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2026-27 SENIOR SCHOOL

YEAR 9 INFORMATION BOOKLET

CONTENTS WELCOME TO YEAR 9

CURRICULUM OVERVIEW

USEFUL INFORMATION

THE SCHOOL DAY

HOUSE ETHOS

KEY PERSONNEL

COMMUNICATION WITH THE SCHOOL

AUTHORISED ABSENCE

PREP

CONFIDENTIALITY AND CONSENT

MEDICAL CARE

HARROW HORIZONS PROGRAMME

REPORTS TO PARENTS

PARENT CONSULTATION EVENTS

1:1 DEVICE PROGRAMME

MOBILE PHONES AND SMARTWATCHES

SPEECH DAY

BUS ROUTES

WEATHER

INDIVIDUAL MUSIC LESSONS

FOOD

OVERSEAS SCHOOLS’ ENTRANCE EXAMINATIONS

SCHOOL UNIFORM AND PUPIL DRESS CODE

GOVERNANCE

RELATIONSHIP STATEMENT

STAFF LIST

MESSAGE FROM THE HEAD

WELCOME TO YEAR 9 Year 9 marks the start of the Senior School at Harrow Hong Kong and the point at which pupils choose their GCSE options. Pupils receive significant guidance and support throughout this process. In the Senior School, the Harrow values take on renewed importance. We expect pupils to immerse themselves fully in school life and develop the self-knowledge needed to make informed choices. Courage fosters intellectual curiosity. The Harrow Horizons programme continues to provide opportunities for growth. Last year, we introduced the Harrow Diploma, which now supports leadership development and essential competencies through dedicated curriculum time. Pastoral care remains central. Last year, we increased tutor time and strengthened PSHE provision, ensuring pupils receive strong support as they navigate this key stage. As Head of Harrow International School Hong Kong, I greatly look forward to seeing our pupils flourish through their Senior School journey.

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

Autumn

TOPIC Mixed Media Natural Forms

ESSENTIAL SKILLS Collaborative Problem Solving: Group exploration encourages pupils to work together to solve complex artistic problems. Critical Thinking:

Spring

3D building Seedpods

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:

Summer

Draw/Paint ARTiculation

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 1.

Autumn

Cells and Organisation of Living Things

Movement in and Out

SKILLS COVERED (COMMON ASSESSED TASK) 1.

Microscope Drawings

Identifying variables and drawing graphs for osmosis

of Cells 3. Spring

Summer

Breathing and Respiration

The Circulatory System

Plant Growth and Reproduction

Application of knowledge

Longer response question

Research and presentation skills

Designing an investigation into germination rates

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 of safety

•

Analysing their results by drawing a conclusion and evaluating their investigation

Pupils also develop critical thinking and collaborative problem-solving skills throughout the course and 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, which 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 Autumn

Spring

Summer

TOPICS COVERED 1.

Atoms, Elements, Compounds & Mixtures

Atomic Structure & The Periodic Table

Crude Oil & Fuels

Gases in the Atmosphere & Tests for Gases

Ionic and Covalent Bonding

Acids and Alkalis

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 the behaviour of matter, 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. 11

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 with the essential skills and knowledge needed to progress confidently into GCSE and beyond. The course develops systematic problem‑solving through computational thinking, alongside practical expertise in Python programming to create efficient and purposeful solutions. Pupils will gain a clear understanding of how information is stored and processed through data representation and will explore the importance of cybersecurity in protecting systems and data. Creativity is fostered through the design and production of animations, allowing learners to combine technical accuracy with imaginative expression. TERM

TOPICS COVERED

Autumn

Data Representation in

Spring

•

Computational Thinking

Computers.

•

Advanced Python Programming

Computational thinking,

•

Graphics and Data Representation

including Abstraction and

•

Cybersecurity

•

Animations

•

Developmental Coding

Decomposition Summer

SKILLS COVERED (COMMON ASSESSED TASK)

Programming.

ESSENTIAL SKILLS Pupils will refine their ability to apply computational thinking, breaking complex problems into manageable steps and designing logical solutions. They will gain fluency in Python programming, writing efficient code that demonstrates accuracy and creativity. Their understanding of data representation will deepen, enabling them to interpret and manipulate information in different formats. They will also strengthen their awareness of cybersecurity, learning how to protect systems and data from threats. Finally, they will develop technical and creative skills in producing animations, combining logic and artistry to communicate ideas effectively.

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 unit consists of an end of unit assessment and/or a project-based assessment depending on the nature of what has been taught.

INTERCULTURAL LEARNING Pupils will explore how technology both reflects and shapes cultural diversity, recognising that approaches to problem‑solving, creativity, and security vary across different communities worldwide. They will learn to value diverse perspectives in digital collaboration, understand the importance of responsible online behaviour, and consider how inclusive design ensures technology is accessible to all. By engaging with global practices and ideas, they will develop a deeper appreciation of how computing contributes to building respectful, connected, and inclusive societies.

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. 13

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 Autumn

Spring

Summer

TOPIC Oracy: Songalogues Devising Drama: Somebody’s Mother Understanding Drama: Stanislavski Texts in Practice: DNA (Dennis Kelly) Understanding Drama: Practitioner Project (Brecht) Devising Drama: Brecht-style performance

ESSENTIAL SKILLS In Year 9, pupils further develop the seven essential skills through more demanding practitioner-led study, devised drama and text-based performance, bridging Key Stage 3 and GCSE Drama. Creativity is extended through the application of contrasting theatrical styles, including naturalism and non-naturalism, and through interpretation of texts and stimuli. Collaborative problem-solving is embedded through ensemble devising, rehearsal processes and the creation of group performances informed by practitioner intention. Critical thinking is strengthened as pupils analyse, apply and evaluate the techniques of practitioners such as Stanislavski and Brecht, both practically and theoretically. Effective communication is refined through oracy work, including songalogues, and through vocal and physical control within performance. Leadership develops as pupils take increasing responsibility within rehearsals, support group decision-making and manage creative processes more independently. Digital literacy is enhanced through research, practitioner projects and engagement with recorded professional theatre.

INTERCULTURAL LEARNING Pupils examine how theatre can be used to explore complex social, moral, and political issues across different contexts. Through DNA and devising work such as Somebody’s Mother, they consider themes of responsibility, justice, and group behaviour. The study of practitioners, particularly Brecht, introduces them to theatre traditions that challenge audiences to think critically about society. Pupils develop an understanding of how performance can influence perspectives and provoke discussion across cultures.

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

Understanding Drama

•

Devising Drama

•

Texts in Practice

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

ENGLISH ‘Reading is the sole means by which we slip, involuntarily, often helplessly, into another’s skin, another’s voice, another’s soul.’ Joyce Carol Oates 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 to 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

Autumn

Spring

Summer

KEY CONCEPTS

•

Non-fiction

•

19th Century Novel or Play

•

Contemporary Unseen Poetry Skills

•

Prose (short stories and fiction extracts)

•

Imaginative Writing

•

Debating

•

Comparative Poetry (classic and contemporary)

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.

ESSENTIAL SKILLS 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 the quality of their handwriting. 16

INTERCULTURAL LEARNING Pupils study texts from different cultures in the non-fiction and poetry units, and different time periods with the 19th 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 19th 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

GEOGRAPHICAL CONTENT •

Development

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:

Autumn

•

Data collection using Survey 123

Climate

•

Data presentation using ArcGIS

Change

•

Data analysis

•

Conclusion

•

Evaluation

•

Analysing data to draw conclusions about the concerns related to climate change.

•

Pupils investigate the concept of regeneration.

•

Collaborative project to create a bid for hosting the Olympic Games, evaluating appropriate locations and

Regeneration

considering environmental legacies. Developing teamwork and public speaking skills through presentations Spring

Russia

Summer

•

Location and climate of Russia

•

Adaptations to life in the Tundra

•

Population density

•

Energy use

•

Impact of climate change in Russia

•

Conducting independent fieldwork around the school site.

•

Developing geographical enquiry skills and preparation for

Fieldwork

IGCSE fieldwork. •

Setting hypotheses, collecting and analysing data using ArcGIS.

ESSENTIAL SKILLS 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. The combination of formative and summative assessments provides a comprehensive picture of pupils' progress, understanding, and skills in geography. It enables teachers to provide targeted support, guide pupils' learning, and ensure they are well-prepared for further study in the subject.

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 to the worst war of the 20th century? Was The First World War a Global War? Interwar Period

Spring

The rise of the Nazis The key moments of World War II/How did World War II impact Hong Kong? The Holocaust Post War

Summer

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 OneNote, but also to privately research for historical projects, which will develop digital literacy. Developing oracy and literacy will help pupils effectively communicate.

INTERCULTURAL LEARNING 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.

LANGUAGES “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 At Harrow Hong Kong, we love languages and our mission is to develop excellent linguists and confident communicators who are passionate about learning languages. Our pupils will be able to express themselves effectively, both orally and in writing, and reach their potential in the target language. They will cultivate the necessary skills to grow as linguists and have an excellent understanding and appreciation of the language, culture and customs of the countries of the French, Spanish and Chinese speaking worlds. In the Prep School, all pupils study two languages: French or Spanish and Chinese, with all levels of Chinese catered for. Pupils moving up from the Lower School continue with the languages they had been studying lower down the School. New pupils will join a group that is best suited to their needs and interests. In Years 10 and 11 all pupils are strongly encouraged to opt to take at least one of Chinese, French or Spanish at IGCSE level, and some pupils opt to take two (Chinese and a European Language). At A Level, all three languages are offered and any pupil who has studied the language at IGCSE is free to take the A Level course provided they achieve grade 7 or above. 23

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 (foreign). 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

CONTENT •

The features of classical and modern texts.

Choices in

•

Narrative and comparative reading.

Growing Up

•

Prose and selected classical Chinese passages.

•

Contrast and symbolism as key writing techniques.

•

Argumentative writing and using imagery for emotional expression

Spring

Culture and

•

The characteristics of prose

Heritage - Power

•

Expressing emotions through objects

of literary

•

Symbolism

Imagination

•

The linguistic and structural features of modern poetry

Knowing and Summer

Doing - Learning Through Questioning

•

Summarising

•

Analysing the linguistic features of argumentative essays

•

Short stories

•

Classical Chinese essays

•

Comparative reading

ESSENTIAL SKILLS 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. Through this course, pupils will be encouraged to read a wide range of texts including classical Chinese (Wen-yan-wen).

INTERCULTURAL LEARNING Pupils will explore a combination of selected texts, including 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 and learn how 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 TERM

TOPIC

CONTENT AND FOCUS •

Explore Chinese culture through food.

•

Discuss food habits and the link between health and lifestyle.

Autumn

Food and Health

•

Build vocabulary and structures related to food and health.

•

Develop reading, listening, speaking, and guided essay writing skills.

•

Study modern technology topics: e‑payment, facial recognition, AI, e‑learning.

• Spring

Technology and Daily Life

Examine how technology changes communication and daily routines.

•

Practise reading comprehension and listening for key information.

•

Write and discuss argumentative opinions on technology’s impact.

• From Individual to Community: Summer

Explore values such as charity, environmental protection, empathy, and respect.

•

Social

Discuss contributions of role models and community care.

awareness and

•

Conduct group discussions and oral presentations.

responsibilities

•

Write reflective and persuasive pieces calling for positive action.

ESSENTIAL SKILLS Pupils will continue to improve their 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 lives. 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 our society. 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

CONTENT AND FOCUS Sub-topics

Autumn

Myself and My Growth

•

Leisure and hobbies

•

Daily routines

•

Relationships with family

•

Relationships with friends

Subject-Specific Skill Development •

Reading and listening comprehension

•

Speaking and writing skills

Sub-topics

Spring

School and Growth

•

School subjects and facilities

•

School life and routines

•

School rules and pressure

•

Extra-curricular activities

•

Enrichment activities

Subject-Specific Skill Development •

Reading and listening comprehension

•

Speaking and writing Skills

Sub-topics

Summer

Dream and Future

•

Ideal jobs & future plans

•

Work experience

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 lives and the world around them. The course aims to develop pupils’ abilities to recognise basic Chinese characters, tp communicate accurately over simple daily matters and to 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.

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. TERM

Autumn

Spring

Summer

TOPIC

CONTENT AND FOCUS •

Talking about friends

•

Friendship

•

The qualities of a good friend

•

Family

•

Describing family members

•

Describing family relationships

•

Describing daily routine

•

Describing your bedroom

•

How you help at home

•

Home, routine and chores

•

Childhood

•

Talking about your childhood

•

Role models

•

Describing role models

ESSENTIAL SKILLS Pupils engage in group activities where they work together to solve language-related challenges, fostering teamwork and problem-solving abilities. Cultural competency is nurtured through activities that expose pupils to various aspects of French-speaking cultures, promoting understanding and appreciation of different perspectives. 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. 30

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 range from introducing themselves, 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

Autumn

TOPICS

Theme 1 Local area, holiday and travel

Theme 1 Local area, holiday Spring

Summer

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

and travel

•

Giving an account of a holiday in the past

Theme 2 School

•

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

Theme 2 School

ESSENTIAL SKILLS Pupils engage in group activities where they work together to solve language-related challenges, fostering teamwork and problem-solving abilities. Cultural competency is nurtured through activities that expose pupils to various aspects of Spanish-speaking cultures, promoting understanding and appreciation of different perspectives. Additionally, digital literacy is integrated by incorporating technology and online resources, equipping pupils with the skills to navigate and communicate effectively in a digital world.

INTERCULTURAL LEARNING In Year 9, pupils expand their knowledge to include a broader range of Spanish cities. They learn about cities such as Zaragoza, Barcelona, and La Habana, 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 AUTUMN TERM

SPRING TERM •

SUMMER TERM

•

Fractions

•

Percentages

Set Notation & Venn

•

Factorising

Diagrams

•

Standard form

•

Ratio and Proportion

Quadratic Equations and

•

Rounding

•

Comparative costs

•

Circle Theorems

•

Algebraic Expressions &

•

Converting units

•

Forming and solving

•

Changing the Subject of

•

Algebraic Fractions

Formulae

•

Index Laws

•

Straight-Line Graphs

•

Linear inequalities

•

Simultaneous Equations

•

Coordinate Geometry

and focus on refining

•

Properties of Polygons

•

Similar shapes

problem solving

•

Construction, loci &

•

Pythagoras’ Theorem

strategies

bearings

•

Trigonometry

•

Averages

•

Factors & Multiples

Graphs

equations involving fractions •

Revision of all topics

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. 33

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 to 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 believes 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. 34

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. 35

ESSENTIAL SKILLS The school music curriculum develops 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 9 Music scheme incorporates intercultural learning by exposing pupils to a variety of musical traditions and styles. Pupils develop an appreciation for diverse cultural expression and gain insight into how music connects people across cultures, enhancing their understanding of the world.

ASSESSMENT Summative assessment is based on several performances and compositional projects throughout 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. The pupils will also complete an Associated Board Theory of Music test based on Grade 5 during 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 Philosophy

Autumn

Philosophy of Mind: Is my teacher a robot?

Philosophy Spring

Metaphysics of God: Does God exist?

SUBSTANTIVE KNOWLEDGE • Descartes and dualism • Functionalism and physicalism • Artificial intelligence • Arguments for and against God’s existence • The problem of evil and theodicies

Social Anthropology Summer

Ethics: What is ‘good’? How should we make moral decisions? Contemporary religion and society: How does religion influence society?

• • • • • •

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

ESSENTIAL SKILLS Broadly, all disciplinary approaches in PRS encourage pupils to develop the essential skill of critical thinking, not only nurturing the ability to explain and analyse theories and beliefs, but also to comment on them and reach their own justified conclusions. However, each disciplinary ‘lens’ requires the development and application of unique skills. In 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 as a result. 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. 38

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 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 data loggers 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

TOPICS COVERED 1.

Motion (distance time graphs, velocity-time graphs, speed, velocity & acceleration, equations of motion)

Forces (types of forces, resultant force & Newton’s 2nd law terminal velocity, stopping distances, forces on a spring)

Energy (energy stores & transfers, efficiency, calculations, generating electricity, transfer by heating)

Spring

Summer

SKILLS COVERED Conducting experiments, drawing and interpreting graphs, data analysis, using data loggers, making calculations, rearranging equations

Understanding vectors, planning and conducting experiments, understanding of variables, using the scientific method for determining the spring constant of springs, data analysis Longer response questions, rearranging equations, considering energy use across the globe

INTERCULTURAL LEARNING 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. 40

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 for participation and for 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, it allows each pupil to experience and engage in a wide range of sports, allowing them to develop, display and transfer their skills. 41

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 the opportunity to train within Games time. If pupils do not wish to be involved with team training, they have the option to pick different sports and these can be changed on a seasonal basis. 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 the opportunity to opt into golf lessons during games. Golf activities occur off site and are led by external coaches 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. 42

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 Develop pupil leadership 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 is 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 simultaneously achieve academically. 43

All fixtures, results and team details can be found at sport.harrowhongkong.hk

SUPER CURRICULUM ACTIVITIES (SCA) Sports Super Curricular Activities give pupils more opportunity to explore and challenge themselves in a sporting context. Pupils can enjoy extra time taking part in their favourite sports which will allow them to have more time on task to accelerate their learning. Pupils will apply the skills learned in SCAs in competitive fixtures and tournaments. 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. Cocurricular activities supplement our and SCAs and timetables lessons. 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

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. A variety of texts 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

TOPIC

•

Take it easy

KEY SKILLS •

Read, understand and interpret non-linear texts, identify the purpose of a text, analyse linking words.

Spring

•

Law and order

•

Use technical vocabulary, construct sentences, plan and organise reports, write formal letters, express opinions, identify the writer’s opinions and experiences.

Summer

•

A changing world

•

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. Cambridge English exams are recognised by over 25,000 universities, employers and governments around the world. These English language tests 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, meeting the English language requirement at 100% of all UK universities. For more information on the Cambridge examinations, please visit the Cambridge assessments website.

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 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 shortterm or long-term intervention from an individual needs staff member within their regular lessons in collaboration with the class teacher, in small groups, or 1:1. The department also works with members of staff by identifying and sharing differentiation strategies based on specific pupil profiles, monitoring student progress, and providing professional development.

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 to understand pupil needs and consider formal access arrangements. The department can 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 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. We encourage pupils to use their lockers in House to prevent them from carrying around a heavy bag.

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 or 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, House Master/ House Mistress and Assistant House Master/ Assistant 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 Matrons to help boarding pupils, and prep Houses also have resident gap tutors.

SENIOR HOUSES YEAR 9-13 BOYS HOUSES

CHURCHILL PEEL SHAFTESBURY SUN

GIRLS HOUSES

KELLER GELLHORN WU ANDERSON

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 ASSISTANT HOUSE MASTER/HOUSE MISTRESS (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 Pupils enjoy tutor time each morning where they are registered by their Tutor during Call-over. They also have two extended tutor periods twice a week of 35 minutes, where tutors follow a bespoke programme for each phase of the school. Tutors meet with each of their tutees for a one-on-one conversation half termly and continually monitor their tutees’ academic achievements, wellbeing, co-curricular engagement, behaviour, achievements, attendance and their progress towards the Harrow Diploma. They are the primary point of contact between home and school. 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. 53

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 TUTOR or 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@harrowhongkong.hk.)

EMAIL A significant proportion of the School’s communication with parents is by email and there are two Consolidated Communications which are our school letters, sent to parents each week (on Mondays and Thursdays). It is important that parents read the letters which are sent to them weekly from the school to ensure they stay fully informed. 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@harrowhongkong.hk).

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 of more than one day parents should contact the Senior Deputy Head (Whole School), Ms Laura Yandell (lyandell@harrowhongkong.hk) copying the HM and Tutor into the email. Parents should not expect permission to be automatically granted and should not make travel arrangements before receiving permission. If the absence is related to an elite co-curricular opportunity, parents should contact Mrs Sabrina Peck (speck@harrowhongkong.hk) copying in the HM and Tutor. All requests should be emailed to the School at least 5 working days before the planned absence, to give enough time for this to be approved. The School expects pupils to maintain 95% attendance or more. Any attendance that drops lower than 95% will be dealt with according to our attendance policy which can be accessed on our website. In exceptional circumstances, parents may request regular early leave from school so that their child may attend elite co-curricular training. Only absences that do not affect academic lessons (Games, SCA, Futures or pastoral time) may be considered. All applications for early leave should be submitted to Mrs Sabrina Peck (speck@harrowhongkong.hk) copying in the HM and Tutor.

PREP Prep is the work set by teachers to support the academic work completed in class and to help prepare for the work in future lessons. 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 6-10 and are an important part of maintaining contact between home and school. Parents of pupils in Year 6-10 are required to sign the planner at the end of each week. 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 or when there are major evening events (e.g. the termly Tuesday afternoon extended school). 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@harrowhongkong.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@harrowhongkong.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 her 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. The School does not offer online learning for pupils who are absent from school. Parents are required to complete a Medical Form for their child on entry to the School and provide relevant health information, including details of drug reactions, major allergies and notable medical conditions. When a child makes a visit to the Health Care Centre, the visit is noted in the child’s medical record along with any treatment given. The 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 Sixth 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 Sixth 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, with speeches from prominent experts in their fields

•

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 from Year 9 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-touse 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@harrowhongkong.hk

MOBILE PHONES AND SMARTWATCHES Harrow Hong Kong operates as a no-phone campus during the school day to ensure we provide the best possible learning environment for our pupils. The aim is not to remove technology from pupils’ lives, but rather to protect learning time, reduce social media pressures during the school day, and support pupils in developing positive interpersonal skills and healthy digital habits. This approach helps create a focused, respectful, and distraction-free environment. Each pupil is issued with a phone pouch, which is sealed during the day and checked by their tutor. Pupils are able to unlock their pouch at the end of the day using a special magnet. Smartwatches and other smart technology, such as smart glasses, are not permitted in school to ensure pupils can learn in a distraction-free environment. The expectations for pupil use of mobile phones are outlined below: •

Pupils must bring their mobile phone to school switched off or ‘on silent’ before placing it in their phone pouch.

•

Phones must be secured in the phone pouch at the designated time each morning, or immediately on arrival if a pupil is late.

•

The pouch must remain locked for the duration of the school day unless access is authorised by a member of staff.

•

Pupils are responsible for bringing their phone pouch to school each day in good condition and for keeping it with them unless another school procedure applies.

•

Pupils must not damage, tamper with, force open, swap, or misuse the pouch in any way.

•

Pupils must follow staff instructions promptly and respectfully in relation to the phone system.

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 students. The School has a strict Mandatory Bus Policy to follow. There are three ways to travel to the School, by bus, by foot or to board with us. 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 is no parking along Tsing Ying Road.

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@harrowhongkong.hk. Music lessons are given for the following instruments: Acoustic Guitar

French Horn

Bass Guitar

Harp (for up to ABRSM Grade 5 level) Singing

Cello Classical Guitar Clarinet

Orchestral Percussion

Saxophone Trombone Trumpet

Electric Guitar

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

Flute

Piano

Drum Kit

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 25th September 2026

Friday 30th April 2027

Friday 28th February 2027

Friday 28th May 2027

Friday 19th March 2027 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@harrowhongkong.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. No visible jewelleryis to be worn other than one pair of earrings (plain studs only). Hair should always be neat and tidy in appearance and pupils are not allowed any form of haircut, length or style that makes them stand out and may attract unnecessary attention. Pupils in Year 11 and below should tie their hair back if it is longer than shoulder length. Uniform which is damaged, or has become too small should be replaced accordingly. Please consult the School Website for more information about pupil dress code. 66

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

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

STAFF LIST HEAD

Ms Rosie McColl

RAC

rmccoll@harrowhongkong.hk

Senior Deputy Head (Whole School)

Ms Laura Yandell

LMY

lyandell@harrowhongkong.hk

Head of Upper School

Ms Hannah Lowe

HML

hlowe@harrowhongkong.hk

Deputy Head (Academic)

Mr James Brewer

JCB

jbrewer@harrowhongkong.hk

Deputy Head (Co-Curricular and Organisation)

Mrs Sabrina Peck

SLP

speck@harrowhongkong.hk

Deputy Head (Curriculum, Teaching and Learning)

Ms Freya Crofton

FXC

fcrofton@harrowhongkong.hk

AJS

aspillman@harrowhongkong.hk

Ms Kim Gration

kgration@harrowhongkong.hk

Ms Naina Nightingale

NRN

nnightingale@harrowhongkong.hk

Mrs Victoria Marshall

VLM

vmarshall@harrowhongkong.hk

Mrs Sioned Ralph

SCR

sralph@harrowhongkong.hk

Head of Sixth Form

Mr Jonny Franks

JMF

jfranks@harrowhongkong.hk

Head of Lower School

Mr Brendan Shanahan BS

bshanahan@harrowhongkong.hk

Deputy Head of Lower School (Academic)

Ms Dawn Chambers

dchambers@harrowhongkong.hk

Mrs Lauren Berner

LMB

lberner@harrowhongkong.hk

Mr Sam Hobbins

SDH

shobbins@harrowhongkong.hk

Mrs Hannah Davies

HLD

hdavies@harrowhongkong.hk

Mrs Hannah Russell

HAR

hrussell@harrowhongkong.hk

Mr James Rose

jrose@harrowhongkong.hk

Head of Early Years

Mrs Sophie Purnell

SCP

spurnell@harrowhongkong.hk

Director of Operations

Ms Bonnie Hung

bhung@harrowhongkong.hk

Director of Human Resources

Ms Denise West

dwest@harrowhongkong.hk

Director of Finance

Ms Miranda Ng

sfng@harrowhongkong.hk

Director of Marketing and Admissions

Ms Shirmy Li

shli@harrowhongkong.hk

SENIOR LEADERSHIP TEAM

Deputy Head (Pastoral, Boarding and Safeguarding) Ms Allison Spillman Assistant Head (Prep School, Pastoral and Wellbeing) Assistant Head (Senior School, Pastoral and Wellbeing) Assistant Head (Teaching, Learning and Continuing Professional Development) Associate Assistant Head (Teaching, Learning and Continuing Professional Development) (From 28 Sep 2026 to 22 Mar 2027)

Deputy Head of Lower School (Pastoral, Co-Curricular and Organisation) Assistant Head of Lower School (Pupil Progress) Assistant Head of Lower School (Continuing Professional Development) Associate Assistant Head of Lower School (Continuing Professional Development) (From 17 Aug 2026 to 23 Jun 2027) Assistant Head of Lower School (Digital Strategy and Technology)

THE HOUSES PREP HOUSES BANKS House Master

Mr Nick Weinberg

nweinberg@harrowhongkong.hk

Assistant House Master

Mr Philip Stott

PRS

pstott@harrowhongkong.hk

House Master

Mr Tom Cameron

TXC

tcameron@harrowhongkong.hk

Assistant House Mistress

Mrs Melanie Cameron

MEC

mcameron@harrowhongkong.hk

House Mistress

Mrs Holly De Vies

HDV

hdevies@harrowhongkong.hk

Assistant House Mistress

Ms Megan Smith

DARWIN

FRY

msmith@harrowhongkong.hk

LYON House Master

Mr Chris Mclnnes

Assistant House Master

Mr Eugene Sze

CPM

cmcinnes@harrowhongkong.hk esze@harrowhongkong.hk

NIGHTINGALE House Mistress

Ms Connie Hu

CMH

chu@harrowhongkong.hk

Assistant House Mistress

Mrs Shannon Hobbins

SXH

shhobbins@harrowhongkong.hk

(From AugustDecember 2026)

PARKS House Mistress

Ms Bridget Laatz

BEL

blaatz@harrowhongkong.hk

Assistant House Mistress

Mr Matthew Pettit

MJP

mpettit@harrowhongkong.hk

House Master

Mr Will Bussey

WDB

wbussey@harrowhongkong.hk

Assistant House Master

Mr Conor Hartley

CRH

chartley@harrowhongkong.hk

House Master

Mr Manoo Murthy

MMM

mmurthy@harrowhongkong.hk

Assistant House Mistress

Ms Amanda Lam

amlam@harrowhongkong.hk

SHACKLETON

SENIOR HOUSES ANDERSON

CHURCHILL House Mistress

Ms Rachel Chicken

RAS

rchicken@harrowhongkong.hk

Assistant House Master

Mr Philip Arnold

PJA

parnold@harrowhongkong.hk

House Mistress

Mrs Kirsty Wilson

KHW

kwilson@harrowhongkong.hk

Assistant House Mistress

Mrs Georgia Barker

GAB

gbarker@harrowhongkong.hk

GELLHORN

KELLER House Mistress

Mrs Gillian Nightingale GEN

gnightingale@harrowhongkong.hk

Assistant House Mistress

Mrs Zarina Long

ZKL

zlong@harrowhongkong.hk

House Master

Mr Dom Berner

DEB

dberner@harrowhongkong.hk

Assistant House Mistress

Ms Helen Cook

HXC

hcook@harrowhongkong.hk

House Master

Mr Robert Powell

RTP

rpowell@harrowhongkong.hk

Assistant House Master

Mr Milo Bellamy

MLB

mbellamy@harrowhongkong.hk

House Master

Mr Reece Hamon

RNH

rhamon@harrowhongkong.hk

Assistant House Mistress

Ms Charlotte Townsend CFT

Assistant House Master

Mr Oliver Paulin

opaulin@harrowhongkong.hk

House Mistress

Ms Lee Collins

LSC

lcollins@harrowhongkong.hk

Assistant Day House Mistress

Mrs Ella Loosmore

ELL

eloosmore@harrowhongkong.hk

Mr Mark Edwards

MAE

medward@harrowhongkong.hk

Mrs Melanie Cameron MEC

mcameron@harrowhongkong.hk

PEEL

SHAFTESBURY

SUN

ctownsend@harrowhongkong.hk

(Aug 2026 - Jun 2027 maternity cover)

MATRONS

Ms Michelle Gedge

MSG

mgedge@harrowhongkong.hk

Mr Paul Hubbard

PXH

phubbard@harrowhongkong.hk

PUPIL DEVELOPMENT & WELLBEING TEAM Head of Individual Needs

Ms Amanda Lam

ALH

amlam@harrowhongkong.hk

Teacher of Individual Needs

Ms Kim Gration

kgration@harrowhongkong.hk

Teacher of Individual Needs

Ms Leanne Chu

LXC

lchu@harrowhongkong.hk

Head of Language and Learning

Ms Elaine Shek

EYS

eshek@harrowhongkong.hk

Teacher of Language and Learning

Ms Siobhan Heuston

SIH

sheuston@harrowhongkong.hk

Language and Learning Support Teacher

Ms Yee To

SYT

syto@harrowhongkong.hk

The School Psychologist

Dr Rachel Gregory

RCG

rgregory@harrowhongkong.hk

School Counsellor

Ms Lauren Liu

lliu@harrowhongkong.hk

School Counsellor

Mr Wing Kong

WXK

wkong@harrowhongkong.hk

KEY EDUCATIONAL SUPPORT General Enquiries

info@harrowhongkong.hk

Lower School Office

ls-info@harrowhongkong.hk

Upper School Office

us-info@harrowhongkong.hk

Bus Information

bus-info@harrowhongkong.hk

Accounts

account@harrowhongkong.hk

Admissions

admissions@harrowhongkong.hk

Human Resources

hr@harrowhongkong.hk

ICT

its@harrowhongkong.hk

HEADS OF DEPARTMENT ART

Mrs Gemma Myles

GEM

gmyles@harrowhongkong.hk

CHINESE

Ms Charlene Gu

LGU

cgu@harrowhongkong.hk

COMPUTER SCIENCE

Mr Michael O'Gorman MXO

DRAMA

Ms Vicky Courtis

VLC

vcourtis@harrowhongkong.hk

ENGLISH

Mr Dom Rapley

drapley@harrowhongkong.hk

SPANISH

Mrs Yolanda Homs

yhoms@harrowhongkong.hk

FRENCH

Mr Elias Valdueza

EVG

evalduezagarcia@harrowhongkong.

Garcia ECONOMICS AND BUSINESS

Mr Mark Gardiner

mgorman@harrowhongkong.hk

hk MRG

mgardiner@harrowhongkong.hk

EPQ

Mr Simon Case

SJC

scase@harrowhongkong.hk

GEOGRAPHY

Mrs Letitia Weinberg

LPW

lweinberg@harrowhongkong.hk

HISTORY AND POLITICS

Mr David Tuck

DPT

dtuck@harrowhongkong.hk

PRS

Mr Milo Bellamy

MLB

mbellamy@harrowhongkong.hk

MATHEMATICS

Ms Louise Ackroyd

LEA

lackroyd@harrowhongkong.hk

MUSIC

Mr Tom Wiggall

twiggall@harrowhongkong.hk

Mr Jonathan Davies

JPD

jdavies@harrowhongkong.hk

Director of Sport

Mr Ian Williams

ILW

iwilliams@harrowhongkong.hk

Assistant Director of Sports (Upper School)

Mr Ben Loosmore

bloosmore@harrowhongkong.hk

Head of PE (Upper School)

Mr Huw Alexander

HJA

halexander@harrowhongkong.hk

Academic PE

Mr Huw Alexander

HJA

halexander@harrowhongkong.hk

Athletics

Mrs Sarah McMillan

SMC

smcmillan@harrowhongkong.hk

Gymnastics

Mrs Shannon Hobbins SXH

shhobbins@harrowhongkong.hk

Netball

Ms Hannah Minty

HLM

hminty@harrowhongkong.hk

Rugby

Mr Chris Kinloch

CRK

ckinloch@harrowhongkong.hk

Swimming

Mr Malcolm Green

MJG

mgreen@harrowhongkong.hk

Tennis

Mr Ross Stokley

RAS

rstokley@harrowhongkong.hk

PSYCHOLOGY

Mr Tom Roegele

TMR

troegele@harrowhongkong.hk

Director of Science

Ms Zara Holliday

ZRH

zholliday@harrowhongkong.hk

Prep School Science Coordinator

Mr Philip Stott

PRS

pstott@harrowhongkong.hk

Biology

Ms Tiffany Searle

TLS

tsearle@harrowhongkong.hk

Chemistry

Mr Andrew Davies

AJD

ajdavies@harrowhongkong.hk

Physics

Ms Julia Davidson

JLD

jdavidson@harrowhongkong.hk

STEAM Coordinator

Ms Leanne Johnston

LKJ

ljohnston@harrowhongkong.hk

LIBRARY & LEARNING LOUNGE

Ms Julia Besnard

JAB

jbesnard@harrowhongkong.hk

PHYSICAL EDUCATION

Football

SCIENCE

SIXTH FORM & CAREERS Head of Sixth Form

Mr Jonny Franks

JMF

jfranks@harrowhongkong.hk

Deputy Head of Sixth Form

Ms Jess Darke

JAD

jdarke@harrowhongkong.hk

Examinations Officer

Dr Catherine Clerc

cclerc@harrowhongkong.hk

Assistant Examinations Officer

Mrs Sioned Ralph

SCR

sralph@harrowhongkong.hk

Head of Scholars and Academic Extension

Ms Olivia Coady

ocoady@harrowhongkong.hk

Head of Bursaries

Ms Jenny Mitchell

JEM

jmitchell@harrowhongkong.hk

Head of Pupil Leadership

Mr Phil Harwood

PAH

pharwood@harrowhongkong.hk

Duke of Edinburgh Award Coordinator

Ms Sinead Healey

SMH

shealey@harrowhongkong.hk

Ms Wen-Ju Yang

WJY

wjyang@harrowhongkong.hk

EXAMINATIONS

SCHOLARSHIPS

TRIPS & EXPEDITIONS

CHARITIES & COMMUNITY Head of Charities & Community Service

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

harrowhongkong.hk