Year 10 Information Booklet by Harrow International School Hong Kong

2021-22 SENIOR SCHOOL

YEAR 10 INFORMATION BOOKLET 1

CONTENTS WELCOME TO YEAR 10

CURRICULUM OVERVIEW

USEFUL INFORMATION

THE SCHOOL DAY

HOUSE ETHOS

KEY PERSONNEL

ILLNESS

COMMUNICATION WITH THE SCHOOL

AUTHORISED ABSENCE

PREP

CONFIDENTIALITY AND CONSENT

MEDICAL CARE

HARROW HORIZONS PROGRAMME

REPORTS TO PARENTS

PARENTS’ EVENINGS

MACBOOKS

SPEECH DAY

BUS ROUTES

WEATHER

INDIVIDUAL MUSIC LESSONS

FOOD

OVERSEAS SCHOOLS’ ENTRANCE EXAMINATIONS

SCHOOL UNIFORM

STAFF LIST

MESSAGE FROM THE HEAD

WELCOME TO YEAR 10 I am delighted to welcome your child into the GCSE years at Harrow Hong Kong. This is a crucial two-year period and I am confident that your child’s experience will be a happy and fulfilling one. At Harrow Hong Kong the House structure is embedded in the ethos of who we are and our pastoral care is very important to us. We are fully committed to our pupils’ personal and social development alongside their academic success; if they are to achieve their best they need to be confident and happy. House Masters / House Mistresses, Assistant House Masters / House Mistresses , Tutors and Matrons are aware of the individual circumstances and needs of each pupil in their House and monitor their academic progress and personal development. Boarding is an essential part of the Harrow House system and is a place where our pupils learn, lead and have fun within a family atmosphere. Houses helps to create a structure where pupils can allocate dedicated time to their studies and also to the Co-Curricular Activities. This leaves pupils to enjoy the weekend with their families without the added pressure of parents having to make sure their work is complete. Dedicated, creative and experienced teachers deliver an intellectually rigorous curriculum in order to feed curious minds. We value every boy and girl as a unique individual and ensure that all relationships are based on mutual respect. All staff take special care to ensure that pupils settle down quickly into their new year group. They are also eager to get to know you and create many opportunities to give parents a chance to become more familiar with the expectations of the GCSE years. We know that a true education can only be gained by a strong and trusted partnership between teachers and parents. The School’s motto, Educational Excellence for Life and Leadership, encourages respect for and service to others. This underpins all that we do. The School aims to provide an excellent education within a community in which each pupil is recognised, cared for and valued. The School embraces firstly its responsibility to develop the whole person, and secondly, instils a sense of service so that each pupil will wish to play an active part in society. Harrow Hong Kong is an extraordinary place where pupils are offered support and encouragement to develop their potential to the full. Pupils leave the Senior School fully equipped to deal with life in the Sixth Form and beyond. This booklet aims to answer most of the questions you may have about how our GCSE years are organised and what your child will do and learn in their GCSE courses. I look forward to meeting you soon and seeing your child flourish as they move through the School.

Ann Haydon Head 4

CURRICULUM OVERVIEW ART SUPPORTING CREATIVITY, INDEPENDENCE AND PROGRESSION We follow the Edexcel GCSE Art and Design qualification within the ‘Fine Art’ pathway. This is designed to support a wide range of pupil interests including opportunities to explore a range of more specialist pathways including photography, 3D design, textiles and digital exploration as well as more traditional painting and drawing disciplines. The GCSE course (not IGCSE) enables us to host a moderator at the course’s conclusion. Pupils in Year 10 commence their GCSE course with a thematic skills carousel aimed to deepen their knowledge of observational drawing practice and broaden their materials knowledge to include more advanced techniques such as oil painting and specialist printing methods. This creates a broad body of work on which pupils will build a more personalised project, encouraging them to identify their areas of strength and success as well as creating opportunities to expand their artistic repertoire. As a result of this, pupils enter Year 11 with the expertise to select more specialised pathways within the umbrella of Fine Art and make independent choices in response to designated project themes. Pupils will complete one coursework project during Year 11 in addition to their exam project. The GCSE Art examination commences with the release of pupils’ exam papers at the start of the Spring term in Year 11. Pupils are issued a broad theme, set by the exam board and will have a large period of time in which to complete their preparatory study supported by their teachers before sitting their final examination. At the end of the course pupils will be assessed on:

ASSESSMENT Component 1. Coursework: Pupils will produce a personal Percentage: 60% of portfolio of artwork containing work from both Year 10 final grade. and Year 11. Component 2. Exam: For their final project in Year 11, Pupils produce an exam project which culminates in the production of a final piece produced by the pupils under exam conditions for a period of 10 hours.

Percentage: 40% of final grade.

During the two year course, pupils will have the opportunity to explore the work of a wide range of both historical and contemporary artists alongside their own practice and have the opportunity to learn from professional artists in workshops each year. They also have the chance to visit galleries, museums and places of interest locally and internationally during the course. 6

BIOLOGY Biology is the study of life. The department is alive with animals and plants of different varieties, and while some are there to be appreciated in their living form, others enable pupils to dissect and explore. Pupils commence the IGCSE Biology course in Year 9 and the course is divided into three years of study (Year 9 have four lessons per fortnight and Years 10 and 11 have six per fortnight). Pupils who join the School in Year 10 will attend compulsory catch-up sessions to review the work missed. The broad topic areas covered by the course are as follows: • The nature and variety of living organisms

• Ecology and the environment

• Structures and functions in living organisms

• Use of biological resources

• Reproduction and inheritance The course is divided into 16 topics with the following being covered in Year 10: 1. Diet and Health

4. Microorganisms

2. Photosynthesis and Farming

5. Homeostasis and Excretion

3. Coordination in Humans

6. Ecology and the Environment

SKILLS DEVELOPED Throughout the course, pupils develop strong investigative skills. These include devising a method to test an investigative question; identifying the variables involved; collecting accurate and reliable data with consideration to safety; and, finally, analysing their results by drawing a conclusion and evaluating their investigation. There is also ample opportunity for pupils to further develop their mathematical skills, through accurate drawing of graphs, describing results and carrying out calculations based on data collected or provided. Practical activities are integrated into the curriculum and the skills developed form part of the assessment of the course. There are 13 core practical activities that are covered throughout the course; however, pupils have the opportunity to do many more beyond the specification, with dissections of hearts, lungs, kidneys and eyes creating much interest and excitement! The core practicals include the following activities: Testing foods for the presence of the different food groups and also calculating their energy content; investigating the rate of photosynthesis using pondweed; using quadrats to estimate abundance of a plant species; investigating the factors that affect the rate of transpiration in plants; making yogurt.

Year 10 pupils are also entered for the British Biology Challenge, which is open to pupils in the UK and across the world. It consists of two multiple choice papers, which are completed in March each year. The Challenge is designed to stimulate pupils’ curiosity for the natural world and although the papers are based on the school curriculum, they reward pupils whose knowledge goes beyond what is acquired in the classroom.

ASSESSMENT Paper 1 61.1 % (110 minutes)

This paper assesses all of the content of the specification, excluding some of the more in-depth areas of the course content.

Paper 2 38.9 % (70 minutes)

This paper assesses all content of the specification, including some of the more in-depth areas of the course content.

Regular internal assessment takes place throughout the three years of study, enabling close tracking of every pupil’s progress. The course is 100% externally assessed at the end of Year 11 by examination and pupils will achieve a grade 9-1. The majority of pupils at Harrow Hong Kong complete the Biology IGCSE course, along with the Chemistry and Physics courses and achieve three separate IGCSEs. 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.

CHEMISTRY Our mission in Chemistry is to nurture pupils’ curiosity about the world around them. Pupils commence the IGCSE Chemistry course in Year 9 and the course is divided into three years of study (Year 9 have four lessons per fortnight and Years 10 and 11 have six per fortnight). Pupils who join the School in Year 10 will attend compulsory catch-up sessions to review the work missed. 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. 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. •

Rates of Reaction

•

Moles

•

Reactivity Series

•

Making Salts

•

Reactions of Group 1 and 7

•

Alkanes and Alkenes

Pupils follow a comprehensive revision course before their IGCSE examinations in Year 11 to ensure all are well prepared in this area. As well as gaining knowledge of Chemical themes and concepts, pupils need to be able to apply their knowledge and understanding in different situations, including practical contexts. Experimental skills, and the analysis and evaluation of data and methods are developed through regular practical work, in the context of the Chemistry being studied. Pupils improve their ability to approach problems in a logical way, and practise selecting and applying appropriate areas of Mathematics relevant to Chemistry. The skill of selection, organisation and presentation of relevant information using appropriate vocabulary, definitions and conventions is also developed. Pupils will also follow a comprehensive revision course once the course is completed in Year 11 to ensure all are well prepared before they embark upon the external IGCSE examinations.

ASSESSMENT 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.

Paper 2 38.9 % (75 minutes)

This paper assesses all content of the specification, including some of the more in depth areas of the course content.

Regular internal assessment takes place throughout the three years of study, enabling close tracking of every pupil’s progress. The course is 100% externally assessed at the end of Year 11 by examination and pupils will achieve a grade 9-1. The majority of pupils at Harrow Hong Kong complete the Chemistry IGCSE course, along with the Biology and Physics courses and achieve three separate IGCSEs. 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. 10

COMPUTER SCIENCE Examination Board: Pearson, Edexcel The aims of this course are 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. • think creatively, innovatively, analytically, logically and critically. • 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. • apply mathematical skills relevant to computer science. Requirements The course is designed to cater to pupils of all abilities. Most important are a keen interest in computers and technology. Pupils who have a logical mindset, do well in Maths and find solving problems exciting, without giving up, are the right candidates for taking up this course. Course structure The Edexcel International GCSE in Computer Science comprises two externally assessed papers assessing content across six topic areas. It is a linear qualification. Two examinations must be taken in the same series at the end of the course of study. Topic Areas Topic 1: Problem solving.

Topic 4: Computers.

Topic 2: Programming.

Topic 5: Communication and the internet.

Topic 3: Data.

Topic 6: The bigger picture.

Assessment Structure The assessment comprises the following papers: Paper 1: Written Principles of Computer Science (2 hours) Paper 2: Practical Fundamental Problem-solving and Programming Skills (3 hours) Equal weighting is given to both of the components.

DRAMA GCSE Drama is a course that enables pupils to develop their interest in, and understanding of the importance of performance, drama and theatre, while enjoying the opportunity to work imaginatively and creatively in a range of collaborative contexts. By the end of the course, pupils will have improved their skills as critical and reflective thinkers with enquiring minds and will have extended their skills of performance and presentation. During Year 10, pupils will develop their understanding of the subject. They will learn about the characteristics of performance texts and dramatic works, about how meaning is interpreted and communicated, about the social, cultural and historical contexts of texts, about the correct use of drama and theatre terminology and about the roles and responsibilities of theatre makers in contemporary professional practice. They will also explore the work of different drama practitioners and theatrical traditions. GCSE Drama is an opportunity for young people to explore challenging themes, topics and issues through performance. It allows pupils to grow in public speaking and builds effective team work over time. Drama will help to develop practical skills, enhance imagination and explore creativity.

COMPONENT

Component 1 Understanding Drama

ASSESSMENT & WEIGHTING

80 marks 40% of GCSE Written exam completed Summer of Year 11.

80 marks Component 2 Devising Drama

SUMMARY OF THE COMPONENT CONTENT Study of one set text and live theatre review. Pupils will showcase their understanding of Drama and Theatre from the perspective of an Actor and Designer. Pupils devise a performance from a range of stimuli.

Pupils are assessed on a devising log book detailing the process of Devising log and performance. creating devised drama, analysis Internally assessed - externally and evaluation in their own examined. Completed in Year 10. words and the performance of devised drama to an audience. 40% of GCSE

40 marks Component 3 - Texts in practice

20% of GCSE

Pupils perform two extracts of Marked by an external visiting a scripted text to an external examiner. Completed in Term 1 examiner. in Year 11.

Pupils who choose to study GCSE Drama are expected to: • Attend all theatre trips you are invited to as part of the GCSE course (one compulsory trip per year of study) • Get involved in SCA/CCAs offered in Drama so you get as much experience of acting for an audience as possible. • Commitment to rehearsals outside of class time - including lunchtimes, evenings and at least one weekend per year of study.

ENGLISH Pupils take both Edexcel English Language A and English Literature. The courses are taught simultaneously and are assessed by examination only, at the end of Year 11.

ENGLISH LANGUAGE The two examinations assess pupils’ writing and analytical skills. In Year 10, pupils also complete a Spoken Language Endorsement (reported separately) to prove their spoken language proficiency. The IGCSE in English Language focuses heavily on the development of skills. Throughout the course, pupils will study the texts from the Pearson Edexcel International GCSE English Anthology in detail, learning to analyse the effects of writers’ techniques and to compare writers’ ideas, perspectives and use of linguistic and structural features. Their analysis will then support the development of their writing as pupils will be taught how to incorporate the features they analyse into their own writing and will learn how to use these devices effectively. The aims of this qualification are to enable pupils to: • Read a wide range of texts fluently and with good understanding • Read critically and use knowledge gained from wide reading to inform and improve their own writing • Write effectively and coherently using Standard English appropriately • Use grammar correctly, punctuate and spell accurately • Acquire and apply a wide vocabulary alongside knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language • Listen to and understand spoken language, and use spoken Standard English effectively.

ASSESSMENT Paper 1 60% of IGCSE (175 minutes)

Non-fiction Texts and Transactional Writing • Section A: Reading a mixture of short- and long-answer questions related to a nonfiction text from Part 1 of the Pearson Edexcel International GCSE English Anthology and one previously unseen extract. • Section B: Transactional Writing Assessment one 45-mark writing task, from a choice of two involving a given audience, form or purpose

Paper 2 40% of IGCSE (90 minutes)

Poetry and Prose Texts and Imaginative Writing • Section A: Reading one 30-mark essay question on a poetry or prose text from Part 2 of the Pearson Edexcel International GCSE English Anthology. The text is provided. • Section B: Transactional Writing one 30-mark imaginative writing task from a choice of three

ENGLISH LITERATURE Pupils will have the opportunity to study poetry, a novel and two plays (one modern, one Shakespearean). The aims of this qualification are to enable pupils to: • engage with and develop the ability to read, understand and respond to a wide range of literary texts from around the world • develop an appreciation of the ways in which writers achieve their literary effects

• explore, through literature, the cultures of their own and other societies • find enjoyment in reading literature and understand its influence on individuals and societies.

• to develop the skills needed for literary study ASSESSMENT Paper 1 60% of IGCSE (120 minutes)

Poetry and Modern Prose • Section A: Unseen Poetry one 20-mark essay question exploring the meaning and effects created in an unseen poem. • Section B: Anthology Poetry one 30-mark essay question from a choice of two, comparing two poems from Part 3 of the Pearson Edexcel International GCSE English Anthology. • Section C: Modern Prose one 40-mark essay question from a choice of two on each of the set texts. Closed book

Paper 2 30% of IGCSE (90 minutes)

Modern Drama and Literary Heritage Texts • Section A: Modern Drama one 30-mark essay question from a choice of two on each of the set texts. (A View from the Bridge or An Inspector Calls) • Section B: Literary Heritage Texts one 30-mark essay question from a choice of two on each of the set texts. (Romeo and Juliet, Macbeth or The Merchant of Venice). This paper is open book.

GEOGRAPHY Edexcel International GCSE Geography (9-1) Specification 4GE1 ASSESSMENT Paper 1 40%

Physical Geography 1 hour 10 minutes examination

Paper 2 60%

Human Geography 1 hour 45 minutes examination

In Years 10 and 11, pupils study the Edexcel International GCSE syllabus. This course covers a broad range of topics and builds on the geographical knowledge developed in Years 6 to 9. There are five units of study: Paper 1: Coastal Environments. In this unit, pupils develop an understanding of the physical processes that give rise to coastal landforms, such as headlands and bays. They also develop an understanding of important coastal ecosystems (coral reefs, mangroves, salt marshes and sand dunes) and how they can be threatened by human activity. Pupils also consider the importance of coastal environments and how humans can build sea defences to prevent coastal erosion to sustainably manage the coastal environment. Many of the key theories and concepts will be brought to life for the pupils when they attend a local field trip to Cheung Sha Beach. The pupils will gain experience in a variety of data collection techniques, which are used to investigate coastal processes and landforms. Paper 1: Hazardous Environments. Natural disasters are regularly the focus of media attention and this unit focuses on why some places are more hazardous than others. Pupils will examine the causes and consequences of volcanic eruptions, earthquakes and tropical cyclones. They will consider why some countries are more vulnerable to natural hazards than others and how we can manage natural hazards to reduce their impacts. Paper 2: Economic Activity and Energy. In this unit, pupils will learn about the relative importance of different economic sectors and how this has changed over time. They consider the impact of the growth and decline of different economic sectors in countries around the world. They also grapple with the challenge of energy resource management. Demand for energy continues to rise and countries around the world are increasingly experiencing an energy gap. Pupils will consider the challenges this poses for the people living in these countries and whether we can develop a sustainable energy mix to overcome these problems.

Paper 2: Urban Environments. A growing number of the world’s population live in urban areas. In this unit, pupils will investigate the environmental challenges resulting from rapid urbanisation. They will evaluate different strategies used to manage social, economic and environmental challenges, ultimately to consider whether cities are sustainable. This topic is supported by a local field trip where pupils collect primary data to investigate the changing use of Hong Kong’s urban environment. Paper 2: Globalisation and Migration. In this unit, pupils learn how globalisation is creating a more connected world. They consider the role of global institutions, such as the World Trade Organisation and other TNCs, in creating a global economy. They also consider the positive and negative impacts of globalisation around the world. Pupils study the impacts of migration and they will investigate the importance of geopolitical relationships in managing both trade and migration. The IGCSE course encourages pupils to apply their knowledge and understanding of human and physical geography to the challenges we face in moving towards a sustainable future.

HISTORY EXAMINATION BOARD Edexcel (4HI1 2017 Specification)

ASSESSMENT Paper 1 50% of IGCSE (90 minutes)

Two Depth Studies

Paper 2 50% of IGCSE (90 minutes)

Historical Investigation and a Breadth Study in Change

Paper 1: A Divided Union: Civil Rights in the USA, 1945-74 focuses upon American history in the post-war period. Pupils investigate McCarthyism and the Red Scare, the civil rights movement in the 1950s and 1960s and the impact of Martin Luther King and of Black Power. They then examine alternative protest movements including pupils, women, and anti-Vietnam War. They close with a study of President Nixon and the Watergate Scandal. Paper 1 is a depth study meaning precise knowledge is deployed to answer questions based on cause and effect. Paper 2: In Russia and the Soviet Union 1905-24, pupils examine Tsarist Russia and the problems of governing such a large empire before focusing on the impact of the First World War on the economy, the military and the government. They will investigate the February Revolution 1917 which saw the end of Tsarist rule and the Bolshevik seizure of power in October 1917, followed by civil war, Communism and the New Economic Policy (NEP) under Lenin. Paper 2: The Middle East: Conflict, Crisis and Change, 1917-2012 charts the development of tension and redrawing of the map following the First and Second World Wars including the Balfour Declaration and the creation of Israel. Pupils examine the military manifestation of tension in the Six Day War and look at the activities of Palestine resistance groups such as the PLO and Black September. The unit progresses by evaluating attempts at peace making and peace keeping such as the Camp David Agreements and the Oslo Peace Accords. Paper 2 is a Historical Investigation (Russia) in which pupils firstly examine two sources comparing the extent of agreement before using them to make a judgement on a given interpretation, supplemented by their own knowledge. The Breadth Study in Change (Middle East) examines the issue of change and continuity over time.

POTENTIAL CAREERS/FUTURE Pupils who study IGCSE History often go on to study the subject at A-level. History helps pupils to develop core communication and analytical skills, which can be used in a wide variety of careers, including journalism, the law, medicine, banking and finance, teaching, marketing and public relations, the civil service or working within the media.

OTHER INFORMATION For pupils considering studying IGCSE History it helps to have enthusiasm, a love of learning about the past and where the world has come from, and a desire to understand the world they live in today. It is also important to enjoy reading and writing, to have a voice and to enjoy debating and arguing verbally or on paper.

INDIVIDUAL NEEDS The Individual Needs Department at Harrow Hong Kong works alongside Maths Support, EAP, Counselling and House Pastoral Teams to ensure that the academic, social, and pastoral needs of pupils are met through quality differentiation, effective collaboration between educational stakeholders, and impactful staff development. The Individual Needs Department works with pupils who require extra support or extension beyond regular classroom differentiation in order to meet their learning needs. The Individual Needs Department supports pupils who enter the School with existing reports of individual needs and those who are later identified through the school’s referral system. Depending on the level of support needed, pupils may receive short-term or long-term intervention from an individual needs teacher, support teacher, or teaching assistant within their regular lessons in collaboration with the class teacher, in small groups, or 1:1. The Department also works with members of staff by identifying and sharing differentiation strategies based on specific pupil profiles, monitoring student progress, and providing Professional Development. Access arrangements for both internal and external assessments are facilitated by the department in partnership with the Exams Officer. The department is able to conduct internal assessments to aid the understanding of a pupil’s profile, and may also refer pupils to external agencies, including Occupational Therapy, Speech and Language Therapy and Educational Psychologists if further information is required.

LANGUAGE AND LEARING (LAL) Language is at the very heart of the learning process and it is the mission of the L&L department to fully prepare our multilingual pupils to excel in Academic English. To achieve success in their forthcoming GCSE and A-level subjects (and beyond) our pupils are required to use Academic English for such purposes as explaining, narrating, recounting, arguing, analysing and describing across a range of subject areas and in a variety of modes. Such language does not come naturally and requires explicit teaching. Pupils need to develop their understanding of how Academic English functions in order to achieve a range of purposes that are critical to success in school and exams. In Years 10 & 11, pupils will follow a high level, in-depth, advanced Academic English course adapted from the Cambridge C1 Advanced programme from Cambridge English Qualifications. The course will be assessed internally at school, however, it is possible to take the exam formally at external examination centres in Hong Kong. The course consists of advanced academic reading, writing, use of English (grammar and vocabulary), speaking, pronunciation and listening and aims to extend pupils’ Academic English language resources in ways that support increasingly complex learning throughout the school years.

COMPONENT

ASSESSMENT SUMMARY OF THE COMPONENT CONTENT & WEIGHTING

Reading and Use of English

40%

Shows you can deal confidently with different types of text, such as fiction, non-fiction and newspaper articles. Tests your use of English with different types of exercise that show how well you can control your grammar and vocabulary.

Writing

20%

You create two different pieces of writing, such as essays, letters/emails, proposals, reports and reviews.

Speaking

20%

Tests your ability to communicate effectively in face–to–face situations. You will take the Speaking test with another pupil.

20%

Tests your ability to follow and understand a range of spoken materials, such as interviews, radio broadcasts, presentations, talks and everyday conversations.

Listening

LANGUAGES At Harrow Hong Kong, we love languages and our mission is to develop excellent linguists and confident communicators who are passionate about learning languages. Our pupils will be able to express themselves effectively, both orally and in writing, and reach their potential in the target language. They will cultivate the necessary skills to grow as linguists and have an excellent understanding and appreciation of the language, culture and customs of the countries of the French, Spanish and Chinese speaking worlds.

CHINESE Years 10 and 11 are a continuation of the three-year programme teaching towards one of the following three IGCSE Chinese qualifications. Pupils will continue following the three distinctive International GCSE specifications. • Cambridge IGCSE Chinese as a First Language (0509) • Cambridge IGCSE Chinese as a Second Language (0523) • Edexcel International GCSE specification (9-1)

CAMBRIDGE IGCSE CHINESE AS A FIRST LANGUAGE (0509) The Cambridge IGCSE as a First Language syllabus is designed for pupils whose first language is Chinese. They need to have solid native Reading, Writing, Listening and Speaking skills. Course Overview The course allows pupils to develop the ability to communicate clearly, accurately and effectively when writing; to expand upon their wide range of vocabulary and perfect their grammar, character formation and punctuation and to establish a personal style and an awareness of the audience being addressed. Cambridge IGCSE as a First Language qualification is accepted by universities and employers as proof of knowledge and understanding of the language. Cambridge IGCSE Chinese as a First Language also develops more general analysis and communication skills such as synthesis, inference and the ability to order facts and present opinions effectively. Pupils will learn how to respond knowledgeably to a range of reading passages such as modern prose, classical prose, extracts of classic and modern literature, argumentative texts and poetry. Such texts hope also to inspire pupils to improve upon their own writing skills. The texts they learn cover a range of genres and types, including fiction and non-fiction, and may also include other forms of writing, such as essays, reviews and articles. Pupils are also encouraged to read widely both for their own enjoyment and to further their awareness of the ways in which Chinese can be used. They are encouraged to become appreciative and critical readers and writers of Chinese. 23

The First Language course content covers the following topics in Year 10 and Year 11: • Developing reading skills

• Classical Chinese

• Developing writing skills

• Writing summaries

• Reading for ideas

• Writing composition

• Reading a variety of texts

• Discursive & argumentative writing

• Selecting, analysing and using information

• Descriptive & narrative writing

Once we have taught the course content, pupils will be given guidance and support and a range of practice papers and questions in order to improve their examination technique to maximise their success at the end of the course. Assessment overview Paper 1 Reading, Directed writing and Classical Chinese (2 hours 15 minutes ) 50%, 60 marks Section 1: Comprehension and Use of Language (23 marks) This comprises a series of questions and sub-questions requiring candidates to respond to Passage 1, a fiction text. Passage 1 will be approximately 1000 characters long and will be from either the 20th or 21st century. Section 2: Directed Writing (25 marks) Candidates answer one compulsory question on two thematically linked non-fiction passages. Passage 2 and Passage 3 have a combined total of up to 600 characters. They will be from either the 20th or 21st century, or both, and will be thematically linked. Candidates use and evaluate the information in the two passages to create an argumentative/discursive email, letter, essay or article. Using their own words, candidates write a response of about 250-350 characters. Section 3 Classical Chinese (12 marks) Candidates answer a series of questions about Passage 4, a previously unseen passage of classical Chinese text from the Ming dynasty which will be approximately 200 characters in length. The questions will assess reading skills only.

Paper 2 Writing: 2 Essays (2 hours) 50%, 50 marks Candidates answer two questions 1)

Argumentative/Discursive Writing, 400–600 characters. (25 marks)

2) Descriptive and Narrative Writing, 400–600 characters. (25 marks) In terms of course materials, pupils will be following the Cambridge IGCSE Chinese as a First Language Coursebook and workbooks , with additional materials and a range of supplementary online resources e.g. https://www.gushiwen.org/

CAMBRIDGE IGCSE CHINESE AS A SECOND LANGUAGE (0523) The IGCSE Chinese as a Second Language course is specifically designed for pupils working between the native and foreign language level. They should already have a working knowledge of the language, consolidating their understanding in order to progress in their academic or professional career. The aim of this course is to enable students to develop the ability to use Chinese effectively for the purpose of practical communication as well as to form a sound foundation for the skills required for further study and employment. Ultimately, the course hopes to ensure the learners’ personal development. Course overview Cambridge IGCSE Chinese as a Second Language offers pupils the opportunity to develop practical communication skills in Listening, Speaking, Reading and Writing. Pupils will be presented with a variety of stimuli that will build up their skills in Reading and Writing. The stimuli types include blogs, brochures/leaflets, emails, imaginative writing, letters, diaries, magazines, newspapers and webpages. They will learn to select relevant details, understand the differences between what is explicit and implicit, and practise writing for different purposes and audiences. Pupils will listen to a range of spoken material, including talks and conversations, in order to develop their listening skills. In both written and spoken Chinese, pupils will be able to respond to factual information as well as abstract ideas. Pupils will engage in conversations on a variety of topics, and develop the skills necessary for expressing their viewpoints with a degree of accuracy and clarity. They will practise presentations, discussions and conversations in IGCSE topic areas. The course will enable pupils to become independent users of Chinese and to use Chinese to communicate effectively in a variety of practical contexts. Pupils learn how to employ a wide-ranging vocabulary, and will consolidate their understanding in order to progress to a higher proficiency level. They gain an understanding of a wide range of social registers and styles, and learn to communicate appropriately and practically.

The main topic areas are: Topic A: Young people and education, Education and career, Peer relationships A1: School and education A2: Future career plans A3: Friendship A4: Peer pressure/conflict Topic B: Society: Family relationships, Health and fitness, Leisure activities, Communication and technology. B1: Generation gap B2: Young people B3: Healthy eating B4: Sports and exercise B5: Films and the media B6: Hobbies B7: New means of communication B8: Social networking B9: Learning technology Topic C: The world: Geographical surroundings, Environment C1: Urban and rural life C2: Travel C3: Home town and surrounding areas C4: Pollution C5: Recycling C6: Global warming

Topic D: Cultural diversity, Life at home and in other countries D1: Festivals and celebrations D2: Customs and traditions D3: Culinary diversity In Year 10, pupils will revise the Topics A and B they have learned in Year 9 and will expand their learning in more depth. They will then continue to study the main topic C and a variety of sub-topics under the heading. In Year 11, pupils will study the main topic D and a variety of sub-topics coming under the heading. They will be consolidating the knowledge they have learned throughout the course, linking all the topic areas studied and continue to develop their application skills. Pupils will also be given guidance and support and a range of practice papers and questions in order to improve their examination technique to maximise their success at the end of the course. Assessment overview •

All Listening materials are recorded in Mandarin Chinese.

•

The Speaking test is assessed in Mandarin Chinese only.

Paper 1: Reading and Writing, (2 hours) 60 marks 60% Written examination consisting of five exercises that test a range of reading and writing skills. Types of task include: information transfer, short-answer questions, multiplematching, functional writing and extended writing. Paper 2: Listening (35-45 mins) 30 marks 20% Written examination consisting of four exercises that test listening skills. Candidates listen to recordings of short and longer spoken texts. Types of task include: short-answer questions, gap-fill sentences, information correction and multiple-choice questions. All listening material is recorded in Mandarin Chinese. Paper 3: Speaking examination 60 marks (10-12 minutes) 20% Candidates give a 2-3 minute Chinese cultural related presentation, followed by a short discussion with the examiner about the presentation, and a short conversation about general topics. 27

The reading passages and questions are printed in both traditional and simplified characters on the question papers. Candidates may write their answers in either traditional or simplified characters. The Speaking test is assessed in Mandarin Chinese only. In terms of course materials, pupils will be following Cambridge IGCSE Chinese as a Second Language Coursebook, Chinese Made Easy (3rd Ed) textbooks 5-6, supplemented by Chinese newspapers, magazines and online resources.

EDEXCEL INTERNATIONAL GCSE SPECIFICATION (9-1) IGCSE Chinese Foreign language follows the Edexcel International GCSE specification (9-1). To be able to study the IGCSE Chinese (Mandarin) Foreign Language course in Year 10, pupils should have achieved good standards in their previous learning: in particular, they need to show the ability to read and write a range of Chinese characters. Course overview The IGCSE Chinese Foreign Language course aims to develop pupils’ ability to use Chinese Mandarin effectively for practical communication and to provide information about the life and culture of Chinese-speaking countries. Pupils study all four skills: Listening, Speaking, Reading and Writing. Pupils are required to show knowledge and understanding of the following five Topic Areas A-D and a number of sub-topics under the topic headings.

Topic A. Home and abroad Sub-topics A1 Life in the town and rural life A2 Holidays, tourist information and directions A3 Services (e.g. bank, post office)* A4 Customs A5 Everyday life, traditions and communities Topic B. Education and employment Sub-topics B1 School life and routine B2 School rules and pressures B3 School trips, events and exchanges B4 Work, careers and volunteering B5 Future plans 29

Topic C. Personal life and relationships Sub-topics C1 House and home C2 Daily routines and helping at home C3 Role models* C4 Relationships with family and friends C5 Childhood* Topic D. The world around us Sub-topics D1 Environmental issues D2 Weather and climate* D3 Travel and transport D4 The media D5 Information and communication technology Topic E. Social activities, fitness and health Sub-topics E1 Special occasions E2 Hobbies, interests, sports and exercise E3 Shopping and money matters E4 Accidents, injuries, common ailments and health issues* E5 Food and drink *These sub-topics will not be assessed in Paper 3: Speaking. In Year 10, pupils will revise the Topics B and C they have learned in Year 9. They will continue to study the main topics A and D and with a variety of sub-topics coming under these headings. In Year 11, pupils will study the main topics E with a variety of sub-topics coming under these headings and revise the Topics A, B, C and D they have learned in Year 9 and Year 10. Pupils will also be given guidance and support and a range of practice papers and questions in order to improve their examination technique to maximise their success at the end of the course.

Assessment overview Paper 1 - Listening 25% (35 minutes, including 5 minutes reading time before the paper begins) (40 marks) Paper 2 - Reading and Writing 50% (1 hour 45 minutes) (80 marks) Section A: Reading (Five questions, which are a combination of multiple-choice, note-taking, gap-fill and short-answer questions) Section B: Writing (Two writing tasks, each linked to a topic area, and a translation task of four sentences into Chinese) Paper 3 - Speaking 25% (8-10 minutes) (40 marks) There are three speaking tasks: Task A: (picture based discussion) Pupils will describe the contents of a picture and describe possible past or future events related to people in the picture and respond to questions about the picture and its related topic. Tasks B and C : (conversations on topics) Pupils will take part in a spontaneous conversation on two further topics. In terms of course materials, pupils will be following a range of resources, including Edexcel GCSE Chinese (9-1) student book, GuWu《鼓舞》, Pass Chinese textbooks, Chinese Made Easy 4 Second Edition. Chinese support sessions (Chinese Consolidation) are available at lunchtime for IGCSE pupils, where they can get extra help or practise speaking with our Chinese Teaching Assistants. All pupils will sit their respective IGCSE examinations at the end of the course in Year 11. Assessment papers are printed in both traditional and simplified characters on the question papers. Candidates choose the form they prefer in the examination and may write their answers in either traditional or simplified characters.

FRENCH Pupils in Year 10 have chosen to study the language to IGCSE level and will be following the Edexcel International GCSE specification (1-9). Pupils will be developing their language skills in speaking, listening, reading and writing. At the end of the course in Year 11, pupils will be assessed by means of a speaking test (25%), a listening paper (25%) and a reading and writing paper (50%). Topics studied in Year 10 will range from personal life and relationships, education and employment and home and abroad with a variety of sub-topics coming under these headings. In Year 11, topics studied will range from social activities, fitness and health and the world around us with a variety of sub-topics coming under these headings. Pupils will be building on their prior knowledge of French, beginning to develop fluency in their written and spoken responses and using an increasingly wide range of grammatical constructions, verbs and tenses. Pupils will continue to refine their accuracy in writing and speaking, and will be encouraged to communicate their opinions on a range of relevant topics. In terms of course materials, pupils will be following the Edexcel GCSE French course published by Pearson, combined with the International GCSE French course published by Hodder which will be supplemented with additional extension materials to really challenge our learners. We aim to develop pupils as linguists by ensuring that our pupils have the chance to work independently and in pairs and groups to develop their oral communication skills. As well as the external assessments at the end of Year 11, there will be internal assessments throughout Year 10 in all four skills of speaking, listening, reading and writing and more informal assessments such as quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways. Pupils will also be given guidance and support on how to learn languages successfully in class and during prep activities. There are many online resources which will be used to support our pupils both in and out of the classroom; in Year 10 Linguascope (Intermediate), Language Perfect and LanguageGym are great ways to practise the language and this is an expectation that the pupils regularly practise new vocabulary now that they are working at IGCSE level. The class resources are also supported by an ActiveLearn online resource and a Dynamic Learning platform which support the course materials very well. At IGCSE level, our classes are not streamed and the teacher will support and stretch the pupils with a range of differentiated learning activities. There will also be regular opportunities to practise speaking French in the classroom and during French Clinics offered at lunchtime or after school. There are a range of activities available in French; from Language Clinic where pupils can get extra help or practice if needed, revision classes nearer to assessment time and Co-Curricular activities with a French element. Some of our SCAs, such as French Cinema Club, are a great opportunity for practising listening skills. 32

SPANISH Pupils in Year 10 and 11 have chosen to study the language to IGCSE level and will be following the Edexcel International GCSE specification (1-9). Pupils will be developing their language skills in speaking, listening, reading and writing. At the end of the course in Year 11, pupils will be assessed by means of a speaking test (25%), a listening paper (25%) and a reading and writing paper (50%). Topics studied in Year 10 will range from personal life and relationships, education and employment and home and abroad with a variety of sub-topics coming under these headings. In Year 11, topics studied will range from social activities, fitness and health and the world around us with a variety of sub-topics coming under these headings. Pupils will be building on their prior knowledge of Spanish and beginning to develop fluency in their written and spoken responses and using an increasingly wide range of grammatical constructions, verbs and tenses. Pupils will continue to refine their accuracy in writing and speaking and will be encouraged to communicate their opinions on a range of relevant topics. In terms of course materials, pupils will be following the Edexcel GCSE Spanish course published by Pearson combined with the International GCSE Spanish course published by Hodder, which will be supplemented with additional extension materials to really challenge our learners. We aim to develop pupils as linguists by ensuring they have the chance to work independently and in pairs and groups to develop their oral communication skills. As well as the external assessments at the end of Year 11, there will be internal assessments throughout Year 10 in all four skills of speaking, listening, reading and writing and more informal assessments such as quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways. Pupils will also be given guidance and support on how to learn languages successfully in class and during prep activities. There are many online resources which will be used to support our pupils both in and out of the classroom; in Year 10 Linguascope (Intermediate), Thisislanguage and Doddle are great ways to practise the language and this is an expectation now that pupils are working at IGCSE level. The class resources are also supported by an ActiveLearn online resource and a Dynamic Learning platform which support the course materials very well. At IGCSE level, our classes are not streamed and the teacher will support and stretch the pupils with a range of differentiated learning activities. There will also be regular opportunities to practise speaking Spanish with a fluent Spanish speaker. There are a range of activities available in Spanish; from Language Clinic at lunchtime where pupils can get extra help if needed, revision classes nearer to assessment time and Co-Curricular activities with a Spanish element. In the past there have been activities offered on Hispanic Crafts, Spanish newspapers, Spanish Drama and Latin dance for beginners. The pupils have also been able to take part in the Hong Kong Hispanic Culture Festival, performing in Spanish in a variety of artistic genres.

MATHEMATICS Years 10 and 11 are a continuation of the three-year programme teaching towards the Edexcel IGCSE Mathematics A (9-1) qualification.

ASSESSMENT Paper 1 50% (120 minutes) Summer of Year 11 Paper 2 50% (120 minutes) Summer of Year 11

• Each paper will assess the full range of topics.

4MA1

• Each paper will have approximately 40% of the marks distributed evenly over grades 4 and 5 and approximately 60% of the marks distributed evenly over grades 6, 7, 8 and 9. • A calculator may be used in both examinations

The scheme is linked to the Pearson Edexcel Mathematics (9-1) Book 1 and Book 2. The pupils retain the Book 2 for their studies, and also have access to digital versions of both of these textbooks for use both in and out of class. As in Year 9, a strong emphasis continues to be placed on developing pupils’ problemsolving and reasoning skills which form a large part of the IGCSE (9-1) course.

MAIN TOPICS OF STUDY FOR YEAR 10:

• Recurring decimals

• Sketching and Using Graphs

• Further Sets Language and Notation

• Proportionality (algebraic)

• Inequalities (Linear and Quadratic)

• Probability

• Further Quadratic

• Further Simultaneous Equations

• Sequences and series

• Equations, Manipulation • and Graphs • Linear Transformations • Congruence • Circle Theorems

• Further Index Laws and Surds

• Averages and Measures of Spread, Cumulative Frequency Graphs & Histograms • Function Notation

• Measurement & Unit Conversions

• Graphical Transformations

• Similar Shapes, Surface Area, & Volume

• Vectors

MAIN TOPICS OF STUDY FOR YEAR 11: • Vectors

• Algebraic Proof

• Review of Coordinate Geometry

• Trigonometry

• More Algebraic Fractions

• Differentiation

Once we have finished the taught course, many areas of the course are consolidated, linking topic areas and developing problem solving and application skills. All pupils are grouped into sets for their learning of Mathematics in the Senior School, with movement between the sets as and when appropriate. All groups will cover the same core content as all pupils take their IGCSE examination at the end of Year 11. Some pupils will also work towards the Edexcel IGCSE Further Pure course as part of an integrated scheme. This course provides exceptional challenge and so is only advisable for some pupils in order that covering the extra content is not to the detriment of securing their highest potential at IGCSE Mathematics. In the classroom, learning Mathematics is much more than being able to do routine methods. Our approach in the Senior School builds on that in the Prep School and aims to develop a depth of understanding of why methods work, as well as an enquiry approach challenging their understanding, seeking links between topic areas and applying their knowledge to new and unfamiliar problems – to try, to fail, and to learn from their mistakes. The IGCSE (9-1) specification places a large emphasis on problem solving: applying understanding in unfamiliar contexts, and also in reasoning mathematically. To achieve both of these aims we look to ensure a high level of understanding and provide challenge beyond the confines of the curriculum. Each teacher uses various means to regularly test the understanding of all of their pupils. Finally, the Summer Assessment tests all of the material covered over the year to that point.

MUSIC The Edexcel GCSE Music course is divided into three strands – Performing (30%), Composing (30%) and Appraising (40%). Pupils considering Music GCSE should be playing at a minimum of Grade 3 on instrument or voice by the end of Year 9. Performing: Each pupil’s performance portfolio will include a solo performance and an ensemble performance; these performances can be produced on any instrument or voice. Assessment takes place at the start of the Spring Term of Year 11. Composing: Composition portfolios consist of two pieces: one composed to a set brief released by the exam board and one free composition. Both compositions will be completed in Year 11. Pupils will develop their compositional skills throughout the course and will have access to two music-specific software packages, Sibelius Ultimate and Logic Pro X. Appraising: The examination takes place in the Summer Term of Year 11. The appraising part of the course is based on four Areas of Study: Instrumental Music; Vocal Music; Music for Stage and Screen; and Fusion Music. Pupils study two set works from each of these and learn about the context and musical features associated with the different styles and composers. All pupils also have access to the vibrant Co-Curricular Music programme which runs throughout the year and GCSE pupils are expected to take part in at least one ensemble. Individual music tuition is available in a variety of studies and lessons are delivered by a team of experienced and specialised Visiting Music Teachers. There are also many opportunities for pupils to engage with group music-making; various orchestras, choirs and bands rehearse on a weekly basis and perform in frequent internal and external concerts.

PHYSICS Year 10 is the second year of a three-year programme teaching towards the Edexcel IGCSE Physics (9-1) qualification. Ultimately the purpose is to enthuse pupils to want to understand the world around them whilst ultimately providing them with a sense of inquisitiveness and curiosity. There will be focus on developing pupils’ practical, analytical and problem-solving skills. They will also be able to use dataloggers and other data recording devices and learn to manipulate software to achieve the desired aim of the experiment they are conducting. Pupils are required to perform calculations, draw graphs and describe, explain and interpret physical phenomena. Some of the question content will be unfamiliar to pupils; these questions are designed to assess data-handling skills and the ability to apply physical principles in unfamiliar situations.

THE MAIN TOPICS OF YEAR 9 PHYSICS INCLUDE: • Advanced Forces

• Solids, liquids & Gases

• Electricity

• Waves

THE MAIN TOPICS OF YEAR 11 PHYSICS INCLUDE: • Astrophysics

• Radioactivity

• Magnetism and Electromagnetism

• Fission and Fusion

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 in depth 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.

PHILOSOPHY & RELIGIOUS STUDIES STRUCTURE The Edexcel International GCSE in Religious Studies is a linear qualification. All units must be taken at the end of the course of study.

THE AIMS AND OBJECTIVES OF THIS COURSE ARE TO: • develop pupils’ abilities to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject • provide opportunities for pupils to engage with questions of belief, value, meaning, purpose, truth, and their influence on human life • challenge pupils to reflect on and develop their own values, beliefs and attitudes in the light of what they have learned and contribute to their preparation for adult life in a pluralistic society and global community • understand the influence of religion on individuals, communities and societies • Apply knowledge and understanding in order to analyse questions related to religious beliefs and values.

ASSESSMENT Paper 1 60% (105 minutes)

Beliefs & Values • The Universe, Creation and the Place of Human Beings • Life and Death • Peace and Conflict • Rights, Equality & Social Justice

Paper 2 40% (90 minutes)

The Christian Community • Origins and their Impact on the Community • Celebration and Pilgrimage • Worship and Practice

IGCSE Religious Studies is an excellent and accessible introduction to Philosophy, Ethics and Religion. We will revisit some of our main themes from Year 9 and seek to build real-world skills that pupils will use in whatever pathway they choose to take after their IGCSE examinations. Contexts and settings will be those that pupils are likely to encounter, for example in society, employment and their own community and culturally sensitive topics will be studied throughout.

PHYSICAL EDUCATION & HEALTH

Our vision through PEH, is to give every pupil a wide variety of opportunities to develop and strengthen their values, physical competence and confidence. This will ensure our pupils have the tools to lead a long and healthy lifestyle in a complex world. At Harrow Hong Kong, we have incorporated Health into our curriculum to give it a holistic touch. Therefore we have renamed our curriculum” Physical Education & Health”. This allows pupils to explore more about themselves and seek strategies to cope in our ever changing world. The Physical Education and Health experience is integral to a Harrow Hong Kong education and is accessed in several ways. Pupils in years 10-13 have a double games lesson a week. If pupils choose GCSE Sports Science then they will have access to 5 single theory lessons in addition to games. The premise of the programme is to enable every pupil to flourish. To establish the appropriate pathway that best suits the individual and the skills they possess. The programme aims to develop the pupil first and foremost as an athlete. From this point onwards it allows each pupil to experience and engage in a plethora of sports which allows them to develop and display their transference of skills.

GAMES As the pupils progress into the upper section of the School, after funnelling through the Lower School PEH curriculum, this is the appropriate time to expand the games curriculum. The consistency of sports being offered, in relation to the ISSFHK seasons, remain the same. Pupils who compete for the School teams have the opportunity to 40

train within games time. If pupils do not wish to be involved with team training, they have the option to pick from a plethora of sports and these can be changed on a half termly basis. A new strand for this age group is off site activities. At this stage we also feel it is important to broaden the pupils’ horizons to some more leisure based activities such as team based activities or water sports. We feel the benefits of this allow the pupils to build positive relationships with activities which may feature in their lives post their education at Harrow International School Hong Kong.

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

Build a solid house culture

•

Develop camaraderie, friendships & trust

•

Develop leadership skills

•

Represent and contribute to competitive competition.

•

Stay active

•

Take part in a variety of sports

COMPETITIVE SPORTS PROGRAMME Participating in sports is part of our culture here at Harrow Hong Kong. Recreation and competitive sport is catered for in fifteen sports codes across the academic year. Our competitive sports programme offers regular opportunities to play fixtures against other international and local schools in Hong Kong. We compete in the International Schools Sports Federation Hong Kong (ISSFHK) and Hong Kong Schools Sports Federation (HKSSF) leagues and annual friendly fixtures. Fixtures take place mostly mid-week and also on Saturdays, depending on the sport. Harrow Hong Kong also hosts a number of tournaments throughout the year in various sports and these are generally well attended by other schools. Competitive sports leagues start in Year 6 (U12) and reach their pinnacle at Year 13 (U19). Harrovians who do not consider themselves athletes when they arrive at our school discover new sports and the talent to play them with great skill and flair. Many continue to enjoy the sporting abilities they discovered at Harrow Hong Kong long after leaving us and take the lessons they have learnt with them into our complex world. Overseas sports tours are an important part of our sports programme. They provide the opportunity for our pupils to bond as a team and measure their progress against schools from around the world. The experience and the memories that our pupils gain will be with them for the rest of their lives. The Physical Education and Health Department are highly experienced in high performance sport. Pupils who have aspirations to achieve honours in their chosen sport are well supported by the department as pathways are available for our pupils who choose to compete at the highest level and achieve academically at the same time. All fixtures, results and team details can be found at sport.harrowschool.hk 42

SUPER CURRICULAR ACTIVITIES (SCA) Sports Super Curricular Activities give pupils more opportunities 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. Autumn Term

Spring Term

Summer Term

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

✓ ✓ ✓

✓ ✓

✓

Rugby Harrow Fit Tennis Volleyball Basketball Football Athletics / XC Netball Badminton

✓ ✓ ✓ ✓ ✓

Touch Rugby Gymnastics Aquathon Cricket

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

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 PEH and SCAs if pupils need to work on their skills to get ahead and achieve the targets they have been set by their teachers. • • • •

Rugby Use of the gym Tennis Volleyball

• • • •

Basketball Football Athletics / XC Netball

• • • • •

Badminton Touch Rugby Gymnastics Swimming PE Money in the bank (GCSE)

For the latest photo updates follow us on Instagram and Twitter Instagram: @harrowhksport

Twitter: @HarrowHKSport 43

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, although periods include activities in the SCA programme as well as academic lessons. There are four periods in the morning, each lasting 55 minutes, with a 25-minute break between the second and third periods. There is a five minute break between each period to allow pupils time to move from one department to another. Although there are three consecutive periods in the afternoon, they include SCA periods on most afternoons of the week. 8.00 AM - 8.10 AM Morning Call-over in Houses (start of the day) 8.15 AM - 9.10 AM Period 1 9.15 AM - 10.10 AM Period 2 10.10 AM - 10.35 AM Break 10.35 AM - 11.30 AM Period 3 11.35 AM - 12.30 PM Period 4 12.35 PM - 1.30 PM Lunch 1.35 PM - 2.30 PM Period 6 2.35 PM - 3.30 PM Period 7 3.35 PM - 4.30 PM Period 8 4.45 PM

Co-Curricular Activities

4.45 PM

Buses for Day Pupils depart

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

LUNCH Lunch is a formal meal when the House Master or House Mistress, usually accompanied by one or more of the House pastoral team, eats with the House in their designated area in the Dining Hall. High standards of behaviour and manners are expected, but lunch is an important break in the middle of the day and an opportunity for building the strong sense of House community in Houses with both boarders and day pupils.

ASSEMBLY On Monday morning, there is an Assembly for the Upper School from 8.20am-8.45am, followed by a tutor period.

HOUSE ETHOS The House’s primary function is to provide a secure, happy and nurturing environment, in which all pupils thrive. Under the House Master’s/ House Mistress’s (HMs) leadership and with the support of other pastoral specialists, the House underpins a pupil’s personal and academic development, so that they are prepared to enjoy life and contribute to their community. They keep a watchful eye over the welfare, personal and academic development of every pupil in their care. For parents, their child’s HM is 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 weekly House newsletter every fortnight with an update of recent events and forthcoming dates.

THE HOUSES At Harrow Hong Kong, pupils in Years 9-13 are allocated to one of eight Senior School Houses. Alongside the House Master/House Mistress are Assistant HMs, House Tutors, and a Matron to help boarding pupils.

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 gets pupils to appreciate the positive effect that their actions can have on others.

HOUSE TUTOR All 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 that 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 boarders and day pupils, helping with running evening prep and activities, and helping to facilitate House discussion meetings).

CONSULTANT SCHOOL PSYCHOLOGIST Dr. Reena Gogna became the School’s first psychologist when she arrived in 2013. She undertook her doctorate in Educational and Child Psychology and previously worked for Cambridgeshire County Council as a Child and Educational Psychologist with responsibilities attached to 19 schools. Dr. Gogna 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.

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

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

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

THE HOUSE MASTER/HOUSE MISTRESS The first point of contact for a parent in the Prep School should be the HM. HMs operate an ‘open door’ policy and parents should feel comfortable with contacting their HM about any questions or queries that they have, either through the Pupil Diary, by 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.

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

SCHOOL WEBSITE AND PARENT PORTAL A growing body of useful information for parents is placed on secure areas of the Harrow Hong Kong website: the End of Term Reports for every pupil are published on the Parent Portal, which also contains the major School documents to which parents need access. The School website, www.harrowschool.hk has a link to the Parent Portal at the top of the first page. The Parent Portal is a secure part of the School website where parents can see all confidential information about their child’s progress and other important documents, such as the Terms & Conditions and the Guide to Parents. All parents are issued with a username and password for access to these secure areas. For any technical queries regarding access, please email our IT support team on its@harrowschool.hk

HARROW HONG KONG APP Developed in association with the School’s IT team and funded by Friends of Harrow, the App is designed to streamline communication to parents through personalised delivery of information about the School to phones and tablets. Parents can choose the notices and details of events about which they wish to receive regularly updated information. All letters from the School are sent to the App, together with short updates on pupils’ successes and achievements, the calendar, photo galleries, a map of the School and a directory of key contacts. Convenient links are also provided to the School website and secure Engage Parent Portal. The App is straightforward to use and is available for download from the Apple App Store and Google Play by searching ‘Harrow HK’. Once downloaded, the full capability of the App can be unlocked by entering the existing Engage Parent Portal username and password in Settings. Parents who do not know their Parent Portal login information should email portal@ harrowschool.hk for assistance.

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

Harrow International School Hong Kong

/HarrowHK Twitter

@Harrow_HK

@HHKSPeel

@HHKSun

@HeadHarrowHK

@HHKSShaftesbury

@HHKSChurchill

@HHKSShackleton

@HHKSGellhorn

@HHKSFry

@HHKSWu

@HHKSNightingale

@HHKSAnderson

@HHKSBanks

@HHKSParks

@HHKSKeller

@HHKSDarwin Instagram

/harrowhongkong

/harrowhksport

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

CALENDAR The calendar can also be accessed through the Harrow Hong Kong App. As Hong Kong sports league fixtures are published at short notice, they are entered into a Google Calendar that is available to parents via the Parent Portal; this can be synced with smartphones, tablets or computers and is updated when any changes occur.

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, and the attendance figures are also placed on the School’s formal reports for all pupils. If requesting absence for a period of one day or less, parents should contact the HM. For periods more than one day parents should contact the Principal Deputy Head (Pastoral and Wellbeing), who will liaise with the Head. Parents should not expect permission to be automatically granted and should not make travel arrangements before receiving permission.

PREP Prep is the work set by teachers to support the academic work completed in class and to help prepare for the work in future lessons. The amount of time that a pupil is expected to spend on prep varies by year group and by day of the week. YEAR 10

90 minutes

However, pupils will sometimes need to and/or want to find extra time to develop or finish their work. Pupils are encouraged to work in their free time during the day, but are discouraged from working late at night. Non-Sixth Form pupils enter every prep in their Pupil Diary, and HMs and House Tutors check these diaries regularly, thus reinforcing the importance of academic work and generating a regular discussion of work between each pupil and the HM or House Tutor.

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: ie. 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 fire fighting equipment.

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

MEDICAL CARE The School has a Health Care Centre onsite, which is open 24 hours a day during School term time (Sunday to Friday evenings) and is staffed by qualified Nurses. All pupils have access to the Health Care Centre when needed. Children who feel unwell or are injured should first ask an adult before visiting the Health Care Centre. Parents are required to complete a Medical Form for their child on entry to the School and provide relevant health information, including details of drug reactions, major allergies and notable medical conditions. When a child makes a visit to the Health Care Centre, the visit is noted in the child’s medical record along with any treatment given. The Health Care Centre will call the child’s parents to explain what has happened and the treatment that was given; they will also inform 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 wellbeing programme is called Facing Challenges and seeks to encourage and develop resilience amongst pupils, who face a variety of personal challenges in their everyday lives. Health, social, economic and academic issues can all prove to be obstacles that prevent them from realising their potential or affect their wellbeing. The Facing Challenges programme aims to develop resilient individuals who embody the Leadership Attributes – dealing with problems positively and always looking for the solutions to any setback. The Facing Challenges programme, therefore, is one of the cornerstones of our pastoral education provision. The background of positive psychology, which underpins so much of what we do in the School, has been central in the creation of our resources for this programme, in which the sessions aim to be interactive and practical.

HARROW HORIZONS PROGRAMME Providing an all-round education is part of the fabric of a Harrow education. Through providing a stimulating wider curriculum, we embrace and inspire each child to develop the Harrow Leadership Attributes, as well as creativity and innovation. We aspire to develop the whole child to be equipped with essential skills for the future and to become leaders for a better world. Quality and inclusivity are at the centre of our Harrow Horizons Programme. Harrow Hong Kong delivers a high quality programme, where each pupil has the chance to broaden their horizons, develop talents, explore new interests whilst developing our core skills and Harrow Leadership Attributes. The Harrow Horizons Programme can be distinguished into three main areas: • Super-Curriculum Activities (SCAs) • Co-Curricular Activities (CCAs) • Leadership in Action (LiA) Pupils choose two SCAs each term, which are taught within the structured School day. CCAs take place before School, during lunchtimes and after School time and are not part of timetabled lessons. Leadership in Action comprises of the camps and expeditions that take place throughout the year. More details of each activity and how to book them can be found in the Harrow Horizons Programme Booklet.

REPORTS TO PARENTS We are committed to ensuring that all our pupils are given every chance to achieve their very best in all areas of their education. Effective feedback plays a vital part in ensuring this happens. We intend feedback to be accessible, achievable and motivating, and to take into account all aspects of the pupils we educate. We aim to deliver timely and accurate verbal and written feedback that is communicated in a positive, straightforward and supportive manner, so that pupils and their parents understand how best they can make progress, and the areas they need to develop. Pupils will receive two types of report: • Progress Report (PR): This contains Attainment and Engagement in Learning Grades, and usually a brief HM comment on the pupil’s grades. • Full Report: (FR) This contains Attainment and Engagement in Learning Grades, Subject Reports, House Tutor Targets, an HM Report and information on attendance and rewards. Full Reports and Progress Reports will be issued at different points in the academic year. In Year 6, it will be December (PR), March (FR) and June (PR, no HM comment).

PARENTS’ EVENINGS These evenings are an opportunity for parents to discuss in detail their child’s academic attainment and engagement in learning. They should be consultative and constructive; parents and pupils should feel supported; they should also gain a clear understanding of targets and next steps. These evenings are positioned at strategic points during the academic year to ensure teachers are providing effective feedback at appropriate or critical times in a pupil’s education. As well as the subject teachers, the pupil’s HMs and members of the Senior Leadership Team will be available to answer questions or address concerns. * Please note that if a Parents’ Evening is attached to Celebration of Learning (CoL) then it will take place mid to late afternoon.

MACBOOKS The School requires all pupils from Year 6 to have their own Apple laptop computer to access the curriculum effectively. The research is clear and compelling; continuously improving technologies are profoundly changing what, how, when, and where people learn. We aim for our pupils to become increasingly sophisticated users of technology and to support and enhance their learning in doing so while encouraging them to be responsible for all aspects of its use. There are two schemes available: • Purchasing a laptop through the School - we will provide fully configured and readyto-use Apple laptops available for purchase at a discounted rate. • Reconfiguring an existing Apple laptop - It may be possible for the School to reconfigure a current Apple laptop which you already own. For this to happen, the computer must meet certain conditions. More information can be received by contacting the IT Department at its@harrowschool.hk

SPEECH DAY Speech Day (fondly known as ‘Speeches & Prizes’) is held on the final day of the Summer Term and is a formal celebration of pupil 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 reenactment of the traditional Harrow School Bill ceremony in which every pupil files past the Head and as their name is called they raise their hat and say “Here, Ma’am!” Speech Day Prizes for Leadership are awarded to pupils in both Prep and Senior Schools, and are given to the pupils who, over the course of the year have most consistently demonstrated the School’s six Leadership Attributes in their School life.

BUS ROUTES The School runs an extensive bus routes system. We have recently been through a thorough bus routes audit to ensure our pupils have seamless shortened journeys into School. The map below provides an overview of the areas that are served by our bus provider. 1 Gold Coast / Siu Lam

1 2 Tuen Tsing / Mid Levels Central 3 Mid Levels Central / Wan Chai 4 Eastern District

5 Mid Levels West 6 Pok Fu Lam / Mount Davis Coastline Villa

7 Pok Fu Lam / Mount Davis / Island South

DISCOVERY BAY

8 Kowloon West 9 Kowloon West 10 Kowloon Central / East 11 Kowloon Central / East 12 Kowloon Central / East 13 Discovery Bay

LANTAU ISLAND

MTR Tsing Yi Station

Broadcast Drive The Hermitage

TSING YI

The Latitude

The Central Park

12 Harbour Place

KOWLOON BAY Island Lodge

4 5 Po Shan Road

Kennedy Road

Hong Kong Parkview

Bel-Air Phase

HONG KONG ISLAND

South Bay 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 on both radio and television by 6.15am and are repeated at regular and frequent intervals throughout the day. The updates will also be posted on the website, the School app and Engage portal. 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: harrowschool.hk/featured-links/weather-information.

INDIVIDUAL MUSIC LESSONS All individual instrumental music lessons take place during the School day on a rotating schedule in order that children do not have to be excused from the same class lesson each week. Hence, the lesson time is different every week. There are 30 lessons taught over the whole academic year and the termly invoices are separated equally into three groups of 10. One term of lessons costs $3,400. Should you have any questions, please contact the Music Department by email at music.enquiries@harrowschool.hk. Music lessons are given for the following instruments:

Acoustic Guitar

French Horn

Saxophone

Cello

Harp (for up to ABRSM Grade 5 level)

Singing

Classical Guitar

Trombone

Clarinet

Orchestral Percussion

Trumpet

Drum Kit

Organ

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

Tuba

Piano

Violin

Electric Guitar Flute

Viola

FOOD The School’s catering company is Chartwells and it provides a morning and afternoon snack, plus a full lunch buffet in the Dining Hall every day. There are three choices of hot food at lunch each day (one western, one Asian and one vegetarian). The children choose which option they would like and may have second helpings if they wish. There is also a full salad bar and fruit is served for dessert. 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, it is important 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 24th September 2021

Friday 25th March 2022

Friday 29th October 2021

Friday 29th April 2022

Friday 26th November 2021

Friday 27th May 2022

Friday 28th January 2022

Friday 17th June 2022

Friday 25th February 2022 If for any reason, your child is unable to make any of the above dates, we recommend you contact the British Council in Hong Kong or other established organisations (the overseas school you are applying to may have some recommendations) to help you make similar testing arrangements. Should you be considering moving, please do contact Ms Haydon at ahaydon@harrrowschool.hk who will be happy to meet with you to discuss your child’s future education.

SCHOOL UNIFORM School uniform is compulsory for all pupils. Through their dress and appearance as well as in other respects, all pupils should ensure that they are a credit to Harrow Hong Kong and themselves at all times. This includes the journey to and from School and when representing the School off the campus.

BOYS Summer

Short sleeve Shirt + Boys Trousers + Blazer, Jumper + Lion Tie + Navy Socks + Belt

Winter

Long sleeve Shirt + Boys Trousers + Blazer + Jumper + Lion Tie + Navy Socks, Belt

PE Uniform

PE Polo + PE Shorts + Track Top + Track Pants + Swimming Cap + Sports Cap + Sport Socks + Sports Kit Bag.

GIRLS Summer

Short sleeve Blouse + Skirt + Blazer + Lion Tie + Cardigan + Navy Socks

Winter

Long sleeve Blouse + Skirt + Blazer + Lion Tie + Cardigan + Navy Socks / Tights

PE Uniform

PE Polo + PE Skorts + Track Top + Track Pants + Swimming Cap + Sports Cap + Sport Socks + Sports Kit Bag.

ACCESSORIES School Bag (L) + Straw Hat School uniform can be purchased from the online store, https://www.ha.ufsonline.com.hk/ , the School Shop or the shop in Lai Chi Kok:

LAI CHI KOK UNIFORM SHOP 8.30AM - 4.30PM (Mondays, Wednesdays & Fridays) 8 Floor, China Pacific Industrial Building, No. 10 Wing Hong Street, Lai Chi Kok Tel: +852 3598 0073

SCHOOL SHOP Normal school days: 8.30AM - 4.30PM (Mondays, Wednesdays & Fridays) (Closed for lunch from 12.00PM to 12.30PM, 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, Drama and Games periods. 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.

SHIRTS AND TIES Top buttons and ties must always be done up and shirts tucked in.

BELTS If belts are worn they must be plain black with a simple buckle.

SHOES AND SOCKS Only black leather shoes capable of being polished are to be worn as part of School uniform, and these should be accompanied by navy blue ankle socks.

COATS Coats should be smart and plain without logos, navy, black or grey in colour and long enough to cover the Bluer.

CARDIGANS When appropriate, cardigans may be worn underneath the Bluer to keep pupils warm. However, cardigans should not be worn instead of a Bluer.

JEWELLERY No visible jewellery (including charity bracelets) is to be worn other than one pair of earrings (plain studs only) for girls. Body piercing of any kind is strictly forbidden.

HAIR 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. This means: • No dyed hair. • While length is a matter of perception, hair for boys should always be off the collar. All girls should tie their hair back if it is longer than shoulder length. • No extreme styles such as gelled spikes or shaved heads. • No hair extensions. 62

LABELLING All items of School uniform must be labelled with the pupil’s name and House.

MAKE-UP AND TANNING Girls below the Sixth Form are not allowed to wear make-up during the School day. Coloured nail polish and fake tan, which draw unnecessary attention, are not allowed.

TATTOOS Visible tattoos, including when a pupil is wearing a swimsuit, are not permitted.

SPORTS WEAR (PE KIT AND TEAM KIT) Only official School sports kit may be worn to PE or Games periods. There are team strips for pupils to wear when representing the School in sports matches. Pupils should wear either their white ankle socks or longer sports socks for PE or Games.

STAFF LIST HEAD

Ms Ann Haydon

ahaydon@harrowschool.hk

SENIOR LEADERSHIP TEAM Principal Deputy Head (Curricular)

Ms Annabel Davies

adavies@harrowschool.hk

Principal Deputy Head (Pastoral and Wellbeing)

Mr Tom Hicks

thicks@harrowschool.hk

Deputy Head (Academic)

Mr James Brewer

jbrewer@harrowschool.hk

Deputy Head (Co-Curricular and Organisation)

Ms Laura Yandell

lyandell@harrowschool.hk

Deputy Head (Pastoral and Wellbeing)

Mr Simon Mildinhall

smildinhall@harrowschool.hk

Associate Assistant Head (Pastoral and Wellbeing)

Ms Kim Gration

kgration@harrowschool.hk

Associate Assistant Head (Teaching and Learning)

Ms Vicky Courtis

vcourtis@harrowschool.hk

Associate Assistant Head (Teaching and Learning)

Ms Freya Crofton

fcrofton@harrowschool.hk

Head of Lower School

Mr Brendan Shanahan

bshanahan@harrowschool.hk

Deputy Head of Lower School (Pupil Wellbeing)

Mrs Lauren Berner

lberner@harrowschool.hk

Deputy Head of Lower School (Teaching & Learning)

Mr Gary Hancock

ghancock@harrowschool.hk

Assistant Head of Lower School (Pupil Progress)

Ms Dawn Chambers

dchambers@harrowschool.hk

Assistant Head of Lower School (Digital Strategy and Continuing Professional Development)

Ms Abi Hiley

ahiley@harrowschool.hk

Director of Operations

Mr Jim Nightingale

jnightingale@harrowschool.hk

Head of Administration and Executive Assistant to the Head

Ms Joanne Kar

jkar@harrowschool.hk

Director of Human Resources

Ms Madeleine Ponting

mponting@harrowschool.hk

Director of Finance

Ms Miranda Ng

sfng@harrowschool.hk

House Master

Mr Nick Weinberg

nweinberg@harrowschool.hk

Assistant House Master

Mr William Bussey

wbussey@harrowschool.hk

THE HOUSES PREP HOUSES BANKS

DARWIN House Master

Mr Tim Leverton-Griffiths tlevertongriffiths@harrowschool.hk

FRY House Mistress

Ms Jenny Mitchell

jmitchell@harrowschool.hk

Assistant House Mistress

Ms Caitlin Sherring

csherring@harrowschool.hk

NIGHTINGALE House Mistress

Mrs Holly De Vies

hdevies@harrowschool.hk

Assistant House Mistress

Ms Connie Hu

chu@harrowschool.hk

House Mistress

Mrs Rachel Bhadeshia

rbhadeshia@harrowschool.hk

Assistant House Mistress

Ms Ceri Armit

carmit@harrowschool.hk

Mr Michael Strickland

mstrickland@harrowschool.hk

PARKS

SHACKLETON House Master

SENIOR HOUSES ANDERSON House Mistress

Ms Kim Gration

kgration@harrowschool.hk

Assistant House Mistress

Ms Amanda Lam

amlam@harrowschool.hk

House Master

Mr Simon Tyley

styley@harrowschool.hk

Assistant House Master

Mr Ross Stokley

rstokley@harrowschool.hk

House Mistress

Ms Naina Nightingale

nnightingale@harrowschool.hk

Assistant House Mistress

Ms Hannah Minty

hminty@harrowschool.hk

CHURCHILL

GELLHORN

KELLER House Mistress

Mrs Gillian Nightingale

gnightingale@harrowschool.hk

Assistant House Mistress

Mrs Hannah Tyley

htyley@harrowschool.hk

House Master

Mr Dominic Berner

dberner@harrowschool.hk

Assistant House Master

Mr Mike Sallabank

msallabank@harrowschool.hk

PEEL

SHAFTESBURY House Master

Mr Robert Powell

rpowell@harrowschool.hk

Assistant House Master

Mr Harry Job

hjob@harrowschool.hk

SUN House Master

Mr Oliver Paulin

opaulin@harrowschool.hk

Assistant House Master

Mr Tom Cameron

tcameron@harrowschool.hk

House Mistress

Ms Lee Collins

lcollins@harrowschool.hk

Assistant Day House Mistress

Ms Ella Singleton

esingleton@harrowschool.hk

Mrs Janet Montefiore

jmontefiore@harrowschool.hk

Mrs Andi Williams

anwilliams@harrowschool.hk

Ms Melanie Cameron

mcameron@harrowschool.hk

Ms Michelle Gedge

mgedge@harrowschool.hk

MATRONS

PUPIL DEVELOPMENT & WELL BEING TEAM Head of Individual Needs

Ms Amanda Lam

amlam@harrowschool.hk

Head of Language and Learning

Dr Cody Edene

cedene@harrowschool.hk

School Counsellor

Ms Lauren Liu

lliu@harrowschool.hk

KEY EDUCATIONAL SUPPORT General Enquiries

info@harrowschool.hk

Lower School Office

ls-info@harrowschool.hk

Upper School Office

us@harrowschool.hk

Bus Information

bus-info@harrowschool.hk

Accounts

account@harrowschool.hk

Admissions

admissions@harrowschool.hk

Human Resources

hr@harrowschool.hk

ICT

its@harrowschool.hk

HEADS OF DEPARTMENT ART

Mrs Gemma Myles

gmyles@harrowschool.hk

COMPUTER SCIENCE

Ms Razia Suleman Darvesh

rdarvesh@harrowschool.hk

DRAMA

Ms Vicky Courtis

vcourtis@harrowschool.hk

ENGLISH

Ms Freya Crofton

fcrofton@harrowschool.hk

ECONOMICS

Mrs Christina Tagg

ctagg@harrowschool.hk

GEOGRAPHY

Ms Leti Spry

lspry@harrowschool.hk

HISTORY

Ms Amy King

aking@harrowschool.hk

PRS

Mrs Sabrina Peck

speck@harrowschool.hk

LANGUAGES

Mr Graham Simms

gsimms@harrowschool.hk

CHINESE

Ms Michelle Lee

mlee@harrowschool.hk

FRENCH

Ms Lucy White

lwhite@harrowschool.hk

SPANISH

Mrs Yolanda Homs

yhoms@harrowschool.hk

MATHEMATICS

Ms Louise Ackroyd

lackroyd@harrowschool.hk

MUSIC

Mr Tom Wiggall

twiggall@harrowschool.hk

Executive Director of Sport

Mrs Sally Beere

sbeere@harrowschool.hk

Head of Upper School Sport

Mr Matt Zoeller

mzoeller@harrowschool.hk

Head of Lower School Sport

Ms Hannah Minty

hminty@harrowschool.hk

Rugby

Mr Ben Loosmore

bloosmore@harrowschool.hk

Athletics and Cross Country

Mrs Sarah McMillan

smcmillan@harrowschool.hk

Swimming

Mr Malcolm Green

mgreen@harrowschool.hk

Tennis

Mr Ross Stokley

rstokley@harrowschool.hk

HUMANITIES

PHYSICAL EDUCATION

PSYCHOLOGY

Ms Sharin Sikka

ssikka@harrowschool.hk

SCIENCE

Ms Zara Holliday

zholliday@harrowschool.hk

Prep School Science Coordinator

Mr Daniel Moss

dmoss@harrowschool.hk

Biology

Ms Siobhan Mccrohan

smccrohan@harrowschool.hk

Chemistry

Mr Andrew Davies

ajdavies@harrowschool.hk

Physics

Mr Matthew Twomey

mtwomey@harrowschool.hk

LIBRARY & LEARNING LOUNGE

Ms Liz Campbell

lcampbell@harrowschool.hk

Head of Sixth Form

Ms Jo Morris

jmorris@harrowschool.hk

Assistant Head of Sixth Form Oxbridge Coordinator

Mrs Hannah Tyley

htyley@harrowschool.hk

USA Universities Coordinator

Ms Jess Darke

jdarke@harrowschool.hk

Dr Catherine Clerc

cclerc@harrowschool.hk

Mrs Penny Hicks

phicks@harrowschool.hk

Head of Pupil Leadership

Mr Brian Murphy

bmurphy@harrowschool.hk

Duke of Edinburgh Coordinator

Mr Thomas Carter

tcarter@harrowschool.hk

Mr Carl Doree

cdoree@harrowschool.hk

SIXTH FORM & CAREERS

EXAMINATIONS Examinations Officer

SCHOLARSHIPS Head of Scholarships & Bursaries

TRIPS & EXPEDITIONS

CHARITIES & COMMUNITY Head of Charities & Community Service

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

harrowschool.hk