Prep Booklet

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Harrow Bangkok is a school rich in tradition, both here in Bangkok and as part of a family of schools dating back to 1572. It is the largest member of the Harrow family, and it is the original branded British independent school outside the UK.

At Harrow Bangkok we aim to offer the very best holistic education not only in Thailand, but across Southeast Asia.

That aim is founded on four key beliefs:

That academic rigour and intellectual curiosity lead to success in examinations. Examination results give access to the very best universities and employers. Our students celebrate enthusiasm for learning in school and are lifelong learners.

That success in life is not determined by school grades alone. Personal qualities and values ultimately determine whether academic potential is translated into meaningful careers. Our Leadership in Action programme ensures Harrovians are well balanced, resilient, and innovative young men and women; with the leadership skills necessary to turn opportunities into realities.

That a happy child will be a successful child. Students who are safe and happy will achieve their potential. Here at Harrow Bangkok, academic success and the development of the whole person are rooted in exceptional pastoral care, with lifelong friendships and contacts made. This supports the development of emotionally intelligent young men and women, determined to make a difference in the world.

That we employ the very best staff and actively support their career development. Harrow Bangkok is set within a superb 35-acre garden campus, with world-class facilities for day students and boarders. Facilities alone, however, are not enough; our staff are the heart of our success, modelling the values we hold dear each day for our students to emulate. Passionate about their subjects, they place a premium upon understanding each student’s individual needs, nurturing their development.

Education at Harrow Bangkok is inspiring, culturally rich, aspirational, and life-enhancing. We have a lot of fun along the way too. Our graduates are quietly confident, curious, creative thinkers, who possess the skills and qualities to make a difference in the world and at the same time enjoy personal fulfilment.

I look forward to meeting you, and welcoming you in person to our great school.


In the Upper School we take our mission of ‘Educational Excellence for Life and Leadership’ seriously. In each of the three phases, students are guided in an ageappropriate way to develop our six leadership attributes.

Our ultimate aim is to lay the foundations for our students to lead and succeed in whatever pathway they choose. For our students to become strong future leaders, we need to make sure that they have the academic currency required to assume positions of leadership, therefore, at Harrow Bangkok, academic excellence is a moral imperative if we wish to succeed in our mission. Our students leave the school with the very best academic results and year after year they take their place at top universities globally.

In the Prep Phase students develop a breadth of knowledge which lays the foundations for further study. As they progress into Shell, Remove and Fifth Form, we introduce the element of choice and students begin to specialise, allowing them to develop a greater depth of knowledge. In the Sixth Form, they specialise further

and are ready to apply to top universities in their chosen disciplines.

A school is defined by its students. At our school in Bangkok, what does it mean to call yourself a Harrovian?

Our students are confident without arrogance, highly knowledgeable and they use their knowledge compassionately to contribute to their community. Every year we celebrate their successes both within the school and beyond.

Paul Johnson

Head of Upper School

Year Group

6, 7, 8

Shell (9)

Remove (10)

Fifth Form (11)

Lower Sixth (12)

Upper Sixth (13)


Upper School Curriculum

Prep Curriculum

Shell Curriculum (Transition to IGCSE)



A Level University



The House System is at the heart of the students’ lives at Harrow Bangkok and helps develop our students into becoming leaders. It encourages teamwork and friendly competition within a supportive environment and instils into the students resolve, determination, cooperation, creativity, collaboration and an awareness of the importance of community.

Role of the Form Tutor

The first point of contact for a student is their Form Tutor. The Form Tutor registers students each morning and gets to know each student individually to help guide and support them. If you have a query or a minor concern you can direct this to your child’s Form Tutor.

House Competitions

Students have a wide range of competitions that they can enter to represent their House, these generally take place after school or at lunchtime and include:

Dodgeball Basketball Dragonboat Racing Music Chess

Football Theatre Sports Table Tennis Swimming Gala Film

Baking Cross Country Scrabble

Volleyball Sports Day (Athletics)

Softball Tennis

Jenga House Shout

Prep House Leaders

The Prep House Leader leads the House in the Prep Phase and provides pastoral oversight of all the students in their House. They will oversee academic monitoring and deal with any larger pastoral issues that may arise. If you have a larger concern then you should direct this to your child’s Prep House Leader. The House system is a key part of the students’ transition from Pre Prep to Prep. It welcomes the students into a family that they will be part of during the rest of their time at Harrow Bangkok.

All students are allocated to a House, all of whose names reflect leaders with courage and determination. These include the Old Harrovians and statesman Winston Churchill and Pandit Nehru (India’s first Prime Minister) as well as the poet Lord Byron. Thailand is honoured through its brave Queen Suriyothai and the public service of the Sonakul family. Finally, to complete the group, we have Helen Keller, who overcame physical adversity to become a renowned author and human rights campaigner. Each of these individuals displayed qualities of leadership that we hope will inspire our young Harrovians to become the leaders of their generation.



At Harrow Bangkok, fostering leadership is central to our mission. We have defined six leadership attributes that students will develop through following our Leadership in Action Curriculum:

Contributing positively to the community

Applying knowledge with compassion

Solving problems collaboratively Solving problems creatively

Making just and responsible choices

Facing challenges with determination

All students take part in an expedition every year and enrol in a minimum of two activities each week with numerous opportunities for service, charitable work, creativity and teamwork. Through the Leadership in Action Curriculum, both inside and outside of the classroom, students have opportunities to move out of their comfort zones and undertake new experiences. Whether it be attending a Harrow Bangkok Ocean Warrior beach clean up, trying to earn the minimum wage by cutting sugar cane, acquiring new skills such as first aid or lifeguarding, or conquering a 40 metre Tyrolean rope climb, pupils are increasingly able to develop and demonstrate the six leadership attributes.



Welcome to the Prep Phase: the strong foundations upon which students’ Upper School experiences are built. In Prep, our mission is to ensure that all students thrive academically, socially, and emotionally. Sup ported by world-class staff, Prep Harrovians feel happy and safe. Consequently, they are excited to explore the world around them, acquire a range of new skills and knowledge, and progress through school and beyond as lifelong learners and leaders.

Academically rigorous, our curriculum is broad and offers students the chance to explore a range of fascinating subjects and the connections between them. Underpinned by our High Performance Learning philosophy, students are supported to reflect on the thinking and performing skills at their disposal. All Prep Harrovians can achieve highly and the HPL framework allows students to val ue mistake-making, risk-taking, deliberate practice and self-reflection as powerful tools to help them achieve their goals. Additionally, Prep prides itself on our strong reading culture where we read for pleasure and academic progress. The academic curriculum is further enhanced with Challenge Days and other enriching extra-curricular activities which extend the opportunity for enquiry based learning, whilst developing collaborative skills.

We promise Prep students and their families a holistic education that builds personal and leadership qualities. Leadership in Action is a driving force for this. Throughout Prep and the Upper School, students participate in a huge number of leadership, charity and service opportunities that not only benefit their own development, but allow them to make a positive contribution to our local and global communities. Our exciting extra-curricular offeractivities, expeditions, House Camps to name but a few - enables students to push the boundaries of what they thought was possible.

All Harrovians carry four key values in our hearts. In Prep, students are honourable and do the right thing; they are courageous and take risks with their learning; they are humble and seek ways to develop themselves as holistic learners; and importantly, the bonds of fellowship that develop in Prep are lifelong.

On behalf of all the dedicated Prep staff, I look forward to welcoming all Harrovians to the Prep Phase and to the beginning of their Upper School journey.


High Performance Learning

Global Citizens Advanced Performers Enterprising Learners

In June 2019, Harrow Bangkok adopted the High Performance Learning (HPL) philosophy and joined a community of world-class schools at the forefront of educational thinking and pedagogy. Seven pillars support the HPL framework which are fundamental to world-class student outcomes and they, in turn, are supported by a series of Advanced Cognitive Performance characteristics (Thinking skills) and Values, Attitudes and Attributes (Performing skills) which are systematically taught and practised in order to develop mastery. At the summit of the framework are the desired outcomes for our students.

High Performance Learning is based on the latest research in neuroscience and psychology, which proves the brain is exquisitely plastic, mouldable by experience throughout life. It is more malleable than we thought, and we can make ourselves more intelligent. Neural pathways can be reprogrammed, inherited talent and intelligence are not fixed traits. Academically, therefore, there is more ‘room at the top’ in schools than previously thought. At Harrow Bangkok, we believe that all students can be higher achievers regardless of their academic starting points, as a result of engaging in world-class lessons, which are delivered by world-class teachers who systematically and consciously use current pedagogy and HPL strategies.

HPL also centres around values, attitudes and attributes. The 21st century skills in demand by employers, identified by the World Economic Forum, are central to the HPL philosophy. Talent is grotesquely overrated, deliberate practice with a growth mindset is the key to success, the secret to excellence. Some need more

time than others and more practice than others to reach the top, but nearly all can get there. Practice, perseverance, resilience are essential characteristics for success in life. The HPL philosophy helps students to take risks and to accept making mistakes, crucial characteristics in the learning process, supporting character development.

HPL is well-suited to our mission to develop leadership. The Harrow Way blends academic success with character development in a supportive yet challenging environment. Academic rigour and intellectual curiosity lead to success in examinations, which is life-enhancing since great results open the doors to leading universities. We know that success in life is not determined by examination grades alone, personal qualities ultimately determine whether academic potential is translated into meaningful careers and a happy fulfilled life. Combined with our emphasis on pastoral care, building positive and effective relationships and the belief that a happy child will be a successful child, our environment supports the development of emotionally intelligent young men and women, determined to make a difference to the world.

Harrow Bangkok is the leading international school in Thailand focussing on both academic success and character development. A Harrow Bangkok education is synonymous with outstanding academic outcomes and alongside this, our holistic education philosophy supports the development of life ready, highly motivated leaders, equipped with the soft skills essential for the 21st century workplace. It is fitting that Harrow Bangkok is the first school to adopt the HPL philosophy, the first school in Thailand to fully engage with the latest research in neuroscience and psychology.

Mindset shift Enquiry based
and Training Feedback Engagement of Parent s
students not to them Values, Attitudes and Attributes Advanced Cognitive Performance Characteristics

High Performance Learning in the Upper School

The High Performance Learning ‘Formula for Success’ shown below, demonstrates how high achievement is achieved in the Upper School.


Opportunities Support


High Achievement

Student potential is identified on entry to and progress through the school using benchmark data (CAT4 in Year 6, 8 and 9, YELLIS in Year 10 and ALIS in Year 12) alongside historic and current teacher assessment data. Students are provided with opportunities to systematically develop the Thinking and Performing Skills required for success. With high expectations of all students coupled with modelling, scaffolding and support, students make significant, rapid and positive progress. The final element is motivation which many of our students have in excess. That said, our inclusive and supportive pastoral and academic systems combine to create a world-class motivational learning environment, built on mutual respect and the expectation of high achievement.

In our pursuit of producing lifelong learners equipped with the skills for the next stage of their educational journey, throughout the Upper School students are systematically taught HPL Thinking and Performing skills as well as being provided with opportunities to deliberately practise them both in and outside the classroom. These key competencies are intrinsically linked and crucial to success.

As a result of placing students at the centre of the learning process and engaging them in meta-thinking techniques from a young age, it is possible to inspire them to aim high and dream big. Attractive icons and student-friendly terminology are used in lessons and during the extracurricular and enrichment activities and to encourage students to learn to think and behave as high performers.

Advanced Cognitive Performance Characteristics
Values Attitudes and Attributes HOW TO BEHAVE



Thinking Skills







Flexible thinking

Fluent thinking


Evolutionary and




Performing Skills

HARROW BANGKOK PREP PHASE 10 The tables below show the High Performance Thinking and Performing characteristics that we value, teach and deliberately practise at Harrow Bangkok.
revolutionary thinking
or logical thinking Precision Complex and multistep problem-solving
Connection finding Generalisation Imagination ‘Big picture’ thinking Seeing alternative perspectives Abstraction
Self-regulation Strategy planning Intellectual confidence
Creative & Enterprising Open-minded Risk-taking Collaborative Concerned for society Confident Practice Perseverance Resilience Community Compassion Collaborative Creative Choices Challenges

By systematically and consistently focusing on the Performing skills alongside the Thinking Skills, HPL enables us to create and nurture Harrow Bangkok students to become more reflective, resilient and resourceful.

Opportunities to systematically practice the Performing skills outside the classroom in sport, LiA, Music, Drama, the Arts and so forth, coupled with our Leadership and Service Curriculum which drives the Harrow Bangkok Leadership Attributes, facilitate the expansion of a toolkit of skills for the future, together with enhancing their characters.

Harrow Bangkok students become well-rounded human beings, with interconnected academic and soft skills, and the personal confidence to truly achieve our mission statement.

ADVANCED PERFORMERS who win places in world-class universities and make a leading contribution
GLOBAL LEADERS who are responsible and confident improving thing locally and globally
ENTERPRISING LEARNERS who are creative, innovative and well placed to enjoy future success


Although the Upper School works on a two week timetable, in Prep we are largely unaffected by this. The day starts with morning registration at 7.40 am where students meet up in their tutor room with their Tutor. There are four lessons in the morning each of 1 hour. These lessons are split by a single 15 minute break. There is one lesson in the afternoon and a short break before activities begin at 3 pm

Example Year 6 timetable






Lesson 1 English

Science English Music Art and Design

Lesson 2 Maths English PE Maths Science

Example Year 7 or 8 timetable

Lesson 1






Drama English Humanities

English English

Lesson 2 Japanese Art and Design Japanese Science Maths

Lesson 3 Humanities Mandarin Maths

Lesson 4 Thai Language


Drama Thai Language

Lesson 5 Tutor Period/ Assembly Computing Humanities

Activity 1 Gymnastics Ceramics

Activity 2 Gymnastics Rugby

Mandarin Games

Science Maths

English English

Cooking Club MUN

Lesson 3 English PE French Computing Design Technology

Lesson 4 Maths


Humanities Maths

Humanities French

Lesson 5 Tutor Period/ Assembly Science Music Games Science

Activity 1

Orchestra Football Academy Sailing

Children’s Home Community Service Robotics, Programming and Electron ics Club

Activity 2 Tennis



As students move through the Upper School, inde pendent learning becomes a greater part of the student experience.

At Harrow Bangkok we aim to foster an environment where students are taught to the highest standards in lessons, and are inspired to use what they have learnt to further extend themselves by developing a greater understanding of the topics explored independently. As such, homework is provided to encourage students to deepen, extend, or initiate learning.



Year 6 Art and Design Technology

In Year 6, students complete a combined Art and Design Technology course.

Unit 1: an introduction to the Bauhaus

In this unit, students learn about the iconic Bauhaus De sign School. Working in both the Art studios and Design Technology workshops, they advance their knowledge of formal visual elements such as line, shape, form, compo sition and colour whilst drawing on the work of famous Bauhaus designers such as Johannes Itten and Wassily Kandinsky. Students learn to sketch, render, paint and present their work in a variety of materials before con cluding the unit by making their own styalised time piece.

Unit 2: Bauhaus textiles

In this unit, students develop their 2D sketching skills whilst continuing with a range of design ideas that respond to the Bauhaus philosophy. Students learn how to measure, mark out and subtract material to create a range of 3D shapes. They complete this unit by learning textiles techniques to create a product inspired by influ ential Bauhaus textile’s designers including Gunta Stölzl & Anni Albers. They also discover correct use of workshop machinery, including health and safety protocols and procedures.

Unit 3: Bauhaus ceramics

Students complete the year by investigating the work of ceramic designers and artists of the Bauhaus school. They draw on their knowledge of form, composition, and shape from the previous two terms whilst designing their own glazed ceramic tile using a variety of methods based on the work of Oskar Schlemmer. Students also learn the importance of structure, layout, and visual presentation.

Year 7 Art & Design

Unit 1: the Formal Elements Part I

In this unit, students strengthen their drawing skills using a range of methods and materials, with emphasis on recording directly from observation. Students begin the unit by creating a series of coloured pencil drawings of sea shells before taking their designs into printmaking (etching) and paper collage.

Unit 2: the Formal Elements Part II

Students learn about Futurism and demonstrate their understanding of the main principles by designing and making their own head pieces. Throughout the process, students explore a variety of techniques for sculpting with paper. Work by designers such as Phillip Treacy also serve as inspiration and establish connections with contemporary fashion.

Unit 3: Unit 1: the Formal Elements Part III

In this unit, students strengthen their digital design skills whilst using programmes such as Procreate and Photo shop. Students explore the work of Michael Craig Martin and create brightly coloured digital paintings in response. Throughout the unit, there is a continual emphasis on the formal visual elements such as line, composition, texture, colour, shape, form and tone.

Year 8 Art & Design

Unit 1: Cubist drawing and collage

Students learn about the fundamental principles of Cub ism and respond with a series of experimental drawings and collages. Students also learn about positive and negative space, and how to extend 2D designs into mixed media artworks, combining paper construction and drawing techniques with an emphasis on line, shape, form and tone.

Unit 2: Surface qualities and textures

In this unit, students investigate the formal elements in three ways: first, through a coloured pencil markmaking challenge, then, through a process combining collage, black pen, ink and acrylic paint; and finally by sculpturing their own pumpkin with paper mache. Particular attention is given to surface qualities and students finish the unit by painting their pumpkin forms to achieve an accurate likeness.

Unit 3: Digital design

In this unit, students strengthen their digital design skills whilst using programmes such as Procreate and Photo shop. Students explore the work of Patrick Caulfield and create brightly coloured digital paintings in response. There is also a focus on interior spaces and architecture. Throughout this unit, there is a continual emphasis on formal visual elements including line, composition, tex ture, colour, shape, form and tone.



Year 6

Introduction to Computing

Students are introduced to the basic concepts of com puters. In this unit we find out what students already know. From here we then go on to teach them what they need to know to do Computing in Year 6 including how to stay safe online.

Web Development

Students complete a unit with the theme of endangered animals. The learning goals are that students can create web banners using Google Web Designer.

Computer Programming Introduction

Students are introduced to important concepts around computational thinking. Students will be learning how to create flowcharts for real-life problems. They will also be learning about the important programming constructs selection and iteration.

Scratch Programming

Students develop their programming experience fur ther in this unit. The important programming constructs sequence, selection and iteration are used to create small programs in the Scratch online application.

Computational Thinking

This unit themed ‘Let there be Dragons’ covers many dif ferent concepts. The first is converting decimal numbers to binary to show students how numbers are stored on the computer. The second concept is how to use online software to create graphical objects. The bubble sort algorithm is introduced and the unit concludes with an introduction to algorithms and pseudo code.

Year 7

Understanding the Internet and Website Design

Students learn about the structure of the internet and how data travels.

Students learn how web pages are coded in HTML and will build a basic webpage using HTML and a WYSIWYG web development program.


Students learn about how algorithms are playing a big role in current technology and how companies such as Google develop and use algorithms to improve search results.

Students look at the process of breaking a task down and producing an algorithm to complete the task. This section will aid the development of student problem-solving skills.


Students will learn how to code in Python or Small Basic and will learn about presenting graphical objects and loops.

Students will use decomposition to break a problem down to its smaller element and then produce a solution to code an effective solution to the task given

Year 8

Data Representation Bits & Bytes

Students gather an understanding of what binary is and why it is used by computers.

They will be able to convert binary numbers to decimal and vice versa. The application of binary is taught along side ASCII and the use of codes to represent input into a computer.

Operating Systems

Students learn about basic computer architecture and the role of operating systems.


This is an introduction to programming in a textual language. It is designed to make programming easy, ap proachable and fun for beginners. It uses the text window to introduce the basic concepts such as input, output and selection.

The graphics window is also explored to produce a sim ple calculator where you can combine all your knowledge into developing a real working application.

Music & Sound

This unit builds on the Term 1 unit of Bits & Bytes. Stu dents learn how computers use binary to represent sound and understand about basic compression principles and how sampling rates affect quality and file sizes.

Further Programming

Students build on their Term 2 programming skills and create a simple application game such as ‘rock, paper, scissors’. This develops a further understanding of com parative operators and repetition.



Year 7

Term 1: Frank Lloyd Wright inspired Tealight Holder

Students will be introduced to the subject through a designing and making exercise. The students will understand the fundamental basics using inspira tion for sketch work, leading to a final idea through development and modelling.

Students will be taught how to measure and mark out accurately on a range of materials. They learn about the source of the material and sustainability issues surrounding the materials.

Students learn how to combine different materials using adhesives and machinery and produce a pro ject that focuses on accuracy and quality control.

Term 2: Pop-Art inspired Washbag

Students continue with improving their skills, knowledge and understanding of Fashion and Tex tiles from the previous year and are expected to build on their prior learning.

The students explore the Pop Art movement, the use of the different tools, equipment and tech niques to work with fabrics and fabric materials and will gain the skills, knowledge and understand ing, as well as exploring digital design and subli mation of transfering images from the computer screen to fabric

Students will use sublimation printing and heat press methods, as well as applying zips and using templates to produce a usable product.

Term 3: Air Freshener Project

Students learn a variety of new skills, processes and techniques which expand on their knowledge from the previous term.

The students will be introduced to electronics and use programmable components to create an air freshener that will circulate the aroma from Pot Pourri around the environment it will be placed in.

The students are expected to work through prob lem solving and logical thinking as well as working in small groups to test and modify their projects. Students will get the opportunity to explore the fundamentals of electronics, soldering components together as well using a CAD program to create a laser cut aspect of the project.

Year 8

Term 1: Angie Lewin Inspired Cushion

Students will use the British textiles designer Angie Lewin, to create a vibrant and creative cushion for the home. The project blends a variety of textiles skills with the focus on accuracy, mixed mediums and complimentary designing skills. The students learn about the source of the material and sustain ability issues surrounding the materials and how to combine materials using adhesives and processes. The students will focus on attention to detail and working in smaller capacities.

Term 2: Sublimation Coasters

Students learn how to create a range of patterns and fills on CAD using Techsoft 2D Design. They will use a design theme to create their own individ ual designs that match the elements and factors of the given theme.

Students will understand the processes and tech niques of sublimation printing and be able to work in a small group to batch produce a range of aes thetic products housed in a case. This case could be card packaging or more complex using hand processed or machine processed materials.

Term 3: PICAXE Dice

Students learn a variety of new skills, processes and techniques which expand on their knowledge from the previous term.

The students will be introduced to electronics and use programmable components to create an electronic dice that works through problem solving and logical thinking.

Students will get the opportunity to explore the fundamentals of electronics, soldering components together as well using a CAD program to create a 3D product that works with any board game.



Year 6

Unit 1: Introduction to Drama

Students are introduced to the skills required to collaborate successfully. They will explore improvi sation, the basics of mime and record a radio show as they explore their vocal range.

Unit 2: Cut Throat Joe

Students will create and develop a character based on improvisation techniques. Additionally, students will explore how backstory contributes to the crea tion of roles.

Unit 3: The Wild West

Furthermore, students bring together all of their learning for the year by examining situations in which people take difficult decisions, tackle dan gers and travel into the unknown in search of a better life. Students will produce various short scenes from the perspectives of settlers and Native American Indians by recreating some of the chal lenges which they had to face during these jour neys in the middle of the nineteenth century.

Unit 4: Theatre History 1 (Commedia Dell’Arte)

Finally, students are introduced to the Italian Renaissance genre of Commedia exploring arche types and scenarios. Here they are introduced to the semiotics of physical skills in performance

Year 7

Unit 1: Theatre History II (Melodrama)

Students will explore the stylised acting of the 19th century genre which has influenced television and movies

Unit 2: Visual Imagery and Storytelling I

Students will create a narrative and characters by having to defend Harrow School from dangerous zombies. Moreover, they will use their leadership and collaboration skills to solve challenges and create a film trailer.

Unit 3: Theatre History III (Greek)

Students will explore the Ancient Greek tragedy, Antigone. They will learn about the structure of tragedy and write new speeches that could be used in the play. Additionally, they will also focus on conventions of Greek theatre such as the Cho rus and the importance of the Messenger’s speech.

Unit 4: Visual Imagery and Storytelling II (The Arrival)

Students will explore the graphic novel, The Arrival. Here, students will produce short performances

which will include devising characters of depth, scenes with atmosphere, and mood, puppetry, disrupted narrative, and physical theatre.

Unit 5: Text Work (Charlie and the Chocolate Factory)

Finally, students will bring all their Year 7 learning to create a dramatised version of Roald Dahl’s clas sic novel Charlie and The Chocolate Factory. Here they will explore staging and directing and design elements, as well as explore the semiotics of a play text.

Year 8

Unit 1: Improv Your Life

Firstly, Year 8 will learn about the techniques of improvisation - the art of using what is available to you in the moment.


Unit 2: Practitioner I (Old Man)

Next, students will explore the genre of naturalism, exploring the theories of Konstantin Stanislavski, arguably the most influential acting teacher ever.

Unit 3: Antigone

Students will explore the Ancient Greek tragedy, Antigone. They will learn about the structure of tragedy and write new speeches that could be used in the play. Moreover, students will also focus on conventions of Greek theatre such as the Cho rus and the importance of the Messenger’s speech.

Unit 4: Brechtian Theatre

Students will explore the philosophy of influential theatre practitioner Bertolt Brecht through the lens of homelessness. Here students will produce short scenes using his building blocks essential at IGCSE.

Unit 5: Names in a Jar

Students will explore the Brechtian style play concerning Jewish children hidden from the Nazis and will use the techniques they learnt in Unit 3 to produce their own performance.

Unit 6: The Rime of the Ancient Mariner

Finally, students will use the classic poem ‘The Ancient Mariner’ to explore the style of physical theatre as a means of performance. Here they will create a short presentation using lines from the poem and the play adaptation.



As well as English lessons, Prep students also have a Library based lesson once a week. In Library lessons, students participate in the Accelerated Reader Program and guided reading sessions, during this time students may receive additional language support.

Year 6

Term 1 Dragon Mythology

Students will study a range of myths and legends about dragons from different cultures, developing their abili ty to compare and contrast texts. They will produce a non-chronological and a documentary voice over entitled: Do Dragons Exist?

Greek Mythology

Students will study a range of Greek Myths, developing a number of reading skills. Here, they will produce a range of text types including: a letter giving advice, a newspa per article, a speech and a poem.

Term 2 Gaming

Furthermore, students will study the craft of descriptive writing, based on extracts from the novel ‘Shadow of the Minotaur’ and produce a piece of descriptive writing. They will also study a range of articles investigating the effects of video games on young people and produce a speech based on this topic.

Romeo and Juliet

Moreover, students will study ‘Romeo and Juliet’ to be come familiar with the language, develop close analysis skills and enhance their performing skills. Students will revisit the craft of descriptive writing, producing a story based on a scene from the play.

Term 3

Novel - ‘Foodland’ by Marcus Sedgwick

Students will undertake literary study of the novel, devel oping their reading and analytical skills. They will produce a range of fiction and non-fiction writing based upon the theme of the novel: climate change and rising sea levels.

Year 7

Term 1 Travel Writing

Firstly, students will read a range of travel writing genres: brochures, reviews and articles revolving around Eco tourism. They will produce a discursive essay about Eco tourism. They will also write a piece of persuasive writing, encouraging tourists to choose eco friendly travel op tions.

Poetry – Travel and Journeys

Students study a range of poems revolving around the theme of travelling and journeys. They will become more familiar with poetic terms and closely at the poet’s craft, producing an analysis of a poem. As a result, students will also produce a range of poems that will be compiled into a class anthology of poems.

Term 2

Novel - ‘The Hobbit’ by J R R Tolkien

Students will read the novel, developing their reading and writing skills. Here, students will produce detailed analysis of the writer’s craft through selected extracts, as well as a range of nonfiction texts including formal and informal letters, journals and speeches.

Term 3

Play - ‘The Tempest’ by William Shakespeare

Students will undertake a study of the play as a whole and key extracts in detail, focusing on themes of slavery, freedom and power. They will also look closely at how Shakespeare creates character and relationships through his language and speech.

Year 8

Term 1 Diary writing

Students will undertake a study of ‘Diary of a Young Girl’ (Anne Frank’s Diary) investigating the conventions of diary writing. They will then produce an extended series of diary entries written as a real or imagined character, Play – ‘Macbeth’ by William Shakespeare

A study of the play as a whole and key extracts in detail, focusing on themes of power, ambition and the super


natural. Students will learn how to trace a character’s development through the play and produce an analytical essay. Students will also study and produce a range of non-fiction genres including: a persuasive letter. The ex tended study of the play will allow students to participate in a formal class debate at the end of the unit of work.

Term 2 Short Stories: The Gothic Genre

Students will study ‘The Tell Tale Heart’ by Edgar Allan Poe, becoming familiar with the conventions of the Goth ic genre. Students will then apply these conventions to create their own short story to suit the genre.

The Lines that Divide

Students will study a range of poems and non-fiction texts encompassing the themes of discrimination, cultural identity. Students will learn to critically read non-fiction, summarising main points. They will also learn to closely analyse poetry based on theme, structure and language.

Term 3

Novel- ‘Noughts and Crosses’ by Malorie Blackman

Students will explore the themes of racial discrimina tion and power through the study of the novel, making links to historical and literary contexts. Finally, they will produce a range of text types including: a news report, speech and analytical essays.



Year 6

In Year 6 Geography, students reflect on the nature of the subject and develop skills to be independent naviga tors and to understand the Geographical processes in the world around us. They consider a blend of the different types of Geography to explore how humans have im pacted on the world in both positive and negative ways. Finally, demonstrating their independent learning skills through a fieldwork study on the journey to school and local issues related to this.

Term 1

Population and Migration

• Early settlements

• Reasons for migration

• Population growth in cities

• Urban issues

• Shanty towns Rivers

• The water cycle

• The changing shape of a river

• Waterfall formation

• Formation of a meander

• Threats and opportunities of a river

• Flooding management

Term 2 Food challenges

• Factors of food insecurity

• Cheap chicken

• Insects and sustainable eating

• Reducing food insecurity

• Palm oil and its dangers

Onsite fieldwork

• Generating a hypothesis

• Data collection

• Data analysis

• Data presentation

• Conclusions

Term 3 Antarctica

• Location and climate

• Food webs

• Animal adaptation

• Threats to Antarctica

• Management of Antarctica

Year 7

In Year 7 Geography, students reflect on big moral issues related to fairtrade, renewable energy and human impact on the environment. They are encouraged to think criti cally about these issues and develop their own opinions

on world issues. Students also consider the Geographical processes involved in weather and climate, developing their understanding of the world further.

Term 1 Fast Fashion

• The positive and negatives of fast fashion

• The fashion victims

• Characteristics of a sweatshop

• Nike case study

• Impacts of fashion in sub-saharan Africa

Term 2

Weather and Climate

• Weather and Climate

• Cloud types

• Formation of rain

• Global air circulation

• Weather and climate

• Weather in Australia

• Extreme Weather


• Weather symbols

Virtual Fieldwork

• Solar and wind power

• Fieldwork hypothesis

• Data collection

• Data presentation

• Data analysis

• Fieldwork evaluation

Term 3 Madagascar

• Development of Madagascar

• Physical landscape of Madagascar

• Opportunities of tropical rainforests

• Threats and deforestation

Year 8

In Year 8 Geography, students continue to study a blend of the different types of Geography. They reflect on the interaction of humans with the world and measures taken to improve and manage change. Students further em ploy their critical thinking skills to analyse and evaluate the success of these measures in response to conflicts, erosion and population. They are encouraged to develop their awareness of the world around them to become informed and engaged citizens.

Term 1 Tourism

• What is tourism?

• Benefits and negatives of tourism

• Tourism management

• Tourism case study

• Sustainable tourism


International Development

Term 3 China

Term 2 Coasts

• The creation and functions of the United Nations • Security Council • Human rights and how they can be met • Sustainable Development Goals
• Constructive and destructive waves • Erosion, transport and deposition • Uses of the coastal landscape • Sustainable coastal management • Landform formation
• Population structure of China • Physical landscape • Urbanisation • One Child Policy • Economic development and impacts of it • Water transfer


Year 6

In Year 6 History students go on a journey through time to the very beginnings of civilization. They consider how our early ancestors lived and civilizations developed as we started to live in larger communities and cities.

Students also reflect on the development of new ideas, technologies and beliefs that influence how we live today.

Term 1

Hominids and Neanderthals

• Our remote ancestors

• Early communication

• The Neanderthal extinction

• The origins of belief

• The Stone Ages

• Hunt-Gatherers

• A mobile life

Agriculture and Settlement

• The origins of farming

• The development of farming

• A new way of Life

• Depth study: Catalhoyuk

• Urban problems

Term 2 Ancient Civilizations

• The great River Civilizations

• Mesopotamia

• River Valley Civilizations case study

Term 3

The Foundations of ‘Western Thought’

• Mycenaean Greece

• The Greek Polis

• The birth of democracy

• Ancient Greeks at war

• Gods and myths

The Foundations of Eastern thought

• What were Qin’s wars?

• What were societal systems like in Ancient China?

• What is confucianism?

• Why did ancient civilizations have slaves?

• How significant was Emperor Qin?

Year 7

In Year 7 History students consider emerging Empires and how they shaped the world. They discuss how empire structures, leaders, belief systems and conflicts shaped History across Europe and beyond. Students also begin to develop some of their critical thinking skills as they consider the roots of Philosophy and apply both philosophical and ethical thinking to the world today.

Term 1

The Roman Empire

• The growth of the Roman Empire

• Power in the Roman Empire

• The Punic Wars

• The collapse of Rome

• Julius Caesar

• What have the Romans done for us?

The Byzantine Empire and the Crusades

• The origins of the Byzantine Empire

• Medieval cities

• Joining the Crusades

• The Crusaders

• The impact of the Crusades

• The decline of the Byzantine Empire

• Religious conflicts

Term 2

The Ottoman Empire

• A medieval Islamic Empire

• The foundation of the Ottoman Empire

• The Ottoman Empire

• Medicine and disease

• Leaders from another age

• The significance of the Ottoman Empire

Term 3


• The Silk Road

• The Italian City States

• Life on a Venetian Galley

• The spread of ideas and disease

• A route East

• One belt, one road

Historical enquiry

Students will work in groups to complete a collaborative enquiry on a given time period in History (assessing the significance of historical events)

Year 8

In Year 8 History students put themselves in the shoes of famous explorers and merchants to consider how ideas, disease, trade and knowledge spread across the world. They also reflect on how revolutions have influenced His tory and the significant reasons behind these. Students have the opportunity to think broadly about significant Historical changes through independent research and self-guided projects.

Term 1

Voyages of discovery

• The age of exploration

• Voyages of discovery

• Explorers

• The impact of exploration

• Explorers today


Pre-Columbian America

What was society like in America before Europeans arrived?

What impact did European settlers have?

How accurate are western interpretations of Europe an settlement (Investigating the case of Pocahontas and John Smith)

Term 2 Revolutions and change

Political revolutions

The American revolution

The French revolution

A formula for revolution

Russian revolution

Modern revolutions


Britain 1745-1901

Coal mines


Life in Victorian


Term 3

Crime in Victorian London (sourcework enquiry)

What was life like in the East End of London?

Who were Jack’s victims?

How effectively did the London police conduct investigations?

Who was the prime suspect?

What were the social impacts of the crimes?

How has the case shaped modern policing?

and design • Disease •
England • The


Year 7

Term 1

What do religions believe?

• What is God like in Christianity?

• What is God like in Sikhism?

• Why don’t Buddhists believe in God?

• Why are religious leaders important?

• How do believers use holy books?

• What duties do believers have?

How do believers worship?

• Why worship?

• What is the purpose of prayer?

• What is the purpose of places of worship?

• Should believers worship at home?

• Is worship still relevant today?

Term 2

Why do religions celebrate festivals?

• Is Christmas or Easter most important for Christians?

• What happens during Ramadan and Eid?

• Why do Hindus celebrate Divali and Holi?

• Why are Divali and Vaisakhi important for Sikhs?

• How do Wesak and Parinirvana Day compare?

How significant is religious pilgrimage?

• What is pilgrimage?

• Why is pilgrimage a duty in Islam?

• What is historical pilgrimage?

• What is spiritual pilgrimage?

Term 3

Why do religions celebrate rites of passage?

• How are babies welcomed in different religions?

• How do believers celebrate adulthood?

• What is the purpose of marriage for believers?

• Are rites of passages significant today?

Year 8

Term 1

What does Philosophy tell us about God and Humans?

• Does the world give evidence for the existence of God?

• Is God the first cause?

• Can a loving God and suffering coexist?

• What makes someone human?

• Is all life valuable?

• Do robots have personhood?

Do religions discriminate against women?

• Why is gender equality an issue?

• Does Christianity discriminate against women?

• Does Hinduism teach gender equality?

What does Islam teach about gender equality?

• Does Sikhism promote gender equality?

Does religion discriminate against women?

Term 2

Is Atheism or Theism more relevant today?

• What are atheists and agnostics?

• Why are people atheist?

• What does it mean to be a theist?

• Is atheism or theism more relevant today?

What makes someone inspiring?

• What makes someone inspiring?

• Does being virtuous make someone inspiring?

• Do inspirational people perform moral duties?

• Are the actions of inspiring people meaningless if God has commanded them?

• Should inspiring people break the law?

• Do inspiring people have the same qualities?

Term 3

How have religious believers been persecuted?

• What is persecution?

• How has persecution of Jews impacted the religion today?

• How have Sikh believers been historically persecut ed?

• How have Christians been persecuted?

• How have Muslims been persecuted?

• How has religious persecution impacted on Hindus?



Year 6

Term 1 Decimals

Identify the value of each digit in numbers given to three decimal places

Multiply numbers by 10, 100 and 1000 giving answers up to 3 decimal places (DP)

Use written division methods in cases where the answer has up to two decimal places


Solve problems involving the calculation of percentages Recall and use equivalences between simple FDP includ ing in different contexts


Solve problems involving similar shapes where the scale factor is known or can be found Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples

Negative Numbers

Use the four operations with negative numbers

Four Operations

Use formal written methods for addition and subtraction of integers and decimals

Use formal written methods for multiplication and divi sion of integers and decimals

Use integer powers and associated real roots, recognise powers of 2, 3, 4, 5

Find the prime factor decomposition of a number

Term 2

Fractions 1

Represent fractions using diagrams and on a number line

Express one quantity as a fraction of another Identify and use equivalent fractions Compare and order fractions

Convert between mixed numbers and improper fractions

Simplify fractions

Convert between fractions and decimals Add and subtract any fraction Find a fraction of an amount

Algebra 1

Understand the difference between an expression, equa tion, formula, term, function and identity Form expressions from situations described in words Substitute numerical values into formulae and expres sions

Simplify and manipulate algebraic expressions to main tain equivalence by collecting like terms Solve simple linear equations with one variable Generate terms of a sequence from either a term-to-term

or a position-to-term rule

Recognise arithmetic sequences and find the nth term

Term 3

Properties of Shapes

Draw 2D shapes using given dimensions and angles

Compare and classify geometric shapes based on their properties

Find unknown angles in triangles, quadrilaterals and reg ular polygons

Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles


Solve problems involving the calculation and conversion of units of measure

Use, read, write and convert between standard units

Convert between miles and kilometres

Calculate the area of parallelograms and triangles

Calculate, estimate and compare volume of cubes and cuboids using standard units

Revision Year 7 Term 1

Number - Fractions 2

Perform all 4 operations on proper and improper frac tions and mixed numbers Find a fraction of an amount

Find the whole amount, given a fraction of the amount Find a fractional increase and decrease

Number – Percentages

Interpret percentages and percentage changes as a frac tion or a decimal, interpret these multiplicatively, express one quantity as a percentage of another, compare two quantities using percentages, and work with percentages greater than 100% Solve problems involving percentage change

Geometry – Lines and angles

Derive and illustrate properties of triangles, quadrilaterals, circles, and other plane figures

Apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles

Understand and use alternate and corresponding angles on parallel lines

Deduce the angle sum in any polygon, and to derive properties of regular polygons

Term 2

Geometry – Circles and Area

Convert between units of measure

Derive and apply formulae to calculate and solve prob lems involving area of circles, composite shapes and trapeziums


Calculate and solve problems involving perimeters of 2-D shapes (including circles)

Algebra 2

Substitute numerical values into formulae and expres sions, including scientific formulae

Simplify and manipulate algebraic expressions to main tain equivalence

Use algebraic methods to solve linear equations in one variable

Represent the solution set to an inequality on a number line and vice versa

Solve linear inequalities in one variable

Rearrange formulae to change the subject, where the subject appears once

Term 3 Geometry – 3D shapes

Use the properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres to solve problems in 3-D Convert between volume measurements

Derive and apply formulae to calculate and solve prob lems involving volume and surface area of prisms

Construct and interpret plans and elevations of 3-D shapes

Revision Year 8 Term 1

Ratio and Proportion

Simplifying ratio

Expressing ratio in the form 1:n

Sharing an amount into a ratio Problem-solving involving ratio

Scaling up amount which are in direct proportion

Simple inverse proportion problems

Contextual proportion problems such as; recipes, ex change rates, maps Statistics 2

Construct and interpret stem and leaf diagrams

Calculate averages for non-grouped tabulated data

Angles and Construction

Identify and construct congruent triangles

Construct perpendicular bisectors

Construct angle bisectors

Construct a perpendicular Use scale factors, maps and diagrams

Term 2 Geometry - Transformations

Identify properties of, and describe the results of, transla

tions, rotations and reflections applied to given figures


Understand that the probabilities of all possible outcomes sum to 1

Enumerate sets and unions/intersections of sets

Generate theoretical sample spaces for single and com bined events

Algebra 3

Recognise, sketch and produce graphs of linear and gua dratic functions

Rearrange formulae to change the subject

Calculate and interpret gradients and intercepts of graphs

Recognise and generate geometric sequences

Term 3 Statistics

Use and interpret scatter graphs of bivariate data and recognise correlation Draw and analyse frequency polygons

For continuous data given in the form of a table, find an estimate of the mean, modal class interval and class inter val that contains the median




Year 6

Topic 1: Becoming a scientist

The students are given an introduction to Science and what scientists do. They also learn how to be safe in the lab and how to locate and use the apparatus found there. Through carrying out a range of investigations, the stu dents learn how to design and write-up experiments.

Topic 2: Light

In this topic, the students are introduced to light and what luminous and non-luminous objects are. They also start to learn how to draw accurate ray diagrams and use these to illustrate how we see and to show how light can be reflected.

Topic 3: Adaptations and interdependence

The students learn about feeding relationships and inter dependence, as well as how animals and plants have be come adapted to the habitats they live in. They go on to look at a coral reef ecosystem in more detail and how the fragile balance that exists there can be easily disrupted. The students also start to look at how organisms have evolved over time and are introduced to Charles Darwin’s theory of natural selection.

Topic 4: Energy transfers and electrical circuits

The students start the topic by learning about energy and how it can be transferred. They then get the chance to select and use appropriate equipment to investigate circuits, measure current, identify patterns in their results and draw conclusions about series and parallel circuits.

Topic 5: Acids and alkalis

In our everyday lives, we use a number of chemicals which, although very useful, can be dangerous. The students look at the application of some of these chemicals, including acids and alkalis, evaluating both the benefits and hazards associ ated with using them.

Topic 6: The 7 life processes and the structure of cells

The students learn about the 7 life processes carried out by all living things. They then use light microscopes and produce their own specimens to look at cells and learn about their structure, the function of different organelles and the differences between animal and plant cells.

Year 7

Topic 1: Forces and their effects

In this topic, the students learn about the different forces acting on objects: gravity, thrust, friction, air resistance, lift and upthrust. The difference between mass and weight is also explored. The students investigate balanced and unbalanced forces and look in detail at friction and the factors which can increase or reduce it. The students also look at floating and sinking and investigate density.

Topic 2: Solids, liquids and gases and particle theory:

In this topic the students learn about the states of matter and particle theory. This includes carrying out experi ments which provide evidence to support the theory and doing drawings to represent particles and changes in state. The students also investigate density.

Topic 3: Chemical reactions and the Periodic table (introduction)

In term 1b the students continue to look at chemical reactions in more detail. They are also introduced to the elements and the Periodic Table. They learn the symbols for some common elements and how these symbols allow scientists around the world to communicate easily, as they act as one, common ‘scientific language’.

Topic 4: Specialised cells, tissues, organs and different organ systems

This topic starts with some revision of the structure of cells. It then moves on to cover the names and functions of a range of specialised cells. The students also learn about how cells group together to form tissues and organs. Finally, whole organ systems are looked at and how the organs in these systems work together. The gas exchange system is looked at in most detail, but the cir culatory, muscular and skeletal systems are also covered. Finally, the different organs present in plants are looked at and how a plant grows.

Topic 5: Human reproductive system

The students revisit organ systems, this time looking at the reproductive systems. They start by comparing the reproductive systems of different animals and then con centrate on the human reproductive systems. They learn about the changes that happen during puberty and why these changes occur. They then learn about fertilisation, pregnancy and birth.

Topic 6: Magnets and the solar system

The students learn about magnetic materials and why these attract to a bar magnet. They also investigate the field lines around a magnet and the uses of magnets in our everyday lives. After their end-of-year examination, the students learn about space and our solar system. They investigate the difference between mass and weight and then look at the features of all the planets in our solar system.


Year 8

Topic 1: Food and digestion

This topic looks at the different food groups and what makes up a healthy, balanced diet. The students also discuss the importance of eating healthily themselves and what a balanced diet means for people of different ages and professions. Finally, the students study the organs in volved in digestion and the workings of the digestive sys tem as a whole, including an introduction into enzymes.

Topic 2: Atoms, elements, compounds and mixtures

In this topic, the students revisit the Periodic Table and the properties of the elements it contains. They also learn about atomic structure and how to draw diagrams to represent the atoms of a range of elements. They then look at the reactions that take place between elements to form compounds. They also further develop their ability to write word equations for reactions and familiarise themselves with the formulas for molecules of elements and compounds.

The students investigate conservation of mass and revisit neutralisation reactions, producing salts. The students also look at the minerals found in rocks and how rocks are weathered both chemically and physically. Finally, the students look at the different types of rocks that make up our planet and the rock cycle.

Topic 3: Heating and cooling

In this topic, the students learn about what heat energy is and how heat energy is transferred. They also look at the use of thermometers for measuring temperature and compare temperature to heat energy. The three methods of heat transfer - conduction, convection and radiation - are studied and investigated practically, allowing the students to successfully identify these processes as they occur in their everyday lives.

Topic 4: Light and Sound

In this topic, the students learn to distinguish between lu minous and non-luminous objects and draw accurate ray diagrams. They also investigate the laws of reflection and refraction, leading on to how we can see and how dis persion creates the full spectrum of the rainbow. Light is compared to sound and the students look at how sounds are made and what affects how loud or high pitched a sound is. They also look at the damage that loud sounds can do.

Topic 5: Microbes and disease

In this topic the students learn about the different microbes, concentrating on bacteria, viruses and fungi. They learn about both the uses of these microbes and the diseases spread by some of them.



Year 6

Unit 1: I’ve Got Rhythm

Students will learn about different note values and com pose their own rhythmic ideas using standard western notation. They will also explore the use of rests as an integral part in a musical performance. Students will learn to play various rhythms using body and ‘junk’ percussion as a class ensemble.

Unit 2:A World of Scales

Students will learn about scales that are typically asso ciated with music from different genres of music, for example folk music, African Music or the Blues. They will develop their skills as solo and ensemble perform ers playing from notation and a variety of popular and classical arrangements. Students will also learn how to improvise using these scales and to compose their own piece of music in ABA ternary form.

Unit 3: Melody and Form

Students will explore various musical features that make a satisfying melody so that they can compose their own successful melodies. They will apply their knowledge and understanding of the elements of music in the activities and relate these to both staff and graphic notations.

Unit 4: World Focus

Students will learn to recognise the rhythmic and melodic features of music around different parts of the world, particularly from the Caribbean and Japan. The unit will be heavily performance-focussed and all students will have the opportunity to play the Calypso or Soca on the steel pans and an exciting drumming performance on our Taiko drums.

Unit 5: Sonority City

Students will explore the different sections of the or chestra and become familiar with the timbre of specific instruments and playing techniques. Students will partic ipate in string, woodwind, brass and percussion ensem bles to develop their learning further.

Year 7

Unit 1: Song Writing

Students learn how chords represent an effective founda tion for song writing. They will understand the theory of constructing triads and will be taught about the primary and secondary chords. Students will then discover that most pop songs only use 4 basic chords. Students will create a chord sequence and have the opportunity to create a melody that compliments this chord sequence in the style of a pop song.

Unit 2: Themes and Variations

To develop flexible and innovative thinking through the use of Theme and Variations strategies and conventions.

Playing and creating variations to well known tunes.

Identifying the elements of music, particularly within the theme and variation genre, in a variety of unfamiliar repertoire.

Unit 3: Sea Shanties

In this topic students explore the exciting world of Sea Shanties. They will learn about the culture of life at sea and will learn to play popular Sea Shanties such as Drunk en Sailor and The Wellerman. Students will learn about different modes, such as the Dorian and Aeolian mode, through these pieces. Students will then work in groups to create their own arrangement of a popular Sea Shanty.

Unit 4: World Improvisation

Students will explore interesting scale and rhythmical patterns through listening, improvising and performing activities. They will practice flexible and innovative think ing by making music on the spot without prior prepara tion. Students will listen to musical extracts and analyse features of improvisation.


Unit 5: Night Music

Students will learn how composers have used musical devices and conventions to depict the theme of the night. By the end of the unit, students will have explored the use of musical devices and how music reflects time and place. Students will study and perform Nocturnes and Lullabies. They will also study Programme Music and compose their own Leit Motif for a character in a film or play.

Year 8

Unit 1: African Music

Students will develop their appreciation of music from another culture. They will learn about the key features of African music through movement, games, drumming and singing.

Unit 2: The Blues

Students will learn how to improvise in the blues style over a twelve-bar blues accompaniment.

Unit 3: Minimalist Music

Students will learn that ‘less is more’ through the lens of minimalist music. They will learn how to expand melodic and rhythmic material using many compositional tech niques typical of minimalist music.

Unit 4: Students develop their understanding of simple and compound time signatures. They recognize this mu sical feature in unfamiliar traditional Irish music. They are also exposed to folk Irish instruments and their charac teristics. They will apply this knowledge to composing an Irish Jig while developing their music technology skills.

Unit 5: Reggae

Students explore the origins of Reggae music from Men to, Ska and Rock Steady and look at the famous Reggae musician, Bob Marley. They will study his influence on a worldwide audience. Students will analyse Reggae music and be able to identify stylistic features of this genre in unfamiliar music. Students will develop their rhythmic skills by performing complex syncopated rhythms.



Year 6

Year 6 students are taught in their tutor groups when joining Prep Physical Education with each class being introduced to the same activities throughout the year. These activities complement the sports season competi tions as well as exposing students to all strands of the UK National Curriculum. Throughout the year, each class will be taught 10 activities which happen on a carousel.

A particular focus of the curriculum in Year 6 is to give students a detailed understanding of health and fitness. This is a theme throughout Prep PE with Year 6 focusing on reaction time, agility and coordination. These skill-re lated components of fitness are taught through circuit training and alongside volleyball, badminton or tennis. This allows students to apply their understanding to approriate sports.

The list below outlines the range of sports that students will take part in throughout the year:

Basketball, Teeball, Badminton, Fitness, Gymnastics, Sport Education, Football, Tennis, Swimming, Dance, Rugby, Volleyball, Athletics, Dodgeball, Handball

Year 7

Year 7 students are taught in ability groups which com prise of a boys class, a girls class and a mixed gender class. Each class is taught a range of fourteen sports which complement the sports season competitions as well as exposing students to all strands of the UK Nation al Curriculum.

A particular focus of the curriculum in Year 7 is to give students a detailed understanding of health and fitness. This is a theme throughout Prep PE with Year 7 focus sing on flexibility, muscular strength and balance. These skill and health-related components of fitness are taught through body weight resistance training and circuit train ing. The fitness unit is taught alongside gymnastics to allow students to apply their understanding.

Each class is also taught a unit of Sport Education. This exposes the students to the basic skills of leadership and gives confidence to lead warm-ups and take charge of officiating games.

The list below outlines the range of sports that students will take part in throughout the year:

Basketball, Softball, Badminton, Fitness, Gymnastic, Sport Education, Football, Tennis, Swimming, Dance, Team Building, Rugby, Volleyball, Athletics, Dodgeball, Handball

Year 8

Year 8 students are taught in ability groups which typi cally comprise of a boys class, a girls class and a mixed gender class. Each class is taught a range of fourteen sports which complement the sports season competi tions as well as exposing students to all strands of the UK National Curriculum. A particular focus of the curriculum in Year 8 is to give students a detailed understanding of health and fitness. This is a theme throughout Prep


PE with Year 8 focussing on speed and power. These skill and health related components of fitness are taught through interval and fartlek training. The fitness unit is taught alongside athletics to allow students to apply their understanding. Each class is also taught a unit of Sport Education. This exposes the students to the basic skills of leadership and provides a fantastic foundation for the Sports Leaders qualification that students are offered

when moving to the Senior School. The list below outlines the range of sports that students will take part in through out the year:

Basketball, Softball, Badminton, Fitness, Gymnastics, Sport Education, Football, Tennis, Athletics, Dance, Team Build ing, Rugby, Volleyball, Triathlon, Dodgeball, Table Tennis, Cycling Proficiency, Handball, Tag Rugby, Water Polo.



Year 6

French course: Accès Studio

The Beginner’s French course is organised into 13 short units which lay the foundations for learning in later years. Students learn through a combination of activities, both formal and fun, developing the skills and confidence for effective language learning.

Units 1-7:

Students will learn conversational greetings, the alphabet and how to talk about age and birthdays. They will talk about the classroom environment, say what they like and dislike and describe things using colours. In doing so, they will develop an understanding of fundamental grammatical features such as nouns, verbs and adjectives.

Units 8-13:

Students develop their understanding this term by talking about animals and their family. They will describe the area where they live in some detail, as well as talk about countries and others’ nationalities. Food is central to an appreciation of French values and students will learn to say what they eat and drink and how to order food in a French café. Lastly, they explore how to describe the weather – an essential conversational skill! They now have the basic knowledge and language skills which will allow them to express themselves confidently in each new topic area they encounter.

French course: Studio 1

Module 1: It’s personal!

In the first module of this course, students are encour aged to talk about aspects of their lives in greater detail and with increasing complexity. They will give more balanced opinions and say what is important to them. They will describe their personality and appearance as well as that of their friends. They will start to develop an appreciation of tenses and adjectival agreements.

Students will also get the opportunity to revisit all modules covered throughout the year during structured revision lessons. This prepares them thoroughly for our internal end-of-year examination.

French course: Studio 1

Module 2: School

Students will explore aspects of school life such as expressing opinions on school subjects, describing the school day and comparing their experiences with those in other countries.

Year 7

Module 3: Leisure

Students will talk about how they spend their free time, say ing what they like doing in the way of sport and social activ ities and what they use social media and technology for.

Module 4: Where I live

In this unit, students will describe the area where they live, what they can do there and learn how to give di rections to places. They will also discover how to issue, accept and decline invitations.

Module 5: Going out

Students will learn how to talk about their daily routine, where they go on holiday and where they are going to go in the future. They will also discuss what they would like to do when they are older.

French course: Studio 2

Module 1: Hobbies

Students will talk about what they like to watch on TV and at the cinema, what they enjoy reading and how they use the internet. They will also start to use the perfect tense (passé composé) to say what they did the evening before.

Year 8

Module 2: A visit to Paris

Students will continue to explore the use of the past tense using both auxiliaries ‘être’ and ‘avoir’ while talking about a past visit to Paris.

Module 3: My identity

In this unit, students will describe their personality, what they wear and what they are passionate about. They will also talk about their relationships and will revisit ‘reflex ive’ verbs and the ‘near future’.

Module 4: At home

Students will describe where they live, their home and what they eat. They will also practise manipulating the three time frames, present, past and future, using the context of a French ‘carnival’ event.

Module 5: Talents – Using the context of ambition, talent and competitions, students will master the use of modal verbs ‘vouloir’, ‘pouvoir’ and ‘devoir’. They will also use the imperative to give advice to talent show contest ants and discuss who is best using superlative adjectives.

Students will also get the opportunity to revisit all modules covered throughout the year during structured revision lessons. This prepares them thoroughly for our internal end-of-year examination.



Year 6 Hajimemashite

The topics that students will cover are teenage culture in Japan and comparison with their own country, the Japanese writing system and the origins of Hiragana and Katakana characters. Pupils learn how to make a simple self-introduction.


Students will learn about Japanese dishes. They will study how to order food at a restaurant. Hiragana learning con tinues with study also of the tenten sound changes.

Watashi no tomodachi

Students will study Japanese given names and surnames, describing friends, numbers for ages and counting and telephone numbers. Pupils will complete their learning of Hiragana.


Students will talk about how many people are in their family, ask about someone else’s family and describe their family members.

Watashi no machi

Students will describe where they live, what there is in their town and talk about somebody else’s town.

Watashi no isshuukan

Students will cover days of the week, weekly routines, after-school activities, likes and dislikes and saying what they do not do. They will learn how to talk about how someone does something on a certain day of the week, where someone is going and what somebody else learns after school.

Students will also get the opportunity to revisit all topics covered throughout the year during structured revision lessons.

All units involve a small Kanji quotient. All learning is based on the ‘ii tomo’ curriculum.

Year 7

Module 1 Chapter 4: Kazoku

Students will talk about how many people are in their family, ask about someone else’s family and describe their family members.

Book 1

Module 5: Watashi no machi

Students will describe where they live, what there is in their town and talk about somebody else’s town.

Module 6: Watashi no isshuukan

Students will cover days of the week, weekly routines, after-school activities, like and dislikes and saying what they do not do. They will learn how to talk about how someone does something on a certain day of the week, where some one is going and what somebody else learns after school.

Book 2

Module 1: Isogashiidesuka

Students will learn about typical daily routines for stu dents in Japan. They will learn how to ask and tell the time. They will also learn about using the particle ‘to’ and ‘ni’. Kanji will be introduced in each module.

Module 2: Gakkou, ganbarou

This module focuses on the Japanese school system (school years, timetable and subjects studied by students in Japan). Students will talk about likes and dislikes.

Students will also get the opportunity to revisit all topics covered throughout the year during structured revision lessons. This prepares them thoroughly for our internal end-of-year examination.

All units are based on the ‘ii tomo’ textbook and contain some Kanji as a feature of the curriculum.

Year 8

Book 2

Module 5: Donna kyarakutaa desuka

This module focuses on describing people’s physical appearance using i-adjectives and na-adjectives. In ad dition, students will learn how to connect two adjectives in a sentence. They will also learn how to ask for more detailed information using ‘dono hito’ and ‘donna hito’

Book 3

Module 1: Oitachi, Milestones in young people’s lives and growing up

The students will learn how to ask and talk about past events, say when they did something and talk about an activity they did for the first time.

Book 3

Module 2: Nanigo wo hanashimasuka? Languages and how they are studied Nationalities

They can tell where you where they were born, grew up and the language they speak.

Students will also get the opportunity to revisit all topics covered throughout the year during structured revision lessons. This prepares them thoroughly for our internal end-of-year examination.

Pupils work from the ‘ii tomo’ course. All units contain some Kanji learning.


Module 3: Fast Food - are you healthy?

While completing the remaining elements of ii tomo 3.3, pupils continue to learn the Katakana, Students also learn to use the Ichiban structure to discuss superlatives.

Module 4: Where do you like to go shopping?

Pupils learn to develop the ga arimasu and ni arimasu structures. They also use a range of adjectives to talk about where they go shopping. As well as learning key functions of ii and na adjectives, students learn to say why they go where they do.

Module 5: Translation Bee

Pupils learn how to make translations of phrases that range across what they have learned this year. We prac tise in pairs and as a whole class.

Pupils record their efforts working with a partner on Flip Grid and the Google Classroom, and their performances are marked, with prizes awarded.



Year 6

Unit 1: Pinyin, Basic Strokes, and Characters, Greetings

Year 6 students will start Mandarin lessons with learning basic pinyin (phonetic pronunciation system), strokes (components of Chinese written characters), basic char acters such as numbers and greetings.

This unit also introduces the stroke order which refers to the order in which the strokes of a Chinese character are written to give students the foundations they need to learn new characters efficiently.

Unit 2: Dates, Age, Personal Information

In this unit, students will learn to say and write about their personal information, such as birthday, age and home city in Chinese.

Students will learn the radicals (the main components of the Chinese character) and identify the meaning of each radical.

In addition, students will also practise saying the vocabu lary with correct tones and pronunciation.

Unit 3: Family Members, Self-Introduction, Occupation

The final unit is to introduce family members, nationality, school and occupations. Students will start writing short paragraphs in Chinese to introduce themselves and their family members.

Students will also learn how to introduce family and their personal details in Mandarin with their peers in class.

Year 7

Unit 4: Time, Daily Routine, Means of Transport

Year 7 students will learn how to tell the time in Chinese and use time words to talk about their daily routine.

This unit also introduces some means of transport for students to connect time words and daily routine to complete sentences on how they and their family mem bers go to school or work.

Students will practise writing Chinese characters accord ing to the above topics.

Unit 5: Colours, Clothing and Parts of the Body

In this unit, students will learn to describe their clothing items with colour words. Students will also learn how to describe their body parts and will complete all units of Book 1 at the end of this term.

Students will practise reading, listening, speaking and

writing skills based on the topics learned in the past and assessments will be focused on reinforcement before moving on to Book 2.

Unit 1: Countries, Languages, Subjects of Study, Making Phone Calls

Students will learn to say which countries they have been to and their languages abilities. They will talk about their school subjects and express their opinions on school life.

At the end of this term, students will practise dialogues based on role-play situations including basic telephone conversations, school life and studies.


Year 8

Unit 2: Weather, Seasons, Sickness

Students in Year 8 will start learning how to describe the weather conditions in different cities and in four seasons.

Students will link this topic to clothing items and sickness to express their opinions about the weather and suitable clothes in different weather conditions.

Unit 3: Hobbies (Music, Sports, Dance and Media)

In this unit, students will learn to talk about their hobbies and what they do with their friends and family during their spare time.

At the end of the unit, students will be able to write a continuous paragraph about their hobbies as well as invite their friends for leisure activities.

Unit 4: Food and Drinks

In the last unit, students will learn how to say and write food items in Chinese, including seasonal vegetables and fruit, fast food, and traditional Chinese dishes.

Food shopping and eating out will also be introduced in this unit. Students will be able to make a conversation with their peers in a role-play task about paying for their food shopping and meals out.



Year 6

Unit 1: Myself Introduction

Individually the students will learn how to introduce themselves to the whole class. They will also talk about their physical appearance and character. They will be introduced to the key vocabulary needed to have a con versation with a friend about their family and pets.

Unit 2: Clothes

In this unit, students will make comparisons between Harrow Bangkok uniform and their dream uniform.

Unit 3: School

Students will explore aspects of school life such as ex pressing opinions about school subjects, talking about classroom objects and describing the school day.

Unit 4: Food

Students will learn to express simple preferences of veg etable and fruits, using the terms for like or dislike. The learning is reinforced and extended through the addition of connectives and new food related vocabulary.

Unit 5: Transport

Modes of transport are introduced to allow students to talk about how they travel to and from school and to construct sentences involving travel in Thailand.

Unit 6: Where I live

This unit is an opportunity to use prepositions to help describe the area where they live, furniture and rooms in the house.

Students will also revisit all modules covered throughout the year during structured revision lessons. These will thoroughly prepare them for our internal end-of-year examination.

Year 7

Unit 1: Daily routine

Students will learn how to talk about their daily routine in the morning and evening and they will revisit telling the time.

Unit 2: Chores

In this unit, students will be introduced to the names of household chores and talk about daily activities children have to do and how often they have to do them.

Unit 3: Weather forecast

In this unit, students will revisit and build on their prior learning about weather and ways of talking about the weather. This will lead to producing a weather forecast role-play. They will learn to compare their experience with those in other countries and revise calendar dates.

Unit 4: Hobbies

Students will talk about how they spend their free time, saying what they like doing in the way of sport and lei sure activities.

Unit 5: Places in town

Places in the town will be introduced as a context for cre ating simple sentences and engaging in a dialogue about places where they live. They will also learn how to give directions to these places.

Unit 6: At the Pharmacy

In this unit students will be required to describe parts of the body and use adjectives to describe aches and pains. They will learn the terms for sicknesses such as the flu or a cold and discuss a healthy lifestyle.

Students will also revisit all modules covered throughout the year during structured revision lessons. These will thoroughly prepare them for our internal end of year examination.


Year 8

Unit 1: Ordering food and drinks - The students will learn how to order food in Thai. They will talk about which foods they like and dislike. They will also be introduced to several Thai foods, drinks and desserts.

Unit 2: Thai script for surviving in Thailand - The students will learn how to read the most important vocabulary and essential phrases for surviving in Thailand in Thai script, and they will learn some basic writing skills in Thai.

Unit 3: Shopping and bargaining - In this unit, the students will learn useful Thai phrases, such as how to ask for the price and bargaining etiquette. They will practise using the sentences learned through simulation.

Unit 4: Money and price - The students will know how to describe money and to state the price in Thai. They will also become familiar with the Thai currency and its denominations.

Unit 5: Media - The students will develop their understanding of the terms used to describe the media and will give their opinions about things on television, at the cinema, and in books, magazines and newspapers.

Unit 6: Modern technologies - In the last unit, the students will access a variety of texts on the theme of modern technology. There will be opportunities for the students to describe how they use mobile devices and the internet, and the types of things they use social media and technology for. The students will also revisit all of the modules covered throughout the year during structured revision lessons. These will thoroughly prepare them for our internal end-of-year examination.


Year 7

Term 1 ในภาคเรียนที่

นักเรียนจะได้เรียนรู้หลักและการใช้ภาษาในหัวข้อการเขียน จดหมายส่วนตัวและอีเมลถึงคุณครู พยางค์และคำา วลีและประโยค นอกจาก นี้นักเรียนจะได้ฝึกอ่านและตอบคำาถามจากบทเรียนในหนังสือภาษาพาทีชั้น ป.๖ เรื่องจากผาแต้ม...สู่อียิปต์ ควาย ข้าวและชาวนา และอ่านป้ายได้สาระ นอกจากนี้ นักเรียนจะได้เรียนรู้เรื่องประวัติศาสตร์ไทยสมัยอยุธยา

HARROW BANGKOK PREP PHASE 46 THAI HOME LANGUAGE Year 6 Term 1 ในภาคเรียนที่ ๑ นักเรียนจะได้เรียนรู้หลักและการใช้ภาษาในหัวข้อประโยคที่ใช้ เพื่อการสื่อสาร ชนิดของคำา (คำานาม คำาสรรพนาม คำากริยา คำาวิเศษณ์ และ คำาบุพบท) นอกจากนี้นักเรียนจะได้ฝึกอ่านและตอบคำาถามจาก บทเรียนใน หนังสือภาษาพาที ชั้นป.๕ เรื่องครอบครัวพอเพียง คนละไม้คนละมือ ภัยเงียบ และประชาธิปไตยใบกลาง Term 2 ในภาคเรียนที่ ๒ นักเรียนจะได้เรียนรู้หลักและการใช้ภาษาในหัวข้อคำาสันธาน อักษรควบ และอักษรนำา นอกจากนี้นักเรียนจะได้ฝึกอ่านและตอบคำาถามจาก บทเรียนในหนังสือภาษาพาทีชั้น ป.๕ เรื่องจากคลองสู่ห้องแอร์ และชีวิตมีค่า Term 3 ในภาคเรียนที่ ๓ นักเรียนจะได้เรียนรู้หลักและการใช้ภาษาในหัวข้อตัว การันต์ คำาที่ใช้ รร (ร หัน) การอ่านจับใจความสำาคัญและการเขียนย่อความ นอกจากนี้นักเรียนจะได้ฝึกอ่านและตอบคำาถามจากบทเรียนในหนังสือภาษา พาทีชั้นป.๕ เรื่องแรงกระทบและวิถีชีวิตไทย นอกจากนี้นักเรียนจะได้เรียน ประวัติศาสตร์ไทยสมัยสุโขทัยอีกด้วย
Term 2 ในภาคเรียนที่ ๒ นักเรียนจะได้เรียนรู้หลักและการใช้ภาษาในหัวข้อการเขียน แผนภาพโครงเรื่อง การเขียนเล่าเรื่อง และการอ่านจับใจความ โดยฝึกการ แยกข้อเท็จจริงและข้อคิดเห็นจากข่าวและบทความ นอกจากนี้นักเรียนจะได้ฝึก อ่านและตอบคำาถามจากบทเรียนในหนังสือภาษาพาทีชั้น ป.๖ เรื่องกทลีตานี และละครย้อนคิด Term 3 ในภาคเรียนที่ ๓ นักเรียนจะได้เรียนรู้หลักและการใช้ภาษาในหัวข้อการใช้ เครื่องหมายวรรคตอน การย่อความประเภทนิทาน และคำาไทยที่มาจากภาษา ต่างประเทศ นอกจากนี้นักเรียนจะได้ฝึกอ่านและตอบคำาถามจากบทเรียน ในหนังสือภาษาพาทีชั้นป.๖ เรื่องกว่าแผ่นดินจะกลบหน้า ช้อนกลางสร้าง สุขภาพ และหนึ่งในประชาคม Year 8 Term 1 ในภาคเรียนที่ ๑ นักเรียนจะได้เรียนรู้การใช้ภาษาในหัวข้อการพูดเพื่อนำาเสนอ สำานวนไทย การหาประโยคใจความสำาคัญ การย่อความจากบทความประเภท ต่าง ๆ การอ่านจับใจความและตอบคำาถามจากบทความและเรื่องสั้น Term 2 ในภาคเรียนที่ ๒ นักเรียนจะได้เรียนรู้การใช้ภาษาไทยในหัวข้อทักษะการเขียน แสดงความคิดเห็นและการเขียนเล่าประสบการณ์ นอกจากนี้นักเรียนยังได้ฝึก อ่านและตอบคำาถามจากนิทานคำากลอนเรื่อง “พ่อแม่รังแกฉัน” และเรื่องสั้น “มอม” ซึ่งนักเรียนจะได้ฝึกวิเคราะห์นิสัยของตัวละครและคุณค่าหรือความรู้ที่ ได้รับจากเรื่อง Term 3 ในภาคเรียนที่ ๓ นักเรียนจะได้เรียนรู้การใช้ภาษาในหัวข้อการวางโครงเรื่อง และการเขียนเรียงความ ลักษณะของประโยคชนิดต่าง ๆ ในภาษาไทย ได้แก่ ประโยคความเดียว ประโยคความรวมและประโยคความซ้อน นอกจากนั้นจะ ได้ฝึกอ่านและตอบคำาถามจากวรรณกรรมเยาวชนเรื่อง “แก้วจอมซน” ตอน สุขสันต์วันเกิด รวมทั้งเรียนประวัติศาสตร์ไทยสมัยธนบุรี


PSHE is delivered to students in the Assembly and Tuto rial lesson that happens weekly during Lesson 5 on Mon day’s. The material is bespoke to Harrow Bangkok yet it is written in consultation with the UK’s PSHE Association. Our programme is updated yearly to keep pace with the changing trends and challenges our students face.

Prep PSHE addresses three main themes: Health and Wellbeing, Relationships, and Living in the Wider World. Below are some examples of the topics we cover. For each topic, lessons are planned and delivered in an age-specific manner.

Health and Wellbeing

• Healthy Choices

• Emotional Wellbeing

• Mental Health

• Growing

Change Relationships

• Positive Relationships

Respectful Relationships


• Anti-Bullying Week

Living in the Wider World

• Digital Citizenship

• Discrimination and Prejudice

• Media

49 HARROW BANGKOK PREP PHASE Paul Johnson Emma Rickard Lealand Pearce Ruth Cowap Name EmailPosition Director of Houses Head of Boarding Head of Upper School Head of Prep Phase The Harrow International Schools, Harrow Innovation Leadership Academies and Harrow Little Lions (Early Years Centres) use Harrow School’s Name and Badge under a sub-licence granted by Harrow International Schools Limited. version 06.10.2022
HARROW BANGKOK PREP PHASE 50 Life and LeadershipforEducational Excellence HARROW INTERNATIONAL SCHOOL BANGKOK 45 Soi Kosumruamchai 14, Kosumruamchai Road Don Mueang Subdistrict, Don Mueang District Bangkok 10210 Thailand +66 (0) 2 503 7222 harrowbangkok