Year 9 marks the start of the Senior School at Harrow Hong Kong, an exciting phase in your child’s educational journey, and the year in which they will choose their GCSE options. Please rest assured that your child will receive guidance and support in this; there will be countless opportunities for discussion and reflection. High academic standards and a focus on scholarship are central to Senior School life; our aim, by the end of Year 9, is to equip all our pupils with the tools they will need to tackle their GCSE courses with confidence.
In the Senior School, the Harrow values of Courage, Honour, Humility and Fellowship take on a new significance. These values are the hallmarks of a Harrow education, connecting us to over 450 years of tradition, but they are also the foundations for future success. By Year 9, we hope that our pupils will be immersing themselves fully in all aspects of school life, growing in character as a result, and developing that all-importance self-knowledge to allow them to choose the pathways that are the most appropriate, and the most fulfilling. Courage fosters intellectual curiosity. The Harrow Horizons programme provides pupils with opportunities to explore new interests and develop essential skills for future success. This year, following our Whole School Review, we are delighted to introduce the Harrow Diploma: through dedicated time in the week, your child will be able to explore pathways to develop leadership skills and essential competencies for life beyond school. The seven essential skills of collaborative problem-solving, cultural competency, digital literacy, critical thinking, creativity, and effective communication are integrated into every aspect of our curriculum and will also be drawn out more explicitly through the new Harrow Diploma. The fellowship that lies at the heart of our school community is embodied by our House system, a traditional pastoral structure that promotes a strong sense of belonging. This year, we have increased the amount of time your child will spend with their house tutor, allowing for an extra level of pastoral support and that all-important space for self-reflection. In partnership with this, we have reimagined our PSHE curriculum and created a dedicated team of expert House Masters and Assistant House Masters to deliver the programme. By enhancing the pastoral structures around your child, we hope they will develop the courage to try new things and the humility to hold themselves to account when things do not go to plan.
As the new head of Harrow International School Hong Kong, I am excited to be joining your child as they begin Year 9 and look forward to seeing them flourish as they move through the school.
Rosie McColl Head
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 necessary for success at GCSE and A Level. We strive to inspire our pupils in their pursuit of artistic excellence and nurture their creative spirit by fostering a passion for the subject. Our curriculum promotes independent inquiry and empowers pupils with freedom of choice, encouraging them to take risks and embrace problem-solving in their artistic journey.
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. Through these, we aim to cultivate independence and autonomy, allowing pupils to develop confidence in their artistic abilities and express their unique perspectives.
In Year 9, pupils will build on the skills and techniques acquired in Year 8, gaining deeper insight into the GCSE course while expanding their artistic abilities. This year provides an opportunity for pupils to develop a wider range of skills, enhance their
creative choices, and inspire independent ideas through exploration and artistic endeavour. Work produced during Year 9 can contribute to a pupil’s GCSE portfolio, should they choose to pursue art in Years 10 and 11.
Pupils will engage in reflective practices, analysing their own work and that of others with a critical eye, fostering a deeper understanding of artistic techniques and context. They will refine their skills across various mediums, creating balanced and cohesive pieces that demonstrate a sophisticated grasp of composition and technique. This year encourages pupils to articulate their artistic intentions and critiques, fostering confidence and independence as they develop a stronger sense of their own artistic voice and perspective.
TERM TOPIC
Autumn Mixed Media Natural Forms
Spring
Summer
3D building Seedpods
Draw/Paint ARTiculation
ESSENTIAL SKILLS
Collaborative Problem Solving:
Group exploration encourages pupils to work together to solve complex artistic problems.
Critical Thinking:
Developed through the analysis of artworks, and exploration of various artistic techniques and concepts.
Cultural Competency:
The study of diverse artistic traditions and practices worldwide helps pupils understand and appreciate different cultural perspectives.
Digital Literacy:
Taught using digital tools and technologies for the creation and presentation of art.
Creativity:
Development of original artistic ideas is emphasised and creativity is encouraged through the exploration of different media and techniques.
Leadership Skills:
Developed through projects that encourage pupils to use their artistic voices.
Effective Communication:
Ability to articulate and explain artistic concepts and ideas is developed.
ASSESSMENT
By providing regular feedback and opportunities for improvement, we aim to help pupils develop their artistic skills and reach their full potential. Pupils’ learning, progress, and skills development will be monitored throughout and at the end of each project, pupils will produce a final piece of work that will demonstrate the skills, knowledge, and creative ideas they have explored. Pupils receive detailed feedback and the opportunity to address the feedback on this extended piece through tailored Stepping Up activities. 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.
INTERCULTURAL LEARNING
Intercultural learning is a key component of the Art curriculum, as pupils explore the cultural, social, and historical contexts of art. By studying diverse artistic traditions from around the world, pupils gain a deeper understanding of how art reflects and shapes society. They learn to appreciate the richness of different cultures and recognise how their own backgrounds influence their artistic perspectives. This learning occurs through various approaches, including the analysis of artworks, research into cultural contexts, and engagement with artists from diverse backgrounds.
BIOLOGY
“Only if we understand, will we care. Only if we care, will we help. Only if we help, shall all be saved”
Jane Goodall
Biology is the study of life. Our aim, through the delivery of the Biology curriculum, is to equip pupils with a deeper understanding of how life works. By fostering a better understanding of themselves and the living world they inhabit, we strive to cultivate in our pupils a caring, empathetic attitude towards all living things.
Pupils commence the Edexcel International GCSE Biology (9-1) course in Year 9. The course is divided into three years of study, with Year 9 having four lessons per fortnight. Here at Harrow Hong Kong, we split the course into 16 topics, which are distributed across the three years of study. Year 9 pupils will complete the following topics: TERM TOPICS COVERED SKILLS
1. Cells and Organisation of Living Things 2. Movement in and Out of Cells
3. Breathing and Respiration
Plant Growth and Reproduction
(COMMON
Microscope Drawings
Identifying variables and drawing graphs for osmosis
Research and presentation skills
Designing an investigation into germination rates
Summer 5. The Circulatory System 5. Longer response questions
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.
ESSENTIAL SCIENTIFIC SKILLS
Throughout the course, pupils develop strong investigative skills, including:
• Devising a method to test an investigative question
• Identifying the variables involved
• Collecting accurate and reliable data with consideration to safety
• Analysing their results by drawing a conclusion and evaluating their investigation
Pupils also develop mathematical skills through accurate drawing of graphs, describing results and carrying out calculations based on data.
INTERCULTURAL LEARNING
Biology is the study of life, which lends itself to educating pupils on the importance of respecting all life. The Biology Department will, where possible, bring in examples which span across different cultures; for example, when Year 9 study plant reproduction they research a national flower of their choosing.
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 both content and skills. Pupils’ progress will be monitored through each topic through informal knowledge and skills checks in the form of preps, quizzes and in-class questioning. Each topic has a Common Assessed Task which will assess chosen skills, such as graph drawing or investigation design.
Regular internal assessment in the form of summative topic tests also takes place throughout Year 9, enabling close tracking of every pupil’s progress. These will consist of exam questions taken from our specification, they can include multiple choice, short response questions, long response questions, skills questions and calculation questions. Both formative and summative assessments will be followed up with Stepping Up activities to ensure further progress is made.
The course is 100% externally assessed at the end of Year 11 by examination and pupils will achieve a grade 9-1.
CHEMISTRY
“I don’t want to believe. I want to know.”
Carl Sagan
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.
TERM TOPICS COVERED
1. Atoms, Elements, Compounds & Mixtures
Autumn
Spring
2. Atomic Structure & The Periodic Table
3. Crude Oil & Fuels
4. Gases in the Atmosphere & Tests for Gases
5. Acids and Alkalis
Summer 6. Ionic and Covalent Bonding
ESSENTIAL SKILLS
IGCSE learning develops essential skills, including collaborative problemsolving, creativity, critical thinking, cultural competency, digital literacy, effective communication, and leadership. Group work and lab experiments foster collaboration, while experimentation promotes creativity. Analysing complex data develops critical thinking, and exploring relevant chemical concepts promotes cultural competency. Using digital tools promotes digital literacy, and presenting findings develops effective communication. Group work and lab experiments foster leadership skills through effective communication and goal achievement.
ASSESSMENT
Regular internal assessment takes place throughout Year 9, in the form of progress preps, common assessed tasks and end of topic tests. These enable 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.
INTERCULTURAL LEARNING
IGCSE Chemistry explores chemical concepts applicable to various cultures and societies worldwide. It covers crucial topics such as energy conservation and matter behaviour, relevant to fields like engineering and medicine. Studying IGCSE Chemistry can provide a deeper understanding of chemistry’s role in shaping our world and increase appreciation for scientific knowledge’s intercultural relevance.
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
Computer Science in Year 9 aims to equip pupils both with the skills they will need to confidently use, and to build a robust foundation to pupils who wish to continue with their studies in Computer Science through GCSE and beyond. 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. Pupils will be given ample opportunity to develop their coding expertise in Python.
TERM TOPICS COVERED
Autumn
Spring
Summer
Data Representation in Computers.
Computational thinking including Abstraction and Decomposition. Programming.
ESSENTIAL SKILLS
SKILLS COVERED (COMMON ASSESSED TASK)
• Representing Data in Binary and Hexadecimal
• Introduction to Python
• Developing logic using pseudocodes and flowcharts
• Data Structures in Python
In Year 9 Computer Science class, pupils have the opportunity to develop a wide range of skills that are crucial in the digital age. Firstly, they acquire a solid foundation in programming, learning how to write code, debug errors, and design algorithms.
This cultivates their logical thinking and problem-solving abilities. Additionally, pupils gain proficiency in computational thinking, enabling them to break down complex problems into smaller, manageable parts and devise efficient solutions. Finally, collaborative work and communication skills are emphasised through team projects, encouraging pupils to effectively communicate ideas, collaborate, and present their work to their peers.
ASSESSMENT
Formative assessment will take the form of quizzes, short coding tasks, multiplechoice questions, checking of books, oral questioning, etc. 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 enables pupils to showcase the skills learned during the term.
INTERCULTURAL LEARNING
In a Computer Science class for Year 9 pupils, intercultural learning is developed through a variety of engaging and inclusive activities. The curriculum is designed to expose pupils to diverse perspectives, cultures, and experiences, fostering an environment of mutual respect and understanding. Pupils are encouraged to collaborate on projects that incorporate different cultural elements, such as creating applications that celebrate diverse traditions or address global challenges. The class also includes discussions and presentations on the contributions of diverse cultures to the field of Computer Science, highlighting the achievements and innovations of individuals from various backgrounds. Through these intentional efforts, the Computer Science class for Year 9 pupils nurtures a sense of cultural appreciation and empathy, preparing them to become global citizens who can navigate and thrive in an interconnected world.
EDEXCEL IGCSE COMPUTER SCIENCE (4CP0)
The aim of this course is to enable pupils to:
• understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation.
• analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs.
• understand the components that make up digital systems, and how they communicate with one another and with other systems
• understand the impacts of digital technology to the individual and to wider society
REQUIREMENTS
The course is designed to cater to pupils of all abilities. The most important requirement is a keen interest in computers and technology. Pupils who have a logical mindset, do well in Maths and find solving problems exciting are ideal candidates for taking this course.
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
Autumn
Spring
Understanding Drama: Stanislavski
Text’s in practice:
DNA by Dennis Kelly (applying Stanislavski system to text)
PERFORMANCE SKILLS
Pupils will learn how to commit dialogue to memory for devised performances and/or learn text they are performing for text-based performances
Pupils will develop a range of vocal skills and techniques
Pupils will develop a range of physical skills and techniques
Understanding Drama: Frantic Assembly
Understanding Drama and Text’s in practice: Othello by Shakespeare (Adapted by Scott Graham and Stephen Hoggett)
Pupils will develop an appropriate performer/ audience relationship and ensure sustained engagement throughout the performance
Pupils will learn the theories and practices of practitioners (Stanislavski and Frantic Assembly) and will apply these to text and devising.
Summer
Devising Drama: ‘Somebody’s Mother’Devising from a stimulus
Explorative Strategies
• Still image
• Narration
• Mime
• Flashback
• Slow motion
• Hot seating
• Physical theatre
• Cross cutting
• Monologue
• Chair Duets
• Select/Delete
• Verbatim Theatre
ESSENTIAL SKILLS
Pupils will develop creativity through innovative character performances, collaborative problem-solving by effectively contributing to group work, and critical thinking by articulating respectful opinions. They will enhance cultural competency by understanding various contexts and appreciating diverse beliefs. Digital literacy will be fostered through technical theatre skills and self-evaluation of performances. Effective communication will be practised through respectful feedback and clear articulation of ideas. Finally, leadership skills will be cultivated by guiding peers in group activities and by having the opportunity to direct.
INTERCULTURAL LEARNING
Cultural competency is a vital aspect of education that aims to cultivate an understanding and appreciation of diverse cultures. In Year 9, cultural competency involves exposing pupils to a variety of stimuli and texts that reflect different cultural perspectives, beliefs, and practices. Each academic year we carefully select resources that inspire Devised Drama pieces. In Year 9, for instance, the Drama department chooses current affairs and different stimuli to suit each year group and class. By engaging with these stimuli, pupils develop a deeper understanding of the social and cultural issues that affect different communities and learn to empathise with people from different cultural backgrounds. This process helps to broaden pupils’ perspectives and foster respect for different ways of life. Ultimately, the development of cultural competency through drama education is essential for preparing pupils to be effective communicators and collaborators in an increasingly diverse and globalised world.
ASSESSMENT
In Drama assessments from Year 6 to Year 9, practical skills are formally assessed using criteria adapted from the grade descriptors for GCSE 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
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. Pupils will be introduced to texts of a similar level as those studied at IGCSE, exposing them to a range of writers 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 close reading and critical skills also assists pupils in improving their writing by incorporating the features analysed and beginning to develop a more thorough and evaluative approach.
TERM KEY CONCEPTS
• Non-fiction
Autumn
Spring
Summer
• Nineteenth Century Novel
• Contemporary Unseen Poetry Skills
• Prose (short stories and fiction extracts)
• Imaginative Writing
• Debating
• Comparative Poetry (classic and contemporary)
ESSENTIAL SKILLS
TOPICS
• Read and understand a variety of texts, analysing language, form and structure; explore and evaluate connections within and between texts.
• Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences; use a wide, selective vocabulary and punctuation for effect.
• Demonstrate presentation and listening skills in a formal setting, using spoken standard English and effective strategies to engage and respond to the audience.
Critical thinking, effective communication and collaborative problem solving are developed through teaching methods when exploring a variety of texts. Pupils are encouraged to share their ideas, experiences and knowledge through discussion and writing, balancing the ability to work independently and collaboratively when appropriate. Pupils are increasingly able to use digital technology with confidence to evaluate the reliability of sources, research and write essays, whilst also balancing this with the need to take care with their quality of handwriting.
INTERCULTURAL LEARNING
Pupils study texts from different cultures in the non-fiction and poetry units, and different time periods with the nineteenth century novel. By exploring different beliefs, values and attitudes in texts, pupils begin to learn about the importance of social and cultural contextual factors in the production and reception of texts.
ASSESSMENT
During the year, pupils have a summative reading assessment for the nineteenth century novel and prose units, and a summative writing assessment for non-fiction 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 throughout the year, culminating in a speaking and listening assessment in the Summer Term.
GEOGRAPHY
“The world is not in your books and maps, it’s out there.”
J.R.R. Tolkien
Year 9 geographers delve into a diverse range of topics that deepen their understanding of the world and its complexities. From exploring global development and climate change to engaging in practical fieldwork and collaborative projects, pupils develop essential geographical skills and critical thinking abilities. Through thought-provoking investigations and analysis of real-world data, they become more informed and active global citizens, ready to address pressing environmental and societal challenges.
TERM
TOPIC
Development
Autumn
Climate Change
GEOGRAPHICAL CONTENT
• An introduction to indicators used to measure development worldwide
• Engaging with the latest data to challenge misconceptions about countries.
• To consider the historical and current climate trends
• Fieldwork investigation: Pupils explore attitudes to climate change at Harrow Hong Kong. Key skills embedded are:
• Data collection using Survey 123
• Data presentation using ArcGIS
• Data analysis
• Conclusion
• Evaluation
• Analysing data to draw conclusions about the concerns related to climate change. Spring
Regeneration
Russia
• Pupils investigate the concept of regeneration.
• Collaborative project to create a bid for hosting the Olympic Games, evaluating appropriate locations and considering environmental legacies. Developing teamwork and public speaking skills through presentations
• Location and climate of Russia
• Adaptations to life in the Tundra
• Population density
• Energy use
• Impact of climate change in Russia
TERM TOPIC
Summer Fieldwork
ESSENTIAL SKILLS
GEOGRAPHICAL CONTENT
• Conducting independent fieldwork around the school site.
• Developing geographical enquiry skills and preparation for IGCSE fieldwork.
• Setting hypotheses, collecting and analysing data using ArcGIS.
Throughout Year 9, geographers develop essential skills that will prepare them for the future. Creativity in geography involves developing research questions, utilising diverse data collection methods, and finding innovative solutions to issues like climate change. Pupils collaborate on projects and group work to address spatial problems. Critical thinking is fostered through analysing various information sources and perspectives. Cultural competency is enhanced by studying global locations and respecting cultural differences in research communication. Digital literacy is developed using tools like GIS for data analysis and creating visualizations. Effective communication skills are emphasised through presentations, concise writing, and crafting compelling maps. Leadership is cultivated by collaborating in fieldwork groups and fostering respectful relationships.
INTERCULTURAL LEARNING
Geography promotes intercultural learning by exposing pupils to diverse regions, perspectives, and global issues. Through topics like development, climate change, and the Olympic Games, pupils gain cultural awareness, empathy, and a broader understanding of global interconnectedness. They recognise the importance of collective responsibility, reflect on their actions’ impact on the environment and people worldwide, and contribute to building a more sustainable and inclusive future. By exploring these geographical themes and honing their skills, Year 9 pupils are empowered to engage critically with the world, understand complex challenges, and contribute meaningfully to creating positive change.
ASSESSMENT
Year 9 geographers’ progress will be assessed through various methods. Formative assessment plays a crucial role in tracking pupils’ progress and providing feedback for improvement. It includes ongoing classroom activities, such as class discussions, quizzes, and peer assessments. These formative assessments allow teachers to gauge pupils’ understanding of key concepts, identify areas of difficulty, and provide timely support and guidance. Summative assessment in geography is carried out through written tests, collaborative group work, oral presentations, individual research projects and a fieldwork assessment, in which pupils plan and carry out an investigation and analyse the data.
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 History 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.
TERM TOPIC
The First World War
Autumn
Did a bullet in Sarajevo lead the worst war of the 20th century?
Was The First World War a Global War?
Interwar Period
The rise of the Nazis
Spring
Summer
The key moments of World War II/How did World War II impact Hong Kong?
The Holocaust
Post War
Why did the British leave India?
How did African colonies gain their independence?
How was the USA drawn into the Vietnam War?
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. 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.
ESSENTIAL SKILLS
The pupils will gain cultural competency from engaging with different historical settings. Lessons will regularly involve collaborative discussions, in pairs or small groups. Pupils will engage with technology via One Note, but also to privately research for historical projects, which will develop digital literacy. Developing oracy and literacy will help pupils effectively communicate.
INTERCULTURAL LEARNING
The course covers several very different cultural histories. The theme of Year 9 is unexpected events and how they can transform societies and culture. Each topic is also a ‘warning from history’ that the actions of states can lead to unexpected outcomes.
LANGUAGE AND LEARNING (L&L)
“The limits of my language are the limits of my world.”
Ludwig Wittgenstein
Language is at the very heart of the learning process, and it is the mission of the Language and Learning (L&L) department to 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.
Textbooks for multilingual learners are utilised to allow our pupils to consider global issues and explore exciting cultures whilst developing their English language skills. In addition, we use linguistically graded, age-appropriate novels to provide a motivating context upon which to develop academic language use in a meaningful, enjoyable and productive way.
TERM
Autumn
Spring
TOPIC
• Emerging technologies
• Take it easy
• Law and order
• A changing world
Summer
• And what do you do?
• Learn to learn
KEY SKILLS
• Read, understand and interpret non-linear texts, identify the purpose of a text, analyse linking words.
• Use technical vocabulary, construct sentences, plan and organise reports, write formal letters, express opinions, identify the writer’s opinions and experiences.
• Participate in discussions, justify opinions, and handle disagreements.
• Identify emotions, attitudes, and functions in spoken language.
ESSENTIAL SKILLS
Essential skills are embedded into our lessons, particularly Effective Communication. Pupils are expected to enunciate, and to convey ideas and information clearly and appropriately in various contexts. This involves using language accurately and fluently and listening actively to others. Pupils often work collaboratively to complete tasks and to think critically and creatively about texts and various situations. Pupils are increasingly able to use digital technology with confidence to evaluate, research and write.
INTERCULTURAL LEARNING
The Senior School units cover cultural competency by looking at different cultures based on the topics or texts pupils are studying. Pupils compare their own culture with that of another country enabling them to recognise, respect and appreciate diverse cultures.
ASSESSMENT
Assessment in Year 9 may take a variety of forms and will cover all aspects of academic English language development. There will be termly assessments in the four skills of speaking, listening, reading, and writing, and pupils will sit the Cambridge B2 First for Schools examination on-site in School. Cambridge English exams are recognised by over 25,000 universities, employers and governments around the world. These English language test open doors to higher education, improve employment opportunities and, because they are globally recognised, increase choices for study or work. As our pupils move through the years at Harrow, they progress to the C1 Cambridge examination, which is equivalent to the International English Testing System (IELTS) examination and is a recognised qualification for English language requirement at 100% of all UK universities. For more information on the Cambridge examinations, please visit the Cambridge assessments website
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 9 Chinese is designed to make a smooth transition to IGCSE. It aims to enable pupils to be more confident in using Chinese to gain knowledge and to develop their daily communication. Based on pupils’ prior knowledge of the language, three streams of Chinese are offered: native, near-native and non-native. Pupils in each stream will study the appropriate level of materials and work hard to develop their reading, speaking, listening and writing skills. Alongside their language study, pupils will engage in a range of activities to expand their cultural competency, and global awareness.
NATIVE STREAM
TERM
Autumn
TOPIC
自我与成长
Self and Personal Growth: Skills of Comparative Reading
Spring
Summer
文化与传承
Culture and Heritage: Power of literary Imagination
知与行
How do I know I know?
Learning through Questioning
CONTENT
Main characteristics of classic and contemporary texts:
• Narrative description
• Comparative reading
• Prose
• Classical Chinese Language skills:
• Comparative reading
• Understanding symbols and symbolism
• The writing technique of Contrast
Characteristics of ancient, classic and contemporary texts (lyric prose; Poems
• The structure of argumentative essays
• Characteristics of prose and expressing emotions through objects
• The writing technique of symbolism and the skill of summarisation
• The linguistic and structural features of modern poetry
Main texts and language skills:
• Analysing the linguistic features of argumentative essays
• The conception of short stories
• Classical Chinese essays
• Comparative reading
ESSENTIAL SKILLS
In order to take the IGCSE Chinese First Language course, pupils will need native level 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. Study will promote the personal development and understanding of oneself as well as others. Through this course, pupils will be encouraged to read a wide range of texts including classical Chinese (Wen-yan-wen).
INTERCULTURAL LEARNING
Pupils will be following a combination of selected texts and some classical Chinese texts. Pupils will expand their knowledge to include a broader range of Chinese vocabulary and literary expressions. They will learn about the history and cultures associated with the texts studied. They will try to make connections between writers’ backgrounds and their own lives. Through classroom activities and project-based study, pupils will have opportunities to demonstrate their language skills, cultural awareness, and passion for Chinese language and culture.
ASSESSMENT
There will be summative assessments throughout the course on skills of reading and writing, including directed writing and classical Chinese as required by the Cambridge IGCSE course (0509). Formative assessment includes regular writing practice after each topic which will be assessed in class by their teacher who provides regular written and verbal feedback.
NEAR-NATIVE STREAM
Sub-topics
• Chinese breakfast
• Chinese dietary habits and health awareness
Subject-Specific Skill Development
• Reading and listening comprehension
• Speaking and writing skills (focusing on short essay writing with guided questions)
Main textbook: Harrow Y9 Near Native text booklet.
Sub-topics
• E-payment
• The facial recognition era
Spring
Summer
In face of Technology: Our life, our choices and our opportunities.
From Individual to Community: Social awareness and responsibilities
• New way of communication
• Using AI
• E-school bag
Subject-Specific Skill Development
• Reading and listening comprehension
• Speaking and writing skills (focusing on argumentative writing)
Main textbook: Harrow Y9 Near Native text booklet.
Sub-topics
• The power of role models
• Charity
• Care for the elderly,
• Care for animals,
• Care for the planet
Subject-Specific Skill Development
• Reading and listening comprehension
• Speaking (focusing on oral presentation and oral report)
• Writing skills (focusing on call-to-action post)
ESSENTIAL SKILLS
Pupils will continue to improve their near native level of reading, writing, listening and speaking. The course is an integrated study of language and culture and focuses on issues related to pupils’ everyday life. The course aims to develop pupils’ ability to communicate accurately, appropriately and effectively in speech and writing and develops their comprehension and presentation skills. Through various class activities the course will promote personal development and understanding of self and others.
INTERCULTURAL LEARNING
Through topic study, pupils will explore aspects of culture and society and expand their knowledge about some of the important issues impacting on our everyday life. Pupils will make connections between language and culture and develop their own understanding of global citizenship. Through classroom activities, pupils will further their language skills as well as their cultural awareness.
ASSESSMENT
There will be summative assessments throughout the course on all four skills of speaking, listening, reading and writing. Essay writing will also be assessed in class by their teachers to receive regular written and verbal feedback. Formative assessment will be conducted regularly in class in the form of quizzes, vocabulary tests, presentations, group projects.
FOREIGN STREAM
TERM TOPIC
Autumn
Spring
我的成长
My Growth
Summer
学校与成长
School and Growth
理想与未来
Dream and Future
CONTENT AND FOCUS
Main textbook: Edexcel GCSE (9-1)
Sub-topics
• Leisure and hobbies
• Daily routine of my family
• Relationship with family
• Relationship with friends
Subject-Specific Skill Development
• Reading and listening comprehension
• Speaking and writing skills
Main textbook: Edexcel GCSE (9-1)
Sub-topics
• School subject and facilities
• School life and routine
• School rules and pressure
• Extra-curricular activities
• Enrichment activities
Subject-Specific Skill Development
• Reading and listening comprehension
• Speaking and writing Skills
Main textbook: Edexcel GCSE (9-1)
Sub-topics
• Ideal jobs & future plans
• Working experience (part-time job and volunteer work)
Subject-Specific Skill Development
• Reading and listening comprehension
• Speaking and writing Skills
ESSENTIAL SKILLS
Pupils will continue to improve their level of reading, writing, listening and speaking skills. The course is an integrated study of language and culture and focuses on issues related to pupils’ everyday life and the world around them. The course aims to develop pupils’ abilities to recognise basic Chinese characters, communicate accurately over simple daily matters and develop their interpersonal skills. Through various class activities, the course will promote the personal development and understanding of self and others. In addition, digital literacy is developed throughout the course.
INTERCULTURAL LEARNING
Through topic study, pupils will explore aspects of the self, family, school and social matters. Pupils will make connections between language and culture and develop their understanding of the world around them. Through classroom activities, pupils will further their language skills as well as their cultural awareness.
ASSESSMENT
There will be summative assessments throughout the course on all four skills of speaking, listening, reading and writing. Essay writing will also be assessed in class by their teachers to receive regular written and verbal feedback. Formative assessment will be conducted regularly in class in the form of quizzes, vocabulary tests, presentations and group projects.
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 9 may be complete beginners, relatively new to French or more experienced learners of the language and will be exposed to a range of topics. We begin the simplest topics of the IGCSE course in Year 9 (see more information under Years 10 and 11), with a focus on talking about the self, including personal information, life at home and leisure.
Autumn
Spring
Summer
• Friendship
• Family
• Home, routine and chores
• Childhood
• Role models
ESSENTIAL SKILLS
• Talking about friends
• The qualities of a good friend
• Describing family members
• Describing family relationships
• Describing daily routine
• Describing your bedroom
• How you help at home
• Talking about your childhood
• Describing role models
Pupils engage in group activities where they work together to solve language-related challenges, fostering teamwork and problem-solving abilities. Cultural competency is nurtured through activities that expose pupils to various aspects of French-speaking cultures, promoting understanding and appreciation of different perspectives. Additionally, digital literacy is integrated by incorporating technology and online resources, equipping pupils with the skills to navigate and communicate effectively in a digital world.
INTERCULTURAL LEARNING
Year 9 pupils will continue to explore and engage with the culture and society of countries and communities where French is spoken, including the world of French film and television, and through studying role models in the Francophone world.
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
“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 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 and holidays. They will also be continuing to practise a range of tenses.
TERM TOPICS
Autumn
Spring
Theme 1 Local area, holiday and travel
Theme 1 Local area, holiday and travel
Theme 2 School
Summer Theme 2 School
ESSENTIAL SKILLS
CONTENT
• Discussing holidays and weather
• Saying what they do in the summer
• Talking about holiday preferences
• Saying what they did on holiday
• Describing where they stayed
• Booking accommodation and dealing with problems
• Giving an account of a holiday in the past
• Giving opinions about school subjects
• Describing school facilities
• Describing school uniform and the school day
• Talking about subjects and teachers
• Describing the school
• Talking about school rules and problems
• Talking about plans for a school exchange
• Talking about activities and achievements
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 9, pupils expand their knowledge to include a broader range of Spanish cities. They learn about cities such as Zaragoza, Barcelona, and La Havana, examining their unique characteristics, historical importance, and cultural contributions. This exploration enables pupils to understand the diverse regional identities within the Spanish-speaking world. Additionally, pupils can join the Spanish and French cultural festival organised by the School, as well as participate in external competitions organised by the Spanish consulate in Hong Kong and other Hispanic organisations. These events offer pupils a chance to demonstrate their language skills, cultural awareness, and passion for Spanish language and culture.
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
Year 9 marks an exciting milestone in our pupils’ academic journey, as it is the start of a three-year course leading to the Edexcel IGCSE Mathematics A (9-1) qualification. We continue to build upon pupils’ prior knowledge, deepening their understanding and fostering a genuine enjoyment of this fascinating subject, ensuring a lasting passion for Mathematics.
Pupils will enhance their problem-solving skills through meticulously designed and challenging lessons that ensure a comprehensive understanding of the material. We design our classroom environments to cultivate a culture of collaboration that fosters creativity, critical thinking, and perseverance, while instilling the values of courage, honour, humility, and fellowship. This approach equips our pupils to excel in an increasingly dynamic, interconnected, and diverse world.
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 & bearings
• Set Notation & Venn Diagrams
• Ratio and Proportion
• Comparative costs
• Converting units
• Algebraic Fractions
• Index Laws
• Linear inequalities
• Coordinate Geometry
• Similar shapes
• Pythagoras’ Theorem
• Trigonometry
• Averages
• Factors & Multiples
• Factorising
• Quadratic Equations and Graphs
• Circle Theorems
• Forming and solving equations involving fractions.
• Revision of all topics and focus on refining problem solving strategies.
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.
All pupils are grouped into sets for their learning of Mathematics in the Senior School, and movement between groups occurs as appropriate to ensure optimal learning for every pupil. All sets will cover the same core content, with slight variations in challenge and pace. At Harrow Hong Kong, we take pride in the outstanding results that we achieve, which is made possible by placing pupils in sets that are specifically tailored to their individual needs.
ESSENTIAL SKILLS
In the classroom, learning Mathematics goes beyond mastering routine methods; it fosters a lifelong engagement with the subject and empowers pupils to apply their knowledge effectively. Pupils will develop cultural competency by exploring diverse mathematical theories and appreciating contributions from various cultural backgrounds. Pupils will enhance their digital literacy skills through the use of tools such as GeoGebra and Desmos, which will subsequently improve their mathematical understanding.
Emphasis is also placed on collaborative problem-solving, enabling pupils to work together to reason and solve problems effectively. Creativity in mathematics is encouraged through innovative approaches, strategies, and insights to explore concepts, patterns, and relationships in novel ways. Pupils will also be inspired to express their creativity by visualising and articulating concepts differently and connecting mathematics to real-world applications. Moreover, pupils will refine their critical thinking skills by analysing mathematical facts, and arguments to form reasoned judgments about mathematical problems or situations. Innovative teaching methods will be used to challenge pupils’ understanding, helping them to see connections between topics, and apply their knowledge to new and unfamiliar problems. Pupils will be provided with strategies to hone their problemsolving abilities collaboratively, which in turn enhance their critical thinking skills. Additionally, pupils will have opportunities to demonstrate leadership in class and learn to communicate their mathematical thoughts effectively and elegantly. They will exhibit a growth mindset by adopting a ‘can-do attitude’ and embracing learning from their mistakes. By integrating these essential skills into our mathematics curriculum, we prepare pupils to navigate complex challenges with confidence and adaptability, equipping them for success in both academic and real-world contexts.
INTERCULTURAL LEARNING
Throughout the year, we will endeavour to recognise and respect the diverse cultural backgrounds and experiences inherent in mathematics. By exploring and valuing various mathematical perspectives and appreciating contributions from different cultural and ethnic backgrounds, we aim to enrich global awareness and intercultural competence.
ASSESSMENT
The Mathematics Department believe that cumulative assessments not only enhance factual retention but also improve problem-solving skills, which are crucial for success in the subject. Each teacher utilises a variety of methods to regularly assess their pupils’ understanding during lessons and encourage pupils to engage in regular review of their work rather than relying on last-minute cramming, which is ineffective in the long term.
The assessments and feedback provided are intentionally designed to be formative, ensuring that pupils gain valuable insights into their understanding and can identify areas for improvement. This approach helps pupils to develop a deeper comprehension of mathematical concepts and fosters continuous academic growth.
MUSIC
“Where Words Fail, Music Speaks”
Hans Christian Andersen
In Year 9 Music, pupils will explore a range of genres and develop their performance, composition, and critical listening skills. The year begins with Unit 1: Reggae, where pupils study the distinctive rhythms and cultural significance of this genre. In Unit 2: Film Music, they analyze how music enhances storytelling and emotion in cinema. Unit 3: Jazz - Fly Me to the Moon introduces pupils to jazz performance techniques and improvisation. The year concludes with Unit 4: Battle of the Bands, where pupils collaborate to create and perform as part of a band.
ESSENTIAL SKILLS
The school music curriculum develops seven essential skills through engaging activities. Collaboration is fostered in group performances and ensemble work. Creativity shines in composition and improvisation. Critical thinking is honed by analysing world music and solving musical challenges. Digital literacy is integrated via tools like OneNote, GarageBand, and iPads, enhancing production and collaboration. Effective communication is practiced in performances and written reflections, while problem solving is embedded throughout, encouraging innovative solutions. Together, these skills create a well-rounded musical education.
Every pupil has to take responsibility (hence, adopt a leadership mentality) in performances and in learning a variety of music styles. This involves suggesting solutions for specific problems, sharing ideas, and listening to others. Pupils work collaboratively in teams/pairs to analyse, evaluate and assess a variety of world music. All pupils also have access to the vibrant co-curricular music programme which runs throughout the year. Individual music tuition is available in a variety of studies from the trombone to the guitar, and lessons are delivered by a team of experienced and specialised visiting music teachers. There are also many opportunities for pupils to engage with group music-making: various orchestras, choirs, and bands rehearse on a weekly basis and perform in frequent internal and external concerts.
INTERCULTURAL LEARNING
The Year 6 Music scheme incorporates intercultural learning by exposing pupils to a variety of musical traditions and styles. From exploring rhythmic patterns inspired by global influences in Rhythm and Ostinato to understanding the role of storytelling in Programme Music, pupils develop an appreciation for diverse cultural expressions. Through these units, they gain insight into how music connects people across cultures and enhances their understanding of the world.
ASSESSMENT
Summative assessment is based on several performances and compositional projects undertaken through the year. This includes several group composition and performance projects in both analogue and digital contexts. Singing and listening skills are also assessed throughout the course of the year.
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 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 SUBSTANTIVE KNOWLEDGE
Autumn Philosophy Philosophy of Mind: Is my teacher a robot?
Spring Philosophy
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
Social Anthropology
Ethics: What is ‘good’? How should we make moral decisions?
Contemporary religion and society: How does religion influence society?
ESSENTIAL SKILLS
• 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
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 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. The study of philosophy can be a powerful tool for developing cultural competency by providing opportunities for pupils to engage with diverse perspectives, examine the intersection of philosophy and culture, and reflect on personal biases and assumptions. The study of philosophy is also a creative pursuit, as pupils are encouraged to come up with unique perspectives and responses to complex philosophical problems. Philosophy can help pupils develop a critical approach to the use of digital technologies, by encouraging them to think deeply about the ethical, social, and political implications of digital technologies. Leadership is developed through nurturing the critical thinking skills needed to evaluate complex ideas and make decisions based on this. Communication skills are developed through debates and discussions, focusing on argumentation and persuasion. Philosophy lessons can develop collaborative skills by encouraging group discussions, debates, and projects that require pupils to analyse complex philosophical questions.
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.
PHYSICS
“The most incomprehensible thing about the universe is that it is comprehensible”
Albert Einstein
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.
ESSENTIAL SKILLS
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.
TERM
Autumn
Spring
Summer
TOPICS COVERED
1. Motion (distance time graphs, velocity-time graphs, suvat calculations)
2. Forces (types of forces, Newton’s 2nd law of motion/ resultant force calculations, review of terminal velocity)
3. Effects of Forces (investigate Moments, Centre of mass, Hooke’s law)
4. Energy (energy transfer and stores, renewable energy resources, work done, kinetic energy and heat transfer)
INTERCULTURAL LEARNING
SKILLS COVERED
Using data-loggers,
Conducting experiments, using scientific method, graph drawing, data analysis
Conducting experiments, using scientific method for determining the spring constant of springs, data analysis
Longer response questions, modelling, project work, data analysis
Being a global citizen is at the heart of the Physics curriculum through developing an understanding of issues affecting the world, from sustainable energy resources to road safety and how these challenges are addressed in different ways, depending upon local settings.
ASSESSMENT
Regular internal assessment takes place throughout the three years of study, enabling close tracking of every pupil’s progress. The assessments will occur after every topic and at the end of the year. The course is 100% externally assessed at the end of Year 11 by examination and pupils will achieve a grade 9-1.
At the end of the 3 year course 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
“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 PE 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, pupils in Years 6 to 8 have one PE lesson per fortnight, a double Games lesson every week and a single hybrid games/PE (PEx) lesson every week. In Year 9 they have a double Games lesson every week and a single hybrid games/PE lesson (PEx) per week. In the hybrid lesson they will cover several different units of work to increase physical competence and develop the confidence to be able to participate in sport and live a long and healthy lifestyle. This structure is unique to Harrow Hong Kong and sets us apart as a world leader in innovation in physical education by truly combining the deeper educational aspects of sport with opportunities of participation and competitive pathways.
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 PE 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. We aim 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 ‘pupil athletes’ and to understand that so many of the fundamental skills they have learnt in the Lower School are transferable across sports.
As pupils enter the Prep School, the Games Curriculum expands. The consistency of sports being offered remains the same, in relation to 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 who compete for the school teams have 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. At this stage we also feel it is important to broaden the pupils’ horizons to experience some leisure-based activities which allow the pupils to build positive relationships with activities which may feature in their lives after their time at School. 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) Cross Country Athletics
Netball Pickleball
GOLF
As part of the games provision, pupils have opportunity to opt into golf lessons during games. Golf activities occur off site and are led by external coaches. Pupils have opportunity to experience this activity throughout the year. Golf is placed in Games to offer another new experience to pupils 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 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.
HOUSE SPORT
At Harrow International School Hong Kong we have an 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, and the following sports may be offered: Sports Day (Track & Field), Cross Country, Netball, Football, Touch Rugby, Basketball, 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 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 are catered for in twenty 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 mainly in the International Schools Sports Federation Hong Kong (ISSFHK) and some School Sports Federation of Hong Kong China (SSFHKC) leagues, in addition to annual friendly fixtures. Fixtures take place mostly mid-week and on occasional weekends, depending on the sport. Harrow Hong Kong also hosts several 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 often 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.
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 Department are hugely experienced in high performance sport. Pupils who aspire 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.
Rugby Harrow Fit Tennis Volleyball
Basketball Football Athletics Cross Country
Netball Badminton Touch Rugby Gymnastics
Pickleball Swimming
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 Gymnastics
Volleyball Basketball Football Touch Rugby
Athletics Cross Country Netball Badminton
Swimming Table Tennis
For the latest photo updates follow us on Instagram: @harrowhksport
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 9 are in-class support in English and Mathematics.
ASSESSMENT AND PUPIL PROGRESS
Access arrangements for both internal and external assessments are facilitated by the department in partnership with the Examinations Officer and Deputy Head Academic in accordance with the guidelines from the Joint Council for Qualifications. As pupils start working towards their external examinations in Year 9, this is also when new or updated specialist documentation may be requested in order to understand pupil needs and consider formal access arrangements.
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 9, pupils are guided in the transition to the Senior School as they take on more responsibility and become accustomed to the increased workload. Pupils are supported in taking ownership over their learning, communicating effectively, and developing their leadership.
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 five periods in the morning, each lasting 50 minutes, with a 20-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.
8.00 AM - 8.10 AM Morning Call-over in Houses (start of the day)
8.15 AM - 9.05 AM Period 1
9.10 AM - 10.00 AM Period 2
10.00 AM - 10.20 AM Break
10.25 AM - 11.15 AM Period 3
11.20 AM - 12.10 PM Period 4 12.15 PM - 1.05 PM Period 5
1.10 PM - 2.00 PM Lunch (Period 6)
2.05 PM - 2.55 PM Period 7
3.00 PM - 3.50 PM Period 8
3.55 PM - 4.30 PM Period 9 (tutor and House time, the Futures programme and SCA+)
4.45 PM
Co-Curricular Activities begin / Buses for Day Pupils depart
MID-MORNING BREAK
All pupils are able to 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 tutor and House Master/ House Mistress 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 and in Years 9-13, pupils are allocated to one of the eight Senior School Houses. Alongside the House Master/House Mistress and Assistant HMs, we have a Matrons to help boarding pupils, and prep Houses also have resident gap tutors.
SENIOR HOUSES YEAR 9-13
BOYS HOUSES
GIRLS HOUSES
SHAFTESBURY
GELLHORN
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.
ASSISTANT HOUSE MASTER/HOUSE MISTRESS
Each House has an AHM who supports the House Master or House Mistress in keeping pupils safe and supporting their progress and wellbeing. They will deputise for the HM as needed.
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).
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 and oversees the counselling team.
SCHOOL COUNSELLOR
As part of the wider Pastoral team the School Counsellors work with the School Psychologist, HMs and pastoral SLT 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.
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 should be the tutor or HM. The School operates on an ‘open door’ policy and parents should feel comfortable with contacting their child’s 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). 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. Parents must ensure that the School holds accurate contact details so no correspondence is missed. Any problems with email should be addressed to the Director of ICT, Mr Dinesh Alwani (dalwani@harrowschool.hk)
SCHOOL WEBSITE AND PARENT PORTAL
Important information for parents is available through the Parent Portal. Amongst others, this includes your child’s reports, timetable and class information, the School calendar, registration for Super Curriculum and Co-Curricular activities and parents’ evenings, communications with parents and a facility for you to update your contact details. The School website, www.harrowhongkong.hk, has a link to the Parent Portal at the top of the first page. All parents are issued with a username and password for access to these secure areas. For any technical queries regarding access, please email our IT Services team on its@harrowschool.hk
Facebook Page
Harrow International School Hong Kong
/HarrowHK
Instagram /harrowhongkong /harrowhksport
CALENDAR
The calendar can also be accessed through the Parent Portal.
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 Head (Whole School), Laura Yandell (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. Physical planners are provided to pupils in Years 6-8.
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.
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 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.
• 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 firefighting 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 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 is deemed no longer infectious. Children who have had a temperature (higher than 37.5 degrees) should remain at home and not return to School until 24 hours with a normal temperature, without any medication. Children who have had diarrhoea or who have been vomiting should not return to School until 48 hours after the final bout of vomiting or diarrhoea. If a pupil is away from School through illness, an operation or any other cause, parents should communicate this with the HM concerning the pupil’s likely return date and any restrictions on his or participation in School life. The School would be happy to support pupils with School work or activities should there be long periods of unavoidable absence.
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 their HM 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 led by Mr Philip Arnold and is taught by HMs, AHMs and by Mr Arnold.
In the 6th Form, PSHE 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
The third pillar of a Harrow education is a varied and rich co-curricular programme, encouraging pupils to explore a broad range of experiences, as well as the opportunity to thrive in areas of passion and talent. Within the programme, pupils work towards the Harrow Diploma, gaining credits as they hone their essential skills, gain accreditations, and develop leadership attributes.
Harrow Horizons SCAs and CCAs incorporate activities and experiences that fall within and across the four components of the Harrow Diploma: Active, Academic, Artistic and Altruistic. Our extensive programme of over 300 activities includes everything from music ensembles, to sports teams, drama productions to debate coaching.
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 over 14 other international destinations from Fiji to Mongolia
• 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 Award, offered at Bronze and Silver levels
• Our Speakers’ Forum series, where prominent experts in their fields – economics, medicine, art, sustainability and more.
• Our School Publications, edited, designed and written by pupils
More information on Harrow Horizons is available on the School website.
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. Details of dates are sent out in September.
PARENT CONSULTATION EVENTS
These events (held online during the School day) 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 events 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.
1:1 DEVICE PROGRAMME
The School requires all pupils in Year 9 and above to have their own Apple MacBook computer to access the curriculum effectively. We also support iPads as an alternative. 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 a MacBook through the School - we will provide fully configured and ready-to-use devices available for purchase at a discounted rate.
• Reconfiguring an existing Apple MacBook that meets certain specifications.
More information can be received by contacting the IT Department at its@harrowschool.hk
SPEECH DAY
Speech Day (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.
Upper School pupils are not eligible for car permits for morning drop off and cars should not approach the School at drop off or collection times without a permit. There
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 by the Observatory by 6.15am and are repeated at regular and frequent intervals throughout the day. The updates will also be posted on the website and the School will contact parents directly about any changes to school routines.
Parents are advised to refer to the parent portal about the arrangements, which apply in all cases except when pupils are taking external examinations. Pupils, parents and staff should check the government’s announcements regularly, but if you have any enquiries, please contact the respective House Masters/House Mistresses if needed.
The School’s Severe Weather Policy can be found on our website.
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 Trumpet
Clarinet
Tuba
Drum Kit Ukulele
Organ (Pupil must have passed ABRSM Piano Grade 5 at the time of application.)
Electric Guitar Viola
Flute 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 26th September 2025
Friday 24th October 2025
Friday 27th February 2026
Friday 20th March 2026
Friday 24th April 2026
Friday 22th May 2026
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 McColl at rmccoll@harrrowschool.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.collegepro.cn), the School Shop or the shop in Lai Chi Kok:
LAI CHI KOK UNIFORM SHOP
10.00AM - 6.00PM (Monday to Saturday)
Unit 1901, Orient International Tower, 1016-1018 Tai Nan West Street, Lai Chi Kok, Kowloon
Tel: +852 2116 0674
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
SENIOR LEADERSHIP TEAM
Senior Deputy Head (Whole School)
Deputy Head (Academic)
Deputy Head (Curriculum, Teaching and Learning)
Deputy Head (Co-Curricular and Organisation)
Deputy Head (Pastoral, Boarding and Safeguarding)
Assistant Head (Digital Strategy, Assessment and Tracking)
Assistant Head (Sixth Form)
Ms Rosie McColl RAC rmccoll@harrowschool.hk
Ms Laura Yandell LMY lyandell@harrowschool.hk
Mr James Brewer JCB jbrewer@harrowschool.hk
Ms Freya Crofton FXC fcrofton@harrowschool.hk
Mrs Sabrina Peck SLP speck@harrowschool.hk
Ms Allison Spillman (Start from January 2026)
Mr Darren Bastyan DB dbastyan@harrowschool.hk
Mr Jonny Franks JMF jfranks@harrowschool.hk
Assistant Head (Prep School, Pastoral and Wellbeing) Ms Kim Gration KG kgration@harrowschool.hk
Assistant Head (Continuing Professional Development)
Assistant Head (Senior School, Pastoral and Wellbeing) and Teacher of English
Head of Lower School
Deputy Head of Lower School (Pastoral, CoCurricular and Organisation)
Deputy Head of Lower School (Academic)
Assistant Head of Lower School (Pupil Progress)
Assistant Head (Early Years)
Assistant Head of Lower School (Continuing Professional Development)
Assistant Head of Lower School (Digital Strategy and Technology)
Director of Marketing and Admissions
Director of Finance
Director of Operations
Director of Human Resources
Mrs Victoria Marshall VLM vmarshall@harrowschool.hk
Ms Naina Nightingale NRN nnightingale@harrowschool.hk
Mr Brendan Shanahan BS bshanahan@harrowschool.hk
Mrs Lauren Berner LMB lberner@harrowschool.hk
Mr Gary Hancock GMH ghancock@harrowschool.hk
Ms Dawn Chambers DC dchambers@harrowschool.hk
Ms Roxanne Clark rclark@harrowschool.hk
Mrs Hannah Davies HLD hdavies@harrowschool.hk
Mr James Rose JR jrose@harrowschool.hk
Ms Shirmy Li shli@harrowschool.hk
Ms Miranda Ng sfng@harrowschool.hk
Mr Jim Nightingale jnightingale@harrowschool.hk
Ms Denise West dwest@harrowschool.hk
THE HOUSES
PREP HOUSES
BANKS
House Master
Assistant House Mistress
DARWIN
House Master
Assistant House Mistress
FRY
House Mistress
Assistant House Master
LYON
House Mistress
Assistant House Master
NIGHTINGALE
House Mistress
Assistant House Master/Mistress
PARKS
House Mistress
Assistant House Mistress
SHACKLETON
House Master
Assistant House Master
SENIOR HOUSES
ANDERSON
House Mistress
Assistant House Mistress
Mr Nick Weinberg NW nweinberg@harrowschool.hk
Ms Megan Smith MVS msmith@harrowschool.hk
Mr Tom Cameron TXC tcameron@harrowschool.hk
Mrs Melanie Cameron MEC mcameron@harrowschool.hk
Mrs Holly De Vies HDV hdevies@harrowschool.hk
Mr Manoo Murthy MMM mmurthy@harrowschool.hk
Mrs Kirsty Wilson KHW kwilson@harrowschool.hk
Mr Chris Mclnnes CPM cmcinnes@harrowschool.hk
Ms Connie Hu CMH chu@harrowschool.hk
Ms Rebekah Flynn RFS rflynn@harrowschool.hk
Ms Charlotte TownsendCFT ctownsend@harrowschool.hk
Mr Matthew Pettit MJP mpettit@harrowschool.hk
Mr Will Bussey WDB wbussey@harrowschool.hk
Mr Conor Hartley CRH chartley@harrowschool.hk
Ms Swati Ray SRA sray@harrowschool.hk
Ms Amanda Lam AM amlam@harrowschool.hk
CHURCHILL
House Master
Assistant House Mistress
GELLHORN
House Mistress
Assistant House Mistress
KELLER
House Mistress
Assistant House Mistress
PEEL
House Master
Assistant House Master
SHAFTESBURY
House Master
Assistant House Master
SUN
House Master
Assistant House Master
WU
House Mistress
Assistant Day House Mistress
MATRONS
Mr Ross Stokley RAS rstokley@harrowschool.hk
Mr Philip Arnold PJA parnold@harrowschool.hk
Ms Naina Nightingale NRN nnightingale@harrowschool.hk
Mrs Georgia Barker GAB gbarker@harrowschool.hk
Mrs Gillian Nightingale GEN gnightingale@harrowschool.hk
