use of biological resources
Here at Harrow Hong Kong, we divide the course into 16 topics, which are distributed across the three years of study. Year 9 pupils will complete the following topics:
1. Cells and Organisation of Living Things 4. Plant Growth and Reproduction
2. Movement in and Out of Cells 5. The Circulatory System
3. Breathing and Respiration
SKILLS DEVELOPED
Throughout the course, pupils develop strong investigative skills. These include devising a method to test an investigative question; identifying the variables involved; collecting accurate and reliable data with consideration to safety; and, finally, analysing their results by drawing a conclusion and evaluating their investigation. There is also ample opportunity for pupils to develop their mathematical skills, through accurate drawing of graphs, describing results and carrying out calculations based on data. Practical activities are integrated into the curriculum and the skills developed form part of the assessment of the course. There are 13 core practical activities that are covered throughout the course; however, pupils have the opportunity to do many more beyond the specification, with dissections of hearts, lungs, kidneys and eyes creating much interest and excitement! The core practical activities that pupils in Year 9 will complete are as follows: observing osmosis in living tissues; investigating the effect of exercise on breathing rate and heart rate; investigating the rate of aerobic and anaerobic respiration in living organisms; and investigating germination in seeds.
ASSESSMENT
In Year 9 the focus is on developing the skills that form the foundation of all future learning in Biology, so there is regular monitoring and assessment of investigation write-ups. Regular internal assessment in the form of topic tests also takes place throughout Year 9, enabling close tracking of every pupil’s progress. The course is 100% externally assessed at the end of Year 11 by examination and pupils will achieve a grade 9-1.
CHEMISTRY
Our mission in Chemistry is to nurture pupils’ curiosity about the world around them. As well as learning the fundamental ideas of what matter is made of, and the properties and reactions of different types of substances, the course encourages them to apply their knowledge and understanding to real-world contexts. In Year 9, pupils embark on their Edexcel International GCSE Chemistry journey. Over three years pupils study the full range of chemical ideas: Principles of Chemistry, Inorganic Chemistry, Physical Chemistry and Organic Chemistry. This prepares them effectively for studying at a higher level.
In Year 9, the topics studied are:
• Atoms, Elements, Compounds & Mixtures • Crude Oil & Fuels • Atomic Structure & The Periodic Table • Gases in the Atmosphere & Tests for Gases • Rates of Reaction • Ionic and Covalent Bonding
As well as gaining knowledge of chemical themes and concepts, pupils need to be able to apply their knowledge and understanding in different situations, including practical contexts. Experimental skills, and the analysis and evaluation of data and methods are developed through regular practical work, in the context of the chemistry being studied. Pupils improve their ability to approach problems in a logical way, and practise selecting and applying appropriate areas of mathematics relevant to chemistry. The skill of selection, organisation and presentation of relevant information using appropriate vocabulary, definitions and conventions is also developed.
ASSESSMENT
Regular internal assessment in the form of topic tests also takes place throughout Year 9, enabling close tracking of every pupil’s progress. The course is 100% externally assessed at the end of Year 11 by examination and pupils will achieve a grade 9-1.
COMPUTER SCIENCE
The Year 9 Computing Curriculum will aim at building the computing concepts and programming skills required to pursue GCSE Computer science. The course is designed to help learners develop an interest in computational thinking and an understanding of the principles of problem-solving using computers. They apply this understanding to create computer-based solutions to problems using algorithms and a high-level programming language. Learners also develop a range of technical skills, and the ability to effectively test and evaluate computing solutions.
THE CORE LEARNING OUTCOMES OF THE COURSE IS AS FOLLOWS :
• To give a deeper insight into the world of computers around us. • Understand how computers solve problems logically using binary and other systems. • Understand the components of a computer system – This includes hardware, software, peripherals and other subsystems. • Understand a myriad of programming concepts and develop skills to create programs. • Build upon skills necessary to solve computer based problems using high-level programming languages.
In order to achieve the above objectives, pupils will be introduced to Programming in Python. They will also be encouraged to take a problem solving approach to create solutions using Raspberry Pi. Assessment takes the form of class quizzes, project work as well as group work and individual presentations that examine pupil understanding and application of the their computational thinking skills.
DRAMA
The three key components of Drama are creating, performing and evaluating. The Year 9 curriculum is designed to teach a balance of performance skills and transferable skills throughout the year. Pupils will work in a variety of theatrical genres whilst developing their creativity, teamwork, leadership, confidence and empathy. Pupils are assessed throughout the year on all three components through written and verbal feedback and peer assessment.
THE TOPICS STUDIED IN YEAR 9 ARE:
• Frantic Assembly • ‘Othello’ by Shakespeare • Stanislavski
• ‘DNA’ by Dennis Kelly • Devising • Theatre History
CREATING
Whilst creating theatre, pupils will develop their creativity, problem-solving and collaborative skills. In Year 9 we introduce pupils to two of the most significant theatre practitioners: Constantin Stanislavski and Frantic Assembly. Pupils will learn the building blocks of these two contrasting styles of theatre and apply these to both devising and scripted work.
PERFORMING
Pupils will learn and develop a variety of performance skills such as ‘Chair Duets’ and performing a monologue in a naturalistic style. In Year 9, pupils are introduced to more complex scripts with dynamic characters, developing their performance skills further. They will learn to perform small sections of script and how to use stimuli to devise engaging pieces of theatre. The focus is on building pupils’ confidence and the ability to express themselves clearly through the use of voice and movement to establish character.
EVALUATING
Throughout the year, pupils will evaluate their own and their peers’ performances. Evaluation is important in developing awareness of the elements that create effective performance. Pupils will develop their analytical skills and theatre terminology to further enhance their evaluation skills.
ENGLISH
The Year 9 curriculum is designed around the following focuses, addressing the demands of both the English Language and Literature IGCSEs:
ENGLISH LANGUAGE ENGLISH LITERATURE
RAO1 Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives.
RAO2 Understand and analyse how writers use linguistic and structural devices to achieve their effects. LITO1 Show a clear and detailed understanding of texts using appropriate terminology and expressing your ideas clearly.
RAO3 Explore links and connections between writers’ ideas and perspectives, as well as how these are conveyed.
WAO4 Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences. LITO2 Analyse the language, form and structure used by a writer to create meanings and effects.
LITO3 Explore links and connections between texts.
WAO5 Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation. (Writing) LITO4 Show understanding of the relationships between texts and the contexts in which they were written.
SLAO6 Speaking and listening skills: • demonstrate presentation skills in a formal setting. • listen and respond appropriately to spoken language, including to questions and feedback to presentations. • use spoken Standard English effectively in speeches and presentations. LITO5 Explore alternative interpretations of texts.
Year 9 English is designed to facilitate a smooth transition to IGCSE, enabling pupils to be confident in approaching the demands of the IGCSE courses and to engage with texts at a deeper level than in the Prep School. We begin to separate the skills required for English Language and for English Literature, and to familiarise pupils with the requirements of the two courses. Pupils will be introduced to texts of a similar level as those studied at IGCSE, exposing them to a range of texts in different styles and from different historical periods. They are taught how to annotate texts in detail and to explore the effect of writers’ linguistic and structural choices. The focus on analytical skills also assists pupils in improving their writing by incorporating the features analysed. Pupils will be introduced to the skills required for the English Literature IGCSE including approaching unseen poetry in an analytical manner, comparing poetry and understanding the impact of contextual factors on the production of texts. They will also study a pre-1900 text, exploring the significance of contextual factors, the effect of structural and linguistic features and the way in which characters and themes are presented. In terms of English Language, pupils will analyse non-fiction prose extracts, exploring the impact of the devices used. Building on this, they will learn to incorporate these techniques and structural features into their own imaginative and transactional writing. Pupils will also have the opportunity to complete a Speaking and Listening presentation in the style of the one they will need to deliver to achieve the Spoken Language Endorsement at IGCSE.
GEOGRAPHY
In the Autumn Term, Year 9 geographers study the topic of Development. This unit introduces pupils to a range of indicators used to measure development around the world. Pupils will engage with the latest data to develop a fact-based understanding of the world we live in. Inspired by Hans Rosling’s book ‘Factfulness’, this unit aims to challenge common misconceptions about countries around the world. In the second half of the Autumn Term, pupils study a unit on Climate Change. They will develop an understanding of how the Earth’s climate has changed over the last 10,000 years (both long and short- term reasons), what scientists predict the impacts of the rising temperatures will be and what actions we can take as individuals to reduce the risks of climate change. Pupils will analyse data to draw their own conclusions about whether we should be concerned about climate change. This unit aims to develop pupils’ global citizenship by encouraging them to consider their collective responsibility and how their actions can affect the environment and the lives of others around the world. In the Spring Term, pupils work together in groups on a structured project to create a campaign to host the next Olympic Games. They have to decide upon an appropriate location to host the Games, as well as considering the environmental legacy of the event in their chosen city. This unit develops teamwork and public speaking as pupils are required to present their bid to the class, with the winning group competing in the grand final in front of the Year 9 cohort in the Lecture Theatre. In the second half of the Spring Term, pupils study a unit on Rivers to develop their understanding of physical geography. They follow the journey of a river from source to mouth, learning about the river’s characteristics, features and processes along the way. They also consider the importance of rivers to humans, how human activity can affect river environments through pollution, and also how settlements can be affected by river flooding. In the Summer Term, pupils will undertake an independent fieldwork investigation around the School site. The purpose of this activity is to develop pupils’ understanding of geographical enquiry and prepare them for the fieldwork section of the IGCSE syllabus. Pupils will choose an investigation topic, set a hypothesis and carry out data collection to prove or disprove their prediction. Once the data is collected, pupils will make use of ArcGIS to analyse their data and draw meaningful conclusions. Assessment takes place through written tests, collaborative group work, presentations and individual research projects.
HISTORY
The aim of the department in Year 9 is to continue to develop the core historical skills and to encourage pupils to consider the impact of 20th Century warfare and different political systems on their own lives. The initial focus of Year 9 is the causes, course and impact of the First World War. Pupils are encouraged to evaluate reasons for the outbreak of war in August 1914 before understanding the nature and impact of the conflict. Pupils then familiarise themselves with the differences between democracy and dictatorship before selecting a dictator to investigate. They examine the methods used by dictators to gain and consolidate power, for example, terror, propaganda, economic policy and the targeting of different groups in society such as youth and women. Pupils then examine a leader of a democracy, in this case, one with links to Harrow School: Sir Winston Churchill. Having compared different political systems, pupils then move on to a study of the Second World War in Asia including the rise of Japan, Pearl Harbor and the dropping of the atomic bomb. Year 9 closes with an introduction to the Cold War in preparation for Year 10 by exploring the Vietnam War and the growth of opposition. The Year 9 theme of Power and Conflict enables pupils to develop the core skills in History: cause and effect, change and continuity, interpretations and significance, all complemented by continual source analysis. We also encourage pupils to consider the links between their learning and present-day events. Lessons regularly see pupils creating, debating, and presenting as well as developing their written work. Tasks in Year 9 also foster greater independent thought and research skills. 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. In preparation for Year 10, pupils are often given the same question stems as used at History IGCSE. Pupils are encouraged to reflect upon their own learning and that of others.
INDIVIDUAL NEEDS
The Individual Needs Department at Harrow Hong Kong works alongside L&L, Counselling and House Pastoral Teams to ensure that the academic, social, and pastoral needs of pupils are met through quality differentiation, effective collaboration between educational stakeholders, and impactful staff development. The Individual Needs Department works with pupils who require extra support or extension beyond regular classroom differentiation in order to meet their learning needs. The Individual Needs Department supports pupils who enter the School with existing reports of individual needs and those who are later identified through the School’s referral system. Depending on the level of support needed, pupils may receive short-term or longterm intervention from an individual needs staff member within their regular lessons in collaboration with the class teacher, in small groups, or 1:1. The department also works with members of staff by identifying and sharing differentiation strategies based on specific pupil profiles, monitoring student progress, and providing professional development. Access arrangements for both internal and external assessments are facilitated by the department in partnership with the Examinations Officer in accordance with the guidelines from the Joint Council for Qualifications. The department is able to conduct internal assessments to aid the understanding of a pupil’s profile, and may also refer pupils to external specialists, including Occupational Therapists, Speech and Language Therapists, and Educational Psychologists if further information is required.
LANGUAGE AND LEARNING (LAL)
Language is at the very heart of the learning process and it is the mission of the Language and Learning (L&L) department to fully prepare our multilingual pupils to excel in Academic English. To achieve success across the curriculum (and beyond) our pupils are required to use Academic English for such purposes as explaining, narrating, recounting, arguing, analysing and describing across a range of subject areas and in a variety of modes. Such language does not come naturally and requires explicit teaching. Pupils need to develop their understanding of how Academic English functions in order to achieve a range of purposes that are critical to success in school and exams. In Year 9, pupils will follow a challenging, in-depth Academic English course adapted from the B2 First for Schools programme from Cambridge English Qualifications (UK). The course will be assessed internally at school, however, it is possible to take the exam formally at external examination centres in Hong Kong. The course consists of academic reading, writing, use of English (grammar and vocabulary), speaking, pronunciation and listening and aims to extend pupils’ Academic English language resources in ways that support increasingly complex learning throughout the school years.
COMPONENT ASSESSMENT & WEIGHTING SUMMARY OF THE COMPONENT CONTENT
Use of English 40% Students need to be able to understand a range of texts, including how they are organised and the opinions and attitudes expressed in them. Students’ use of English will be tested by tasks which show how well they can control their grammar and vocabulary.
Writing 20%
Speaking 20%
Listening 20% Tests your ability to follow and understand a range of spoken materials, such as interviews, radio broadcasts, presentations, talks and everyday conversations.
Writing different types of text: articles, essays, letters/emails, reviews. Depending on the question, students will have to advise, compare, describe, explain, express opinions, justify and/ or recommend something.
Exchanging ideas, expressing and justifying opinions, agreeing and/or disagreeing, suggesting, speculating, evaluating, reaching a decision through negotiation, etc.
LANGUAGES
At Harrow Hong Kong, we love languages and our mission is to develop excellent linguists and confident communicators who are passionate about learning languages. Our pupils will be able to express themselves effectively, both orally and in writing, and reach their potential in the target language. They will cultivate the necessary skills to grow as linguists and have an excellent understanding and appreciation of the language, culture and customs of the countries of the French, Spanish and Chinese speaking worlds.
CHINESE
In Year 9, all pupils will be introduced to the International GCSE specifications as they embark on a three-year programme geared towards the IGCSE Chinese qualifications. There are three distinctive IGCSE courses offered to cater for the diversity of learners. • Chinese as a First Language • Chinese as a Second Language • Chinese as a Foreign Language All pupils are grouped into sets depending on their language background and linguistic level. The courses provide a suitable challenge and a solid preparation for one of the IGCSE examinations. Pupils in the First Language stream will study the Cambridge IGCSE Chinese as a First Language (0509). Pupils in the Second Language Chinese stream will study Cambridge IGCSE Chinese as a Second Language (0523) syllabus. Pupils who are in the Foreign Language Chinese stream will follow the Edexcel IGCSE 9-1 in Chinese (4CN1) specification.
In order to take the IGCSE Chinese First Language course, pupils will need native reading, writing, listening and speaking skills. The course develops pupils’ abilities to communicate accurately, appropriately and effectively in speech and writing, develops their comprehension, inference and analysis skills, whilst also promoting pupils’ knowledge of how the Chinese language can be used and enjoyed. Ultimately, a study of First Language Chinese will promote the personal development and understanding of one’s self as well as others. Through this course, pupils will be encouraged to read a wide range of texts including classical Chinese texts, especially from the Ming dynasty. Topics studied will range from: • Reading a variety of texts and developing reading skills such as scanning texts and reading for selecting, analysing and using information. • Developing summary writing skills and the basis of discursive/argumentative writing, descriptive/narrative writing styles. • Reading and understanding short classical Chinese texts
Pupils will be assessed on their skills of reading, directed writing and classical Chinese as well as essay writing. In terms of course materials, pupils will be following a combination of selected texts from Qisi Textbook 3 and selected classical Chinese texts, which will further be supplemented with additional extension materials to fully challenge our pupils.
Chinese as a Second Language is designed for pupils who already have a working knowledge of the language and those who want to consolidate their understanding in order to reach a higher proficiency in Chinese. They gain an understanding of a range of social registers and styles, and learn how to communicate appropriately, practically and effectively in Chinese-speaking environments. In Year 9, the course focuses on learning topics as below: Topic A: Young people and education: Education Topic B: Society: Health and fitness, Leisure activities, Communication and technology. Topic C: The World: Environment Topic D: Cultural Diversity: Festivals and celebrations Through their studies, pupils learn how to employ wide-ranging vocabulary and correct grammar, characters and punctuation. Pupils will be presented with a variety of authentic stimuli that will build up their skills in reading and writing. The types of stimuli include blogs, brochures/leaflets, emails, forms, imaginative writing, letters, diaries, magazines, newspapers and webpages. They will learn to select relevant details, understand the difference between what is explicit and implicit, and practise writing for different purposes and audiences. Pupils will be assessed on their skills in the areas of listening, speaking, fiction and nonfiction reading comprehension, as well as essay writing. In terms of course materials, pupils will be following the textbooks Chinese Made Easy 4 3rd Edition Unit 3 & 4, Book 5 3rd Edition Unit 1, supplemented by additional materials, Chinese newspapers, magazines and suitable online resources.
The Chinese as a Foreign Language course follows the Edexcel IGCSE Chinese (9-1) 4CN1 syllabus. The four linked skills of reading, writing, speaking and listening are developed and expanded throughout the course. This course aims to develop pupils’ abilities to use the language effectively for purposes of practical communication where Mandarin Chinese is spoken. In Year 9, the course emphasises learning the topics B and C with a variety of subtopics.
Topic B. Education and employment
Sub-topics: B1 School life and routine B2 School rules and pressures B3 School trips, events and exchanges B4 Work, careers and volunteering B5 Future plans
Topic C. Personal Life and relationships
Sub-topics: C1 House and Home C2 Daily Routine C3 Role Models C4 Relationships with family and friends C5 Childhood
Topic D. The World Around us
Sub-topics: D1 Environment Issues
Pupils will be building on their prior knowledge of Chinese and will begin to develop fluency in their written and spoken responses, using an increasingly wide range of grammatical constructions. Pupils will continue to refine their accuracy in writing and speaking and will be encouraged to communicate their opinions on a range of relevant topics. We aim to develop pupils as linguists by ensuring they have the chance to work independently, in pairs and in groups to develop their oral communication skills. Pupils will be assessed on their proficiency in reading, writing, listening and speaking.
In terms of course materials, there will be a range of resources for pupils throughout the year, including the Edexcel IGCSE Chinese (9-1) 4CN1 textbook, Easy Steps to Chinese and Jinbu. Chinese support sessions (Chinese Consolidation) are available at lunchtime for IGCSE pupils, where they can practise speaking with our Chinese teaching assistants. In Year 9, all pupils’ progress in first language, second language and foreign languge streams will be monitored through formative and summative assessments throughout the course of the year concluding with the formal Summer Assessment, where they will be assessed upon all they have learned until that point. They will also be given guidance and support on how best to learn the language successfully during class hours as well as in prep activities. Ultimately, all pupils will take their IGCSE examination at the end of Year 11.
FRENCH
Pupils in Year 9 will be exposed to a range of topics related to personal life and relationships and they will begin to cover some of the elements of the IGCSE specification with support from differentiated materials. They will begin their IGCSE studies with the topics of self, family and friends, childhood and house and home. Pupils may be building on their prior knowledge of French and beginning to develop fluency in their written and spoken responses, or still in the early stages of their study of French, they will be building on the critical foundations of core vocabulary and key phrases and basic grammar. Whatever their background, our pupils will focus on accuracy in writing and speaking and will be encouraged to communicate their opinions on a range of relevant topics. More experienced learners will also be expected to start developing their answers more fully, drawing on their prior knowledge and expressing their opinions and views. They will also be continuing to practise a range of tenses. Our pupils will be following the French for Edexcel International GCSE course which will be supplemented with the Tricolore 4 course and additional extension materials to further challenge our learners. We aim to develop pupils as linguists by ensuring that they have the chance to work independently and in pairs and groups to develop their oral communication skills. There will be formal assessments throughout the course on all four skills of speaking, listening, reading and writing and more informal assessments such as quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways. Pupils will also be given guidance and support on how to learn languages successfully in class and during prep activities. There are many online resources which can be used to support our pupils both in and out of the classroom: in Year 9 Linguascope and Language Perfect are great ways to learn vocabulary and practise pronunciation. The Language Gym and Languages online are also excellent websites to practise and consolidate the grammar and verb tenses. There is also a Dynamic Learning platform for the new Edexcel IGCSE course. Our classes in French tend to be streamed based on pupils’ prior knowledge of learning French but there is sometimes a need for pupils to receive additional support and reinforcement or further challenge in a different set. Set movements will only take place at the end of a term unless there is a very good reason for the change. There are a range of Co-Curricular Activities available in French; from Language Clinic at lunchtime where pupils can get extra help if needed, revision classes nearer to assessment time and activities with a French element.
SPANISH
Pupils in Year 9 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 and relationships to the topics of house and home or future career, depending on their level of experience. Those pupils who are ready to begin their IGCSE studies will do so with the more familiar topics of everyday life at home and school, healthy lifestyle, holidays and the media. They may be building on their prior knowledge of Spanish and beginning to develop fluency in their written and spoken responses or as beginners still in the early stages of their study of Spanish they will be laying the critical foundations of core vocabulary and key phrases and basic grammar. Whatever their background, our pupils will focus on accuracy in writing and speaking and will be encouraged to communicate their opinions on a range of relevant topics. More experienced learners will also be expected to start developing their answers more fully, drawing on their prior knowledge and expressing their opinions and views. They will also be continuing to practise a range of tenses. Our pupils will be following the excellent Viva Spanish course which will be supplemented with additional extension materials to further challenge our learners. Those starting the IGCSE course will use a mix of resources for the Edexcel specification. We aim to develop pupils as linguists by ensuring that they have the chance to work independently and in pairs and groups to develop their oral communication skills. There will be formal assessments throughout the course on all four skills of speaking, listening, reading and writing and more informal assessments such as quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways. Pupils will also be given guidance and support on how to learn languages successfully in class and during prep activities. There are many online resources which can be used to support our pupils both in and out of the classroom: in Year 9, Linguascope, Espanol-extra and Language Perfect are great ways to learn vocabulary and practise pronunciation. The Viva resources are also supported by an ActiveLearn online resource. There is also a Dynamic Learning platform for the new Edexcel IGCSE course. Our classes in Spanish tend to be streamed based on pupils’ prior knowledge of learning the language, but there is sometimes a need for pupils to receive additional support and reinforcement or further challenge in a different set. Set movements will only take place at the end of a term unless there is a very good reason for the change. There is a range of enrichment available in Spanish; from Language Clinic at lunchtime where pupils can get extra help if needed, revision classes nearer to assessment time and Co-Curricular Activities with a Spanish element.
MATHEMATICS
Year 9 is the start of a three-year programme teaching towards the Edexcel IGCSE Mathematics A (9-1) qualification. The scheme is linked to the Pearson Edexcel Mathematics (9-1) Book 1. The department retains class sets of the Book 1 textbooks for Year 9 and pupils have access to a digital version of these textbooks for use both in and out of class. A large emphasis continues to be placed on developing pupils’ problem-solving and reasoning skills which form a large part of the IGCSE (9-1) course.
MAIN TOPICS OF STUDY FOR YEAR 9:
• Fractions • Percentages • Standard form • Rounding • Algebraic Expressions & Changing the Subject of Formulae • Straight-Line Graphs • Simultaneous Equations • Polygons Properties • Construction, loci and bearings • Set Notation & Venn
Diagrams • Ratio and Proportion • Algebraic Fractions • Index Laws • Linear inequalities • Coordinate Geometry • Similar shapes • Pythagoras’ Theorem • Trigonometry • Averages • Factors & Multiples • Factorising • Quadratic Equations and Graphs • Circle Theorems
All pupils work towards an extended curriculum that provides suitable challenge and excellent preparation for both the IGCSE and A Level Mathematics. All pupils are grouped into sets for their learning of Mathematics in the Senior School, with movement between the sets as and when appropriate. All groups will cover the same core content over a three-year period as all pupils take their IGCSE examination at the end of Year 11. In the classroom, learning Mathematics is much more than being able to do routine methods. Our approach in the Senior School builds on that in the Prep School and aims to develop a depth of understanding of why methods work, as well as an enquiry approach challenging their 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. The IGCSE (9-1) specification places a large emphasis on problem solving: applying understanding in unfamiliar contexts, and also in reasoning mathematically. To achieve both of these aims we look to ensure a high level of understanding and provide challenge beyond the confines of the curriculum. Each teacher uses various means to regularly test the understanding of all of their pupils. Finally, the Summer Assessment tests all of the material covered over the year to that point.
MUSIC
In Year 9 Music lessons pupils engage with two core skills. Firstly, they develop the ability to work and perform in groups through a variety of band performance projects and secondly, they develop their ability to compose using Logic Pro X, the computerbased sequencing package first introduced in Year 8. Through these projects, pupils study the context, concepts and techniques associated with various styles: Western Classical Music, Fusion Music, Jazz, Caribbean Music and Music for Film. The year culminates in a Battle of the Bands project, which utilises many of the skills the pupils have developed over the course of the year. The winning groups from this project go on to perform in a large-scale event, delivered in front of an audience of 400 Prep School pupils. Summative assessment in Year 9 is based on the performance and compositional projects undertaken through the year, including the band projects and Logic Pro X based activities. Singing, improvising and listening skills are also assessed throughout the course of the year. All pupils also have access to the vibrant Co-Curricular Music programme which runs throughout the year. Individual music tuition is available in a variety of studies and lessons are delivered by a team of experienced and specialised visiting music teachers. There are also many opportunities for pupils to engage with group musicmaking; various orchestras, choirs and bands rehearse on a weekly basis and perform in frequent internal and external concerts.
PHILOSOPHY & RELIGIOUS STUDIES (PRS)
In the Upper School, Philosophy and Religious Studies is a multidisciplinary subject, looking through the lenses of Philosophy, Theology and Social Anthropology. In Year 9, pupils will focus on a Philosophical and Social-anthropological approach through an analysis of more advanced philosophical and socio-anthropological issues, such as the nature of the mind, the existence of God and the influence of religion on societal norms. Pupils will analyse and debate a variety of questions, such as: Can a machine have a mind? Can the existence of God be compatible with the existence of evil? Should we make moral decisions based on good intentions or good outcomes? How has religion influenced attitudes towards gender roles? 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
Autumn Philosophy Philosophy of Mind: Is my teacher a robot? Metaphysics of God: Does God exist? • Descartes and dualism • Functionalism and physicalism • Artificial intelligence • Arguments for and against God’s existence • The problem of evil and theodicies
Spring Philosophy Ethics: What is ‘good’? How should we make moral decisions?
Summer Social Anthropology Contemporary religion and society: How does religion influence society?
SUBSTANTIVE KNOWLEDGE
• Utilitarianism • Divine command theory • Situation ethics • Kantian deontology • Applied ethics
• Structural functionalism/ Conflict theory • Attitudes to relationships and gender roles • Attitudes to migration and religious pluralism • The Religion and World Views Fair
PRS SKILLS
Broadly, all approaches in PRS encourage pupils not only to be able to explain and analyse theories and beliefs, but also to comment on them and reach their own justified conclusions. However, each disciplinary ‘lens’ requires the development and application of unique skills. In Philosophy topics, pupils will refine their skills in testing the validity and soundness of ideas, as well as weighing up the implications of concepts and ways in which they might be modified or improved.
ASSESSMENT
Pupils’ progress will be monitored throughout each topic through informal checking of knowledge (such as short quizzes and marking of longer tasks). Pupils’ progress in each topic will be summatively assessed using a mixture 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.
PHYSICS
Year 9 is the first year of a three-year programme teaching towards the Edexcel International GCSE Physics (9-1) qualification. Ultimately the purpose is to enthuse pupils to want to understand the world around them whilst ultimately providing them with a sense of inquisitiveness and curiosity. There will be focus on developing pupils’ practical, analytical and problem-solving skills. They will also be able to use dataloggers and other data recording devices and learn to manipulate software to achieve the desired aim of the experiment they are conducting. Pupils are required to perform calculations, draw graphs and describe, explain and interpret physical phenomena. Some of the question content will be unfamiliar to pupils; these questions are designed to assess data-handling skills and the ability to apply physical principles in unfamiliar situations.
THE MAIN TOPICS OF YEAR 9 PHYSICS INCLUDE:
• Motion • Forces • Effects of Forces • Energy
ASSESSMENT
Regular internal assessment takes place throughout the three years of study, enabling close tracking of every pupil’s progress. The course is 100% externally assessed at the end of Year 11 by examination and pupils will achieve a grade 9–1. In Physics, pupils sit two papers: • Examination Paper 1 – 61.1 % (120 minutes) • This paper assesses all of the content of the specification, excluding some of the more in depth areas of the course content. • Examination Paper 2 – 38.9 % (75 minutes) This paper assesses all content of the specification, including some of the more indepth areas of the course content. A few pupils will follow the Double Award IGCSE Science course and will sit Paper 1 in each of the sciences, achieving two Science IGCSEs.
PHYSICAL EDUCATION & HEALTH
Our vision through PEH is to give every pupil a wide variety of opportunities to develop and strengthen their values, physical competence and confidence. This will ensure our pupils have the tools to lead a long and healthy lifestyle in a complex world. At Harrow Hong Kong, we have incorporated Health into our curriculum to give it a holistic touch. Therefore we have renamed our curriculum “Physical Education & Health”. This allows pupils to explore more about themselves and seek strategies to cope in our ever-changing world. Pupils in Years 6 to 9 have one PEH lesson per week, and a double games lesson, and cover six different units of work to increase physical competence and develop the confidence to be able to take part at participation level and live a long and healthy lifestyle. The premise of the programme is to enable every pupil to flourish and to establish the appropriate pathway that best suits the individual and the skills they possess. The programme aims to develop the pupil first and foremost as an athlete. From this point onwards it allows each pupil to experience and engage in a wide range of sports, allowing them to develop, display and transfer their skills.
GAMES
The PEH department is continuously striving to ensure we are delivering the most relevant programme. The main drive behind games is to ensure we have a programme which places pupil development at the centre and ensures it enables all our pupils to flourish. It is important to acknowledge that all pupils associate with sport and physical activities in different ways. The PEH Department’s goal is to tailor a programme that suits the needs of our pupils whilst allowing them to experience a wide range of sporting activities. We want our pupils, as they move into the Prep School, to think of themselves as ‘athletes’ and to understand that so many of the fundamental skills they have learnt in the Lower School are transferable across sports. To this end we have introduced pathways into our games programme. The pupils and teachers will decide which pathway, from team, individual and all rounder, best suits their needs. The sports delivered in each pathway are slightly different and each teacher sets appropriate lesson outcomes based on the standard of their class. The sports within these pathways are delivered at the time of the year which coincides with the ISSFHK seasons. This allows staff to have the ability to further advance co-curricular teams within the games setting as well as SCAs and CCAs. Pupils do have the ability to change pathways but this would be through consultation with both pupil and parents. The table below shows the sports that are delivered in each pathway. On average, there are normally 4 classes of pupils per pathway with an average of 20 pupils per class. As each class rotates through different sports, they are taught by the teacher with specialist knowledge in that area.
Team Pathway Volleyball Basketball Netball Rugby Football Individual Pathway All Rounder Pathway Harrow Fit Football
Athletics Gymnastics Table Tennis Volleyball Holiday Games Beach Tennis
Badminton Badminton
Harrow Fit/Watt bikes Tennis Cricket
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 units prepare our pupils by giving them experiences through a variety of activities in an array of environments. These include the astro, pool, courts, sand, indoor sports halls and track. Physical Education and Health will open up opportunities for our pupils to participate in sport on and off the playing field. Physical Education and Health is the doorway to careers such as medicine, physiotherapist, lawyer, player agent, CEO of major sports organisations and more.
HOUSE SPORT
At Harrow International School Hong Kong, we have an all-inclusive House Sports Competition that allows our pupils to have another opportunity to play sport and wear their House colours with pride. House sport is a hotly-contested competition and you can see the passion in every House when they compete against one another. All Houses take part in the following sports: Sports Day (Track & Field), Cross Country, Netball, Football, Touch Rugby, Basketball, Swimming, Dodgeball, Badminton and Indoor Rowing. House Sport Competitions are opportunities to: • Build a solid house culture • Develop camaraderie, friendships & trust • Provide leadership opportunities • Represent a team and contribute to competitive competition • Stay active • Take part in a variety of sports
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 Hong Kong Schools Sports
Federation (HKSSF) leagues and annual friendly fixtures. Fixtures take place mostly mid-week and also on Saturdays, depending on the sport. Harrow Hong Kong also hosts a number of tournaments throughout the year in various sports and these are well attended by other schools.
Competitive sports leagues start in Year 6 (U12) and reach their pinnacle at Year 13 (U19). Harrovians who do not consider themselves athletes when they arrive at our School discover new sports and the talent to play them with great skill and flair. Many continue to enjoy the sporting abilities they discovered at Harrow Hong Kong long after leaving us and take the lessons they have learnt with them into the world beyond school.
Overseas sports tours are an important part of our sports programme. Tours provide the opportunity for our pupils to bond as a team and measure their progress against schools from around the world. The experience and the memories that our pupils gain will be with them for the rest of their lives.
The Physical Education and Health Department are hugely experienced in high performance sport. Pupils who have aspirations to achieve honours in their chosen sport are well supported by the department as pathways are available for our pupils who choose to compete at the highest level and achieve academically at same time.
All fixtures, results and team details can be found at sport.harrowschool.hk
SUPER CURRICULAR ACTIVITIES (SCA)
Sports Super Curricular Activities give pupils more opportunity to explore and challenge themselves in a sporting context. Pupils can enjoy extra time taking part in their favourite sports which will allow them to have more time on task to accelerate their learning. Pupils will apply the skills learned in SCAs in competitive fixtures and tournaments.
Rugby Harrow Fit Tennis Volleyball Basketball Football Athletics / XC Netball Badminton Touch Rugby Gymnastics Indoor Cricket Indoor Cycling
Autumn Term Spring Term Summer Term
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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 • Use of the gym • Tennis • Volleyball • Basketball • Football • Athletics / XC • Netball • Badminton • Touch Rugby • Gymnastics • Swimming • Table Tennis
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