Year 12 Information Booklet by Harrow International School Hong Kong

2021-22 SIXTH FORM

YEAR 12 INFORMATION BOOKLET 1

CONTENTS WELCOME TO YEAR 12

INTRODUCTION TO THE SIXTH FORM

WHO’S WHO

CHOOSING A-LEVEL SUBJECTS

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 12 Welcome not only to the Sixth Form, but to the final chapter of school life, where everything that you have worked so hard for throughout your school career culminates into a two-year period preparing you with the qualifications you need to embark on the next part of your educational journey. I am positive university will be one of the most memorable and enjoyable times of your life, as it was mine. Having the freedom to choose your subjects, deciding what to wear to lectures, where to live and when to socialise with friends, are just some of the many aspects of university life you will enjoy. You are almost at your end goal but you still have a couple of years to go and these years are crucial. At Harrow Hong Kong, life in the Sixth Form is different to the rest of the School. Most of you in the Sixth Form would have completed Year 11 at Harrow Hong Kong and will have developed strong working relationships with your teachers, which will be further strengthened by smaller class sizes and a shared passion for subjects – both of which are key to succeeding at A-level. At Harrow Hong Kong we offer the traditional GCSE and A-level qualifications, the ‘gold standard’ of the British education system which are recognised worldwide. We have a wide variety of subjects you can study which will prepare you for your chosen university course. You can speak to Ms Morris, Head of Sixth Form, Mrs Tyley, Assistant Head of Sixth Form, Mr Roscoe, Sixth Form Guidance Coordinator and Ms Darke, US Universities Co-ordinator,your House Master / House Mistress, Heads of Department and School staff to guide you in your decision making, and I encourage you to draw on the wealth of knowledge and experience around you. There is also a raft of Super-Curriculum and Co-curricular Activities and classes for you to participate in. They are an integral feature of your Sixth Form education and Harrow experience, and will broaden your horizons and strengthen your university applications. I am confident by the time you leave us, not only will you be proud of your academic results, but you will also be ambitious, open minded, compassionate, creative, independent and well prepared to take on future challenges in life beyond school. I wish you well.

Ann Haydon Head

INTRODUCTION TO THE SIXTH FORM Whether you have already been a pupil at the School, or you are about to embark on your A-level studies as a new pupil, we welcome you warmly to the Sixth Form at Harrow Hong Kong. This is an exciting time as you start to look ahead to your lives and careers after secondary education. The final years (Years 12 and 13) are critically important in preparing you for life beyond Harrow Hong Kong. Sixth Form life at Harrow Hong Kong will be a memorable and exciting experience where you will develop new skills and new perspectives on your education and life beyond school. We believe in supporting all pupils to achieve the very best A-level outcomes leading to entry into top universities globally, as well as developing key traits such as communication skills, confidence and resilience. We are committed to supporting and challenging you in all facets of your Sixth Form education, from your academic studies, Extended Project Qualification and co-curricular activities, to navigating you through your options for Higher Education and equipping you with the necessary skills to achieve future success and become global leaders. We are ready to enable you to reach the very best of your potential and help prepare you to become leaders of the future, whichever path you choose to take. I am always available to talk through options with you and I look forward very much to working with you and helping you to realise your ambitions.

Ms J. Morris Head of Sixth Form

WHO’S WHO You are never alone at Harrow Hong Kong. There is a tremendous amount of support and people are always willing to listen and help you in any way they can. Here are some suggestions of people you can talk to when you need some advice or simply just want to talk.

Mrs J. Brewer Deputy Head (Academic) Option Choices and Academic Guidance

Ms J. Morris Head of Sixth Form University Applications and Careers

Mrs H. Tyley Assistant Head of Sixth Form Year 12 and Oxbridge Applications

PUPIL

USA Universities Coordinator USA Applications

HMs, AHMs and House Tutors

Heads of Department and Subject Teachers

Pastoral and Academic Concerns

Subject-specific concerns

CHOOSING A-LEVEL SUBJECTS It is important that you choose your subjects wisely. On the whole, your best choices will be the subjects that you enjoy most and in which you think you are most likely to have success. However, there are some subjects that are either essential, or at least very important, for some careers. If you have plans at this stage to follow a particular career, you must find out what subjects are needed so that you do not drop the wrong ones now. The main factors you should consider in your decision-making are:

YOUR LEVEL OF INTEREST IN THE SUBJECT Does a subject really interest you and why? You need to be interested in the subject matter and enjoy the skills involved in it. For example, does it involve extended writing? Is it a more practical subject? In addition, take into account how the subject will be assessed - will there be any coursework? Some subjects, such as Economics and Politics, are new subjects offered in the Sixth Form that you will not have met before and consequently, you need to find out even more about them, at the very least, by attending the taster sessions.

YOUR ABILITY IN THE SUBJECT What are your strengths and weaknesses? Look at your latest school report and be clear about the subjects in which have you been most successful so far, and why? What skills come more easily to you?

UNIVERSITY COURSE AND CAREER CHOICES It is vital that you consider the implications of the choices of the subjects which you may elect to study. Some subjects are necessary if you wish to read certain degrees. For pupils interested in studying in the UK, the current university websites are the best guides and we also have many copies of university prospectuses from around the world. Other useful websites and publications include: www.ucas.com www.russellgroup.ac.uk/for-students In summary, when you finally make your decisions, bear the following in mind:

DO CHOOSE A SUBJECT BECAUSE: • You will enjoy it • You have a strong interest in it • You are good at it • It will help you in your future career aspirations and plans • You believe that you will succeed in it 8

DO NOT CHOOSE A SUBJECT BECAUSE: • Your friends have chosen it • You think it will be easy • You have been told it involves less work • Relatives or friends tell you to do it without a good reason • It is something new • You like your current teacher

THE EPQ At Harrow Hong Kong, the Extended Project Qualification (EPQ) is open to all pupils and is a popular option. It provides an opportunity for pupils to study a topic of their choice and to make their university application stand out by gaining additional UCAS points and demonstrating a true passion in their chosen area. Universities look positively at an EPQ for its rigorous academic content as well as the self-discipline and independent research involved. For applications to the most competitive courses, there is evidence that a very good EPQ can be a definite advantage in helping to select the best pupils as it demonstrates intellectual curiosity. The pattern emerging in the UK is for pupils to take three A-levels plus the EPQ. We need our pupils to be able to compete with those UK pupils for places at top universities. Pupils are supported with a series of taught skills such as independent learning, time management, project proposal, project management and presentation skills. They also have a project supervisor to guide them through the whole process. Previous projects have included: • Rewriting a scene from Shakespeare’s King Lear from a feminist perspective. • An investigation into the manufacturing of biodegradable starch-based plastic for less-developed countries. • An overview and evaluation of the RSA cryptosystem. • Should we use animals for testing cosmetics? • To what extent has foreign aid in the Kingdom of Swaziland increased access to modern day healthcare?

CURRICULUM OVERVIEW ART We follow the A-level (Linear) Edexcel GCE Art and Design qualification with the option of ‘Fine Art’ which is taken over two years with assessment at the end of Year 13. The course builds on the skills learnt at GCSE and encourages risk-taking, extensive research and exploration which allows pupils to engage with topics independently with the support of their teachers. Pupils are given the opportunity to expand their creative knowledge and deepen their understanding of the pathways explored at GCSE level including photography, 3D, mixed-media, installation and digital media, textiles and printmaking, as well as more traditional painting and drawing disciplines during their Year 12 studies. This foundation of knowledge enables them to pursue more specialist pathways and processes should they choose to during Year 13. In addition to their practical work, pupils will be required to produce a ‘Personal Study’ which is an essay of at least 1500 words of continuous prose that highlights aspects of their own work and how it relates to the artwork produced by past and contemporary artists. Pupils are encouraged to identify a topic or theme about which they are passionate and use their personal study as a means to deepen their knowledge and understanding of it within the context of Art and Design. The course culminates in an externally set exam project where pupils produce a preparatory study in response to a given theme with a final piece produced under exam conditions for a period of 15 hours.

ASSESSMENT Component 1: Personal Portfolio (Coursework) and Personal Study Essay

Percentage of final mark: 60%

Component 2: Exam project

Percentage of final mark: 40%

Throughout the A-level course pupils have the opportunity to visit galleries, museums and artist workshops. In addition, they may have opportunities to sign up to attend an International Art Trip during their A-level course.

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. The Edexcel A (Salters-Nuffield) A-level Biology course is broad and varied and offers pupils the opportunity to learn many new skills and to develop others. It is exciting, challenging, and rigorous and Salters-Nuffield is a context-led course, where real-life scenarios and investigative methods are used to form the basis of learning. The course covers essential biological principles, emphasising the way in which scientists work and their contributions to modern society. During the two year A-level course, pupils complete the following eight topics: 1. Lifestyle, Health and Risk

5. On the Wild Side

2. Genes and Health

6. Immunity, Infection and Forensics

3. Voice of the Genome

7. Run for your Life

4. Biodiversity and Natural Resources

8. Grey Matter

AREAS/SKILLS THAT ARE 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 ethics; 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, with many mathematical skills being embedded into the curriculum, including use of statistical testing to support conclusions made. Practical activities are integrated into the curriculum and the skills developed form part of the assessment of the course. There are many core practical activities that are covered throughout the course, as well as other suggested ones that help support teaching and learning in Biology at Harrow Hong Kong.

ASSESSMENT Regular internal assessment takes place throughout the two years of study, enabling close tracking of every pupil’s progress. The final grade awarded at the end of the course is 100% externally assessed through examinations (three papers); however, the assessment of practical skills throughout the course is a compulsory requirement for the A-level qualification and it will appear on the pupil’s certificates as a separately reported result. To achieve the practical endorsement, pupils must carry out a minimum of 12 practical activities, which must meet a range of Common Practical Assessment Criteria (CPAC).

CHEMISTRY Chemistry Edexcel A-level is a challenging but immensely interesting and rewarding course. Many of the concepts already introduced at IGCSE are developed further throughout the two years as pupils delve deeper into the world of Chemistry. A successful Chemist is inquisitive, logical and practical, and highly motivated. Pupils need to be resilient and independent learners as they approach more complex ideas and have to apply them to novel situations. Key topics encountered in the A-level include atomic structure, bonding, organic chemistry, kinetics, equilibrium, redox, aromatic chemistry, thermodynamics and analytical techniques.

AREAS/SKILLS THAT ARE DEVELOPED Throughout the course, pupils learn about chemical themes and concepts and they will need to be able to apply their knowledge and understanding in familiar and unfamiliar contexts. Following on from the calculations studied at IGCSE, the pupils will continue to develop their mathematical skills from a Chemistry perspective over the two years. A number of core practical activities, such as determining the enthalpy change of a reaction using Hess’s Law and using organic synthetic routes to prepare aspirin, are embedded within the topics. Additional demonstrations and experiments will supplement the core practicals and encourage pupils to build upon their experimental and investigative skills whilst further developing their understanding of the areas being studied. Within one of the synoptic papers taken at the end of the course, pupils will be required to draw upon their theoretical knowledge and conceptual understanding of the practical procedures and techniques covered throughout the course.

ASSESSMENT Regular internal assessment takes place throughout the two years of study, enabling close tracking of every pupil’s progress. The final grade awarded at the end of the course is 100% externally assessed through examinations. The three papers will consist of a mixture of multiple-choice questions, short questions, open-response and extended writing questions, with a minimum of 20% of each paper being based around mathematical skills. In addition to practical knowledge being asked upon within the written papers, the assessment of personal physical practical skills throughout the course is a compulsory requirement for the A-Level qualification and it will appear on the pupil’s certificates as a separate reported result. To achieve the practical endorsement, pupils must carry out a minimum of 12 practical activities, which must meet a range of Common Practical Assessment Criteria (CPAC).

COMPUTER SCIENCE Examination Board: Cambridge International Examinations The aim of this course is to enable students to develop: •

computational thinking skills.

•

an understanding of the main principles of solving problems using computers.

•

an understanding of the component parts of computer systems and how they relate, including software, data, hardware, communication and users.

•

an understanding of the different methods of communication and the functionality of networks and the internet.

•

the skills necessary to apply this understanding to develop computer-based solutions to problems.

REQUIREMENTS Candidates taking Computer Science at A-Level are not expected to have studied Computer Science or have any experience of programming. The A-Level course is designed to cater to pupils of all levels, especially those who are new to the subject or to programming. Most important is 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.

KEY CONCEPTS The key concepts for CIE A-level Computer Science are: •

Computational thinking

Computational thinking is a set of fundamental skills that help produce a solution to a problem. Skills such as abstraction, decomposition and algorithmic thinking are used to study a problem and design a solution which can be implemented. This may involve using a range of technologies and programming languages. •

Programming paradigms

A programming paradigm is a way of thinking about or approaching problems. There are many different programming styles that can be used, which are suited to unique functions, tools and specific situations. •

Communication

Communication is a core requirement of computer systems. It includes the ability to transfer data from one device or component to another and an understanding of the rules and methods that are used in this data transfer. Communication could range from the internal transfer of data within a computer system to the transfer of a video across the internet. 16

•

Computer architecture and hardware

Computer architecture is the design of the internal operation of a computer system. It includes the rules that dictate how components and data are organised and how data is communicated between components to allow hardware to function. There is a range of architectures with different components and rules which are appropriate for different scenarios. •

Data representation and structures

Computers use binary and understanding how a binary number can be interpreted in many ways is important. Programming requires an understanding of how data can be organised for efficient access and/or transfer.

ASSESSMENT STRUCTURE The assessment comprises of the following papers: Paper 1: Written Theory Fundamentals (1h 30m) Paper 2: Written Fundamental Problem-solving and Programming Skills (2hrs) Paper 3: Written Advanced Theory (1h 30m) Paper 4: Practical Program Coding and Testing (2hrs 30 mins) Equal weighting is given to all four components. Potential Careers Studying Computer Science helps pupils to gain many technical and non-technical skills, from leadership to programming, which are highly valued by employers. The increasing scope of Computer Science means you have plenty of choice in a wide variety of highly specialised areas. Some careers for which a Computer Science degree would be a perfect fit are: Data Scientist, Web Developer, Systems Analyst, Network Architect, Software Engineer, Database Administrator, Cloud Computing Engineer, Artificial intelligence & Machine learning engineer and many more.

ECONOMICS The course examines economic theories and their application to the real world; pupils will learn to think logically, draw holistic conclusions after analysing data and trends, and present their ideas coherently and effectively. ASSESSMENT Paper 1 35 %

Markets and business behaviour

Paper 2 35 %

The national and global economy

Paper 3 30 %

Microeconomics and macroeconomics

Pupils wishing to take the Advanced Level GCE must sit all three papers in the Summer Term of Year 13.

COURSE CONTENT AND DESCRIPTION Pupils follow the Edexcel Level 3 Advanced GCE Economics ‘A’ specification. This linear qualification consists of four themes and is externally assessed in its entirety at the end of Year 13. In Year 12 pupils will be introduced to core economic models. Theme 1 provides an introduction to the main microeconomic concepts, from the nature of economics, consumer behaviour, supply, demand and how prices are determined, to market failure and how governments might intervene to correct this. Theme 2 focuses mainly on the macroeconomic measures of performance and the policies that might be used to achieve government objectives such as economic growth. These ideas are examined in greater depth towards the end of Year 12 and into Year 13. Theme 3 introduces the concepts of business growth and objectives, revenue, costs and profits in a number of market structures at varying levels of contestability, and government intervention in both product and labour markets. Theme 4 introduces the role of the financial sector in the economy and applies AS macroeconomic models to global economic issues including trade, poverty and inequality, with a particular focus on developing/emerging economies.

ENGLISH UNIT 1: Post-2000 Poetry and Prose

UNIT 2: Prose

Pupils study one Shakespeare play and one other Tragedy or Comedy.

Pupils study two prose texts from a chosen theme. At least one of the prose texts must be pre-1900.

Section A - SHAKESPEARE One essay question, incorporating ideas from wider critical reading Section B - OTHER DRAMA One essay question

Pupils answer one comparative essay question from a choice of two on their studied theme.

In both sections, pupils answer one question from a choice of two on their studied text 2 hours and 15 minutes.

1 hour and 15 minutes.

30%

20%

UNIT 3: Poetry

UNIT 4:

Pupils study:

The coursework component is comparative. Pupils will study two texts linked by theme, movement, author or period. These may be poetry, drama, prose or literary nonfiction.

• poetic form, meaning and language • a selection of post-2000 specified poetry and • a specified range of poetry from a literary period (either pre- or post1900) or a named poet from within a literary period.

Pupils produce one one extended comparative essay of 2500-3000 words referring to two texts

Section A – Post-2000 Specified Poetry: one comparative essay question on an unseen modern poem written post-2000 and one named poem from the studied contemporary text Section B – Specified Poetry Pre- or Post-1900: one essay question 2 hours and 15 minutes.

20%

30% 19

Pupils take the Edexcel A-level in English Literature. It is a linear course and includes a coursework component. The course requires students to learn how to respond critically to literature, producing original interpretations of texts informed by critics and their understanding of the impact of contextual factors. It also focuses on comparing and evaluating literature. Pupils are expected to use a wide range of terminology in their analysis and to write coherently and analytically. All examinations are open book and pupils are provided with clean copies of the texts. Pupils will complete an extended non-examination assessment (coursework) worth 20% and will sit three exams in Year 13. Unit 1 includes a Shakespeare play ( often Hamlet or Othello) and another tragedy or comedy. Unit 2 is comparative, based on a theme and texts chosen can include Never Let Me Go, The Handmaid’s Tale, War of the Worlds and Frankenstein. Unit 3 requires students to analyse a range of poetry from a selected period and to compare unseen poetry with selected poems from the Poems of the Decade anthology. English Literature A-level is highly regarded by Universities. Not only do students develop the essay-writing skills required on many degree courses, and learn to analyse the nuances of writers’ linguistic and structural choices, but they also learn how to evaluate research, to understand the impact of contextual factors and to construct arguments informed by a range of different critical perspectives. 20

GEOGRAPHY ASSESSMENT: Edexcel International A-level AS Unit 1 - 30 %

Global Challenges 1 hour 45 minutes examination

AS Unit 2 - 20 %

Geographical Investigations 1 hour 30 minutes examination

A2 Unit 3 - 30 %

Contested Planet 2 hour examination

A2 Unit 4 - 20 %

Researching Geography 1 hour 30 minutes examination

In Years 12 and 13, pupils study the Edexcel International A-Level (IAL) syllabus. This course enables pupils to develop their knowledge of places, processes, peopleenvironment interactions and how they underpin some of the key issues facing the world today. AS Unit 1: This unit provides pupils with the opportunity to investigate key global issues confronting people in a range of countries at different levels of development. The unit is divided into two topics, World at Risk and Going Global. World at Risk is focused on physical geography and people–environment interactions. It looks specifically at natural hazards and whether they are increasing in frequency due to global warming. Going Global focuses on themes related to human geography. Pupils investigate globalisation, migration and urbanisation. This unit allows pupils to apply their theoretical knowledge to the study of issues and ideas that make headlines around the world today.

AS Unit 2: This unit involves the study of two topics: Crowded Coasts and Urban Problems, Planning and Regeneration. In Year 12, there are local field trips during which pupils collect data from human and physical geographical environments around Hong Kong, in order to prepare them for the fieldwork related questions. The Coasts field trip examines the physical and human characteristics and landforms at Pui O, whilst the Urban trip encourages pupils to conduct a comparison of the IFC, Kai Tak development (CBD2) and Sham Shui Po – various urban areas throughout Hong Kong at different stages of development and regeneration. AS Unit 3: This unit involves the study of four topics: Atmosphere and Weather Systems, Biodiversity Under Threat, Energy Security and Development. Pupils develop an understanding of how physical systems generate climate zones and weather systems across the Earth’s surface. They consider how our urban world threatens ecosystems and global biodiversity. Energy security themes challenge pupils to consider how our future energy demands can be met, whilst at the same time minimising environmental damage. Finally, pupils delve into what development means, how it can be measured and the consequences of uneven development around the world. A2 Unit 4: This unit provides an opportunity for pupils to study one topic in depth. Pupils undertake individual research to build a portfolio of material about tectonic activity and hazards. This unit builds on the understanding developed in Unit 1, but requires more detailed knowledge and understanding of processes. Pupils are expected to demonstrate an understanding of case studies from countries at different stages of development in order to produce a detailed report. This piece of work should utilise geographical theories to support a particular viewpoint.

THE FUTURE The combination of physical and social sciences, data skills and real world application make geography a highly relevant subject, which develops attributes that are held in high regard by universities and employers alike. Due to the multidisciplinary nature of the subject, a Geography degree opens up a variety of career paths. Many geographers work in the field of cartography, in government agencies responsible for hazard management, in weather forecasting or urban development. Geography is also an obvious choice for pupils who are interested in sustainability and green issues, but the subject is also an ideal entry point for those wishing to pursue careers in fields such as law, international relations and welfare.

HISTORY EXAMINATION BOARD - Edexcel (9HI0, 2015) ASSESSMENT STRUCTURE Paper 1

Breadth study with interpretations (30% of total A-level). 2 hours 15 minutes examination at the end of the two year course.

Paper 2

Depth study (20% of total A-level). 1 hour and 30 minutes examination at the end of the two year course.

Paper 3

Themes in breadth with aspects in depth (30% of total A-level). 2 hours 15 minutes examination at the end of the two year course.

Coursework Enquiry (20% of total A-level). No examination.

COURSE CONTENT AND DESCRIPTION For Paper 1, a breadth study with interpretations, pupils follow Route E: Communist states in the twentieth century. Within this theme, pupils focus on Russia, 1917-91: from Lenin to Yeltsin. Pupils are required to respond to two questions which could be based on the historical skills of cause, consequence, change, continuity, similarity, difference and significance. In a separate question, pupils then evaluate different interpretations of the reasons for the end of the Cold War. For Paper 2, pupils continue their focus on Route E: Communist states in the 20th century with a depth study focusing on Mao’s China 1949-1976. Pupils are required to answer one question asking them to analyse and evaluate two sources for how far they can be used to answer a specified enquiry. Pupils then answer one depth essay which could be based on cause, consequence, change, continuity, similarity, difference and significance. In Paper 3, a thematic and depth study, pupils explore Poverty, Public Health and the State in Britain c1780-1939. Pupils are required to analyse and evaluate one source in terms of its value to a two-part enquiry. Then, pupils answer one depth essay which could be based on cause, consequence, change, continuity, similarity, difference and significance. In a third breadth question, pupils focus on evaluating long-term change over a period of at least 100 years. The coursework component of the A-level is an independently researched enquiry on historical interpretations. Within the topic of Vietnam 1945-1975, pupils will have a choice of exploring an issue that has caused debate amongst historians, for example, reasons for deepening American involvement in the region, the extent that the Tet Offensive of 1968 was a turning point, the significance of the anti-war movement in the USA and reasons for US withdrawal. Pupils must produce a 3,000-4,000-word assignment. 24

POTENTIAL CAREERS/FUTURE Pupils who study A-level History often go on to study History or Law at university. Many go on to become journalists, lawyers, doctors, financiers, teachers, civil servants or work within the creative arts and media, although most students find that A-level History gives them core communication and analytical skills that can be used in a wide variety of careers. Indeed, in a world of information overload, it is History pupils who will be best equipped to discriminate between the credible and the incredible.

OTHER INFORMATION It is useful for pupils studying A-level History to have studied IGCSE History (or an equivalent). It is desirable for those studying the subject to enjoy reading and writing, but also to have an independent voice, to enjoy debating and arguing either verbally or on paper and to display historical curiosity. The ability to evaluate material critically and think creatively rather than accepting evidence at face value is also useful.

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 LEARNING (LAL) In the Sixth Form, the Language and Learning department provides support to all pupils who require English language support. The timetabled lessons focus on IELTS support, and the clinics and enrichment are open to pupils for drop-in sessions.

IELTS An IELTS certificate is recognised as evidence of proficiency in English by the majority of the university destinations of our pupils, including the UK, the US, Canada, Australia and Hong Kong. It is also accepted by the UK Visas and Immigration (UKVI) as proof of English proficiency for our pupils wishing to study in the UK.

FORMAT The IELTS test assesses abilities in listening, reading, writing and speaking. The Listening, Reading and Writing components of all IELTS tests are completed on the same day, while the speaking component can be completed up to a week before or after the other tests. The test centre will advise. The total test time is 2 hours and 45 minutes. Test takers will be given a score from 1 to 9 for each part of the test - Listening, Reading, Writing and Speaking. The average produces an overall band score. Typically, the more competitive UK universities require Band 7.0 in all the four components. 27

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

CHINESE In Year 12 and 13 A-level pupils will follow the Pearson Edexcel Level 3 Advanced GCE in Chinese (9CN0). Course Overview A-level Chinese (9CN0) is a linear 2-year course. The course is designed to enable pupils to develop an advanced level knowledge and understanding of the Chinese language and the culture of China and other Chinese-speaking countries; to inspire pupils to appreciate the Chinese language, literature, film and culture of the Chinesespeaking world; and to learn and apply important practical and valuable language skills and transferable skills in critical thinking and analysis. Pupils also practise presenting and justifying viewpoints, developing logical arguments to persuade, relating the work to key concepts, issues and the social context and writing a critical response. Pupils will study four engaging themes and two literary works. The four themes address a range of social issues and trends, as well as aspects of the political and artistic culture of the Chinese-speaking world. Each theme is broken into two sub-themes. These sub-themes are each exemplified further. Theme 1: Changes in Contemporary Chinese Society; and Theme 2: Chinese Culture; and one literature work《一只叫凤的鸽子》supplemented with a collection of literature works《曹文轩文集》. In Year 13, they will cover the other two main themes: Theme 3: Evolving Chinese Society; and Theme 4: China on the World Stage Post 1978 P.R) and a collection of short novels《城南旧事》or《故乡》. An independent research project will be introduced at the end of Year 12, to enable pupils to commence their research during the summer break; the project is revisited in Year 13 prior to the final preparation for the speaking examination. There will be internal formative and summative assessments throughout Year 12 and Year 13 in all four skills: Speaking, Listening, Reading and Writing, as well as a mock examination in Year 13. Pupils will take the A-level examination after two years of learning in Year 13. 28

Assessment Structure: Paper 1: Listening, reading and translation from Chinese to English (2 hours) 40% (80 marks) (Paper 1 tasks will be based on contents from the four themes studied) Paper 2: Written response to works and translation from English to Chinese (2 hours and 40 minutes) 30% (120 marks) (Written response to works will be based on the literature works studied and the content of the translation will be a passage based on one of the four themes.) Paper 3: Speaking 30% (21-23 minutes, includes 5 minutes’ formal preparation time) (72 marks) Task 1: discussion on a theme Task 2: presentation and discussion on pupil’s independent research project (Paper 3 tasks will be based on contents from the four themes studied) In terms of course materials, pupils will study two literary texts or one literary text and one film from the prescribed list of works, i.e.《城南旧事》，《故乡》，《一只叫凤的鸽子》，《请投我一票》,《天水围的日与夜》and《十七岁的单车》. For the thematic learning, they will be using Edexcel Chinese for A2, Chinese for Advanced Subsidiary Level, Chinese Made Easy 3rd Edition 6-7, 慢速中文 podcasts, magazines, news articles, films, websites and other printed materials to expand their repertoire of vocabulary and develop their understanding of grammar in new contexts. This will help to develop their global comprehension skills. Pupils are expected to become much more independent in their approach to learning.

POTENTIAL CAREERS/FUTURE The A-level Chinese qualification offers a suitable progression route to further study at university level. The qualification may also add to an individual’s employability profile, particularly for UK organisations, trading overseas as well as with international companies based in the UK and globally. The economic development of and global interest in China has heightened the need for Chinese language skills and an understanding of Chinese culture for use in business, science and international relations. Pupils can progress to a wide range of careers in areas such as journalism and media, education, science, medicine, the civil service, sales, marketing, retail, and charities.

FRENCH YEAR 12 Pupils in Year 12 have chosen to study the language to Advanced Level and will be following the AQA A-level in French. Pupils will continue to build on the knowledge, understanding and skills gained at IGCSE level in speaking, listening, reading and writing. This is a linear course and the pupils will be assessed at the end of Year 13. The A-level course constitutes an integrated study with a focus on language, culture and society. It fosters a range of transferable skills including communication, critical thinking, research skills and creativity, which are valuable to the individual and society. Pupils will be assessed by means of a Listening, Reading and Writing test (worth 50% of the A-level course), a Writing test based on one text and one film or two texts from the list set in the specification (worth 20% of the A-level course) and a Speaking test (worth 30% of the A-level course) Topics studied are: Social Issues and trends and Political and Artistic culture. Pupils will be building on their prior knowledge of French from the IGCSE course and continuing to develop their overall fluency of expression and understanding. They will also be required to develop their essay writing skills as this is an assessed component of the course. In terms of course materials, pupils will be using resources from the AQA A-level French course published by Hodder which will be supplemented with the accompanying online platform Kerboodle and additional extension materials to really support and challenge our learners. The approach is a focus on how French-speaking society has been shaped socially and culturally and how it continues to change. In the first year, aspects of the social context are studied, together with aspects of the artistic life of French-speaking countries. In the second year, further aspects of the social background are covered, this time focusing on matters associated with multiculturalism. Pupils also study aspects of the political landscape including the future of political life in the Francophone world by focusing on young people and their political engagement. Pupils will develop their knowledge and understanding of themes relating to the culture and society of countries where French is spoken, and their language skills. They will do this by using authentic spoken and written sources in French. The choice of works (literary texts and films) offers opportunities to link with the themes. Pupils are also required to develop their independent research skills by producing an individual research project. They will identify a subject or a key question which is of interest to them relating to a French speaking country. They will demonstrate their ability to initiate and conduct individual research by analysing and summarising their findings and presenting and discussing them in the Speaking assessment at the end of Year 13. 31

Throughout the A-level course, pupils are expected to become much more independent in their approaches to learning and should expect to read magazines, articles, websites and other printed materials to expand their repertoire of vocabulary and develop their understanding of grammar in new contexts. This will also help them with their overall comprehension skills as will listening to authentic materials such as films, the news and other relevant listening materials.

SPANISH Pupils in Year 12 have chosen to study the language to Advanced Level and will be following the AQA Advanced Level in Spanish. Pupils will continue to build on the knowledge, understanding and skills gained at IGCSE level in speaking, listening, reading and writing. This is a linear course and the pupils will be assessed at the end of Year 13. The A-level course constitutes an integrated study with a focus on language, culture and society. It fosters a range of transferable skills including communication, critical thinking, research skills and creativity, which are valuable to the individual and society. Pupils will be assessed by means of a Listening, Reading and Writing test (worth 50% of the A-level course), a Writing test based on one text and one film or two texts from the list set in the specification (worth 20% of the A-level course) and a Speaking test (worth 30% of the A-level course) Topics studied are social issues and trends and political and artistic culture. Pupils will be building on their prior knowledge of Spanish from the IGCSE course and continuing to develop their overall fluency of expression and understanding. They will also be required to develop their essay writing skills as this is an assessed component of the course. In terms of course materials, pupils will be using resources from the AQA A-level Spanish course published by Hodder which will be supplemented with the accompanying online platform Kerboodle and additional extension materials to really support and challenge our learners. The approach is a focus on how Spanish-speaking society has been shaped socially and culturally and how it continues to change. In the first year, aspects of the social context are studied, together with aspects of the artistic life of Spanish-speaking countries. In the second year, further aspects of the social background are covered, this time focusing on matters associated with multiculturalism. Pupils also study aspects of the political landscape including the future of political life in the Hispanic world by focusing on young people and their political engagement. Pupils will develop their knowledge and understanding of themes relating to the culture and society of countries where Spanish is spoken, and their language skills. They will do this by using authentic spoken and written sources in Spanish. The choice of works (literary texts and films) offers opportunities to link with the themes. 32

Pupils are also required to develop their independent research skills by producing an individual research project. They will identify a subject or a key question which is of interest to them relating to a Spanish speaking country. They will demonstrate their ability to initiate and conduct individual research by analysing and summarising their findings and presenting and discussing them in the speaking assessment at the end of Year 13. Throughout the A-level course, pupils are expected to become much more independent in their approaches to learning and should expect to read magazines, articles, websites and other printed materials to expand their repertoire of vocabulary and develop their understanding of grammar in new contexts. This will also help them with their overall comprehension skills, as will listening to authentic materials such as films, the news and other relevant listening materials.

A-LEVEL MATHEMATICS All pupils study either A-level Mathematics or A-level Mathematics and A-level Further Mathematics. Both courses follow the Edexcel Linear A-level (GCE) specification. The course specifications are available via this link: https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/mathematics-2017.html

MATHEMATICS ASSESSMENT Pure Mathematics (Paper 1) 33.33% 2-hour written examination 100 marks Summer, Year 13

1. Proof; 9MA0/01

2-hour

3. Coordinate geometry in the (x, y) plane; 4. Sequences and series; 5. Trigonometry;

Pure Mathematics (Paper 2) 33.33%

2. Algebra and functions;

6. Exponentials and logarithms; 7. Differentiation; 9MA0/02

written examination 100

8. Integration; 9. Numerical methods; 10. Vectors.

marks Summer, Year 13 Statistics and Mechanics 33.33% 2-hour written examination 100 marks Summer, Year 13

Section A: Statistics 1. Statistical sampling; 2. Data presentation and interpretation; 3. Probability; 4. Statistical distributions; 9MA0/03

5. Statistical hypothesis testing. Section B: Mechanics 1.

Quantities and units in mechanics;

Kinematics;

Forces and Newton’s laws;

Moments.

COURSE OVERVIEW Mathematics at A-level is a challenging course that develops the foundational understanding and problem-solving skills necessary to solve a vast array of problems across many fields, as well as developing the ability to construct mathematical arguments and prove results, rather than simply learning formulae. A large emphasis is placed on really understanding underlying principles: asking oneself why a method works and considering how topic areas link together are both crucial skills to have success. As this is a linear course, it is vital that pupils are confident that they will continue with the course for the full two years. Within the first month in Year 12, the Mathematics department will test all pupils and provide guidance as to their suitability for the course.

TEXTBOOKS Pupils are provided copies of the Pearson textbooks (details below) and these provide a good basis for developing a sound understanding as well as an excellent source of practice material. Please note that these will be purchased by the School and so do not need to be purchased in advance. • Edexcel AS and A-level Mathematics Pure Mathematics Year 1/AS Textbook (ISBN: 129218339X) • Edexcel A-level Mathematics Pure Mathematics Year 2 Textbook (ISBN: 1292183403) • Edexcel AS and A-level Mathematics Statistics & Mechanics Year 1/AS Textbook (ISBN: 1292232536) • Edexcel A-level Mathematics Statistics & Mechanics Year 2 Textbook (ISBN: 1446944077)

CALCULATORS All pupils must have a scientific calculator with the ability to compute summary statistics and access probabilities from standard statistical distributions. We recommend that all pupils have one of the following two calculators: • Casio fx-991ex CLASSWIZ • Casio fx-570ex CLASSWIZ The use of graphical calculators is not necessary for A-level Mathematics and can act as a hindrance to developing depth in understanding. However, some pupils opt for them, and for these pupils we would recommend either the Texas TI-nspire CX or the Casio FX-CG50.

FURTHER MATHEMATICS ASSESSMENT Core Pure Mathematics (Paper 1) 25% 1-hour 30 minutes written examination 75 marks Summer, Year 13 Core Pure Mathematics (Paper 2) 25% 1-hour 30 minutes written examination 75 marks Summer, Year 13

1. Proof; 9FM0/01

2. Complex numbers; 3. Matrices; 4. Further algebra and functions; 5. Further calculus; 6. Further vectors; 7. Polar coordinates;

9FM0/02

8. Hyperbolic functions; 9. Differential equations.

Further Statistics 1 1-hour 30 minutes written examination 75 marks Summer, Year 13

1. Discrete probability distributions; 2. Poisson & binomial distributions; 3. Geometric and negative binomial distributions; 9FM0/3C

4. Hypothesis testing; 5. Central limit theorem; 6. Chi squared tests; 7. Probability generating functions; 8. Quality of tests.

Further Mechanics 1 25% 1-hour 30 minutes written examination 75 marks Summer, Year 13

1. Momentum and impulse; 2. Work, energy and power; 9FM0/4D

3. Elastic string and springs and elastic energy; 4. Elastic collisions in one dimension; 5. Elastic collisions in two dimensions.

Additionally, in Year 13, pupils will have the opportunity to pursue Decision 1, Further Mechanics 2 and/or Further Pure Mathematics 1 as additional units of study.

CALCULATORS All pupils must have a scientific calculator with the ability to compute summary statistics, access probabilities from standard statistical distributions and also the ability to perform calculations with matrices up to 3 x 3. We recommend that all pupils have one of the following two calculators: • Casio fx-991ex CLASSWIZ • Casio fx-570ex CLASSWIZ The use of graphical calculators is not necessary for A-level Further Mathematics and can act as a hindrance to developing depth in understanding. However, there are areas of the course where the graphing functionality offers some advantage for checking solutions and so if pupils opt to purchase one, we would recommend either the Texas TI-nspire CX or the Casio FX-CG50.

COURSE CONTENT AND DESCRIPTION Further Mathematics is a very challenging course that explores advanced mathematical concepts not otherwise available to pupils taking Mathematics A-level. Ideas are assimilated quickly and an even greater emphasis placed on algebraic fluency, speed, derivation of concepts, recall of key principles and application to unfamiliar problems. All pupils find A-level Further Mathematics very difficult and as a result there is the option, after Year 12, to pursue only an AS-level in Further Mathematics, to be sat at the end of Year 13. The course content for the AS-level is similar to the A-level, but only two exams of lesser difficulty need to be sat. The typical profile would be as below:

ASSESSMENT AS Core Pure Mathematics 50% 1-hour 40 minutes written examination 80 marks Summer, Year 13

8FM0/01

As above, but with reduced content

AS Further Mechanics 1 and Decision Mathematics 1 50% 1-hour 40 minutes written examination 80 marks Summer, Year 13

8FM0/2E

As above, but with reduced content

Additionally, as with the A-level Further Mathematics course, in Year 13, pupils will have the opportunity to pursue Further Pure Mathematics 1, Further Mechanics 2 or Decision 1 as part of their ‘applied’ Mathematics unit of study, either as additional units of study or to replace Further Statistics 1 or Further Mechanics 1.

MUSIC The A-level Music course is divided into three strands – Performing (30%) , Composing and Compositional Technique (30%) and Appraising (40%). It is a linear course with no formal assessment completed in Year 12. Pupils considering Music A Level should be playing at a minimum of Grade 6 on instrument or voice by the end of Year 11. Performing: The assessed performance is based on a recital of at least 8 minutes in length, which will be delivered in front of an audience at the end of Year 13. The music played for this performance can be of any style and pupils are able to perform using any instrument or voice. Composing: Through both years of the course pupils will work on a free composition, using Sibelius Ultimate, which will be at least four minutes in length. Compositional Technique: In this element of the course, pupils will learn to harmonise a melody in the style of Bach and the method for this will be taught through Years 12 and 13. Pupils sit a controlled assessment in this discipline, which takes place in the Summer Term of Year 13. Appraising: The examination takes place in the Summer Term in Year 13. The appraising part of the course is based on six Areas of Study: Instrumental Music; Vocal Music; Music for Film; Popular Music and Jazz; 20th/21st Century Art Music; and Fusion Music. Pupils study three set works from each area 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 A-Level pupils are expected to take part in at least two ensembles. 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.

PHILOSOPHY & RELIGIOUS STUDIES The Philosophy and Religious Studies qualification is a linear course and pupils take the full A-level at the end of Year 13. All units are assessed by examination and there is no coursework element.

ASSESSMENT STRUCTURE: Linear A-level – all units examined at the end of Year 13. • A-level Component 1 – Philosophy of Religion and Ethics (50% – 3 hours) • A-level Component 2 – Study of Religion and Dialogues (50% – 3 hours) Section A of Component 1, ‘Philosophy of Religion’, comprises of a study of philosophical arguments for the existence of God, evil and suffering, religious experience, religious language, miracles, self and life after death and the nature and function of religion. Section B explores in depth various ethical theories, issues of human life and death, issues of animal life and death, meta-ethics, free will and moral responsibility, and the conscience. These topics are studied with a particular focus on the ethical theorists of Bentham and Kant. Section A of Component 2, ‘Study of Religion & Dialogues’, pupils examine a Christian and a philosophical understanding of God/Ultimate Reality, life after death, scientific challenges to religion, the nature and role of religion, and sources of wisdom and authority. They explore Christian key moral principles, religious identity and sexual identity. Sections B and C evaluate the concepts learned in the first two sections by exploring the ongoing dialogue between Philosophy & Religion and Ethical Studies & Religion.

POTENTIAL CAREERS/FUTURE: Pupils who study A-level Philosophy and Religious Studies may go on to study Philosophy or Theology at university. Many go on to become lawyers, doctors, financiers, charity and NGO officers, teachers, academics, civil servants or work within social services and other caring professions. All pupils find that A-level Philosophy and Religious Studies gives them core communication and analytical skills that can be used in a wide variety of careers.

PHYSICS This is the subject for pupils who want to understand the physical laws governing the world around them. There will be focus on developing pupils’ practical, analytical and problem-solving skills. They will also be able to use to dataloggers, video capturing and analysis software and then learn to manipulate the software to achieve the desired aim of the experiment they are conducting. Pupils will follow the Edexcel linear A-level specification 9PH0. Assessment Structure Advanced Physics I – 9PH0/01 (30% of the total qualification) Advanced Physics II – 9PH0/02 (30% of the total qualification) General and Practical Principles in Physics – 9PH0/03 (40% of the total qualification) Course Content and Description Advanced Physics I involves the study of Mechanics, Electric Circuits, Further Mechanics, Electric and Magnetic Fields, Nuclear and Particle Physics and Working as a Physicist. Advanced Physics II involves the study of Materials, Waves and Particle Nature of Light, Thermodynamics, Space, Nuclear Radiation, Gravitational Fields, Oscillations and Working as a Physicist. General and Practical Principles in Physics involves the conceptual and theoretical understanding of experimental methods (indirect practical skills) that will draw upon pupils’ experiences of the 12 core practicals. It may draw upon any of the topics listed in Advanced Physics I or II. Pupils will sit a paper in each of Advanced Physics I, Advanced Physics II and General and Practical Principles in Physics at the end of Year 13. Potential Careers It is not just rocket science: Physics is widely respected and a route to many careers from predicting climate change to Engineering to designing computer games. Any career that requires lateral thinking, analysis and technical innovation would benefit from an A-level in Physics. Such skills will also help pupils future proof themselves for those jobs that don’t exist yet.

POLITICS Politics is a subject in which you are expected to take an interest in, and to be critical about, the way in which a country is run, and more broadly the world around you. We study issues concerned with who really has power in the UK, and about how the system could be improved. In addition we will also study ideologies such as socialism, liberalism, conservatism and nationalism in order to attempt to come to conclusions about what an ideal society would look like - or perhaps to come to the conclusion that an ideal society is an unrealistic fantasy. In the second year of the course we will examine how the UK system of government and political makeup of the country compares to that of the USA. Throughout this contemporarily focused course we will be looking at the world that surrounds us at this point in time and look at the real-time impact of the decisions that affect our immediate future. General questions that we will be seeking to answer throughout the course include: Is the UK truly democratic? Why do we have political parties? How do the Labour Party and the Conservatives differ? Are decisions sometimes made according to “who shouts loudest”? Does parliament run the country? Should it? Is the Prime Minister like a President? Are our civil rights protected? How is the US governed? What is the relationship between states and the federal government?

FAQ – FREQUENTLY ASKED QUESTIONS: What does the term ‘politics’ actually mean?

The study of how society is or should be run and how power* is conducted or carried out.

What sorts of things are actually studied in class as part of a Politics A-level?

Political institutions (bodies): eg. What is parliament? How does it work? How many members does it have? What committees does it have? What do those committees do? Are these committees accountable? How is the USA governed?

*Power is the ability to get people to get others to act as you wish – either willingly or through coercion and force

Political processes and roles: eg. How is power exercised in practice? For example, what powers does the PM have and what limits exist to PM power? What is the step-by-step process through which new laws are made? Political ideas: eg. What should an ideal society look like? Is an ideal society possible or even desirable? Are liberalism and nationalism compatible?

EXPECTATIONS AND DEMANDS ON PUPILS: Politics is a demanding and well-respected course; as a result, pupils are expected to meet extremely high expectations. Pupils will be: • Regularly set independent research to deadlines (every week) • Expected to engage proactively with the subject – you must read around the subject and follow the news. • Set regular essay writing and examination practice

HOW AM I ASSESSED AND WHAT SPECIFIC CONTENT IS ON THE COURSE? • Pupils study four main modules – UK Politics, UK Government, Political Ideologies & the USA in order to complete the A-level. • The exam board is Edexcel. Politics is taught as a linear course which means that all exams will be taken in the summer of Year 13. • Pupils sit three exams. Each is equally weighted at 33% of your total A-level and there is no coursework at any point.

EDEXCEL POLITICS SYLLABUS - PAPER 1 (ALL UNITS HAVE FOUR MODULES/SUB-TOPICS) Paper 1 UK Politics 2 Hours Summer Yr. 13 33% of total A-level 84 Marks

Democracy & Participation: We discover what democracy is, how it works in the UK and ways in which it could be enhanced.

One 30 mark questions from a choice of two (source based).

Political Parties: We discover the nature of the different political parties, One 30 mark question the traditions and policies behind them, from a choice of two. divisions within them, and we compare the differences and similarities between Section B: Core the parties. Political Ideas Electoral Systems: We look at different One 24 mark question electoral systems, the link between from a choice of two. elections and democracy, and we consider Britain’s systems – their advantages and disadvantages. Voting Behaviour & Media: Why do people vote? What determines who they vote for? What is the role of media in this process and what are the implications? Conservatism: Conserving society as it is. Hierarchy and order matters most. Socialism: Seeking to build a more equal society. Liberalism: Opposing restrictions on people’s freedom (liberty)

Section A: Political Participation

All questions assess AO1, AO2 & AO3.

EDEXCEL POLITICS SYLLABUS - PAPER 2 (ALL UNITS HAVE FOUR MODULES/SUB-TOPICS) Paper 2 UK Government 2 Hours Summer Yr. 13 33% of total A-level 84 Marks

The Constitution: We look at the nature of the UK’s constitution, consider where power lies and study the debates around constitutional reform. Parliament: We look at how Parliament is made up, the role of Parliament, how a law is made (step by step) and reforms to the Houses of Commons and Lords The Prime Minister And Executive: We study the role and responsibilities of the Prime Minister and Cabinet, the powers and constraints upon the Prime Minister and the manner of leadership that the Prime Minister can provide: is a PM first amongst equals or does he have far more power than his cabinet ministers and so act like an elected dictator?

Section A: Political Participation One 30 mark questions from a choice of two (source based). One 30 mark question from a choice of two. Section B: Core Political Ideas One 24 mark question from a choice of two. All questions assess AO1, AO2 & AO3.assess AO1, AO2 & AO3.

Relationship Between The Branches: How do the different elements interact and with what consequences? Nationalism: Should countries just look after their own self-interests over everyone else’s?

EDEXCEL POLITICS SYLLABUS - PAPER 3 (ALL UNITS HAVE FOUR MODULES/SUB-TOPICS) Paper 3 USA 2 Hours Summer Yr. 13 33% of total A-level 84 Marks

The US Constitution & Federalism: What is the Constitution? What are its strengths and weaknesses and what relationship does it establish between the nations and states?

Section A: One 12 mark questions from a choice of two (AO1 & AO2).

US Congress: What is congress and what does it do?

Section B: One compulsory 12 mark question (AO1 & AO2).

US Presidency: How are Presidents selected? What is their role and how powerful are they? US Supreme Court and Civil Rights: What role does the SC play running the US? How powerful is it and is this good? Democracy & Participation: How does politics work in the US? What forces are at work and how are systems run? Comparative Theories: How do the USA and UK compare? What are the pros/cons, similarities/differences?

Section C: Two 30 mark questions from a choice of three (AO1, AO2 & AO3).

PSYCHOLOGY The Psychology qualification is linear and pupils take the full A-level at the end of Year 13. All units are assessed by examination and there is no coursework element. Examination Board: Pearson Edexcel

ASSESSMENT STRUCTURE: Linear A-level – all units examined at the end of Year 13. • A-level Paper 1 - Foundations of Psychology (35% - 2 hours) • A-level Paper 2 – Applications of Psychology (35% - 2 hours) • A-level Paper 3 – Psychological Skills (30% - 2 hours) Paper 1, which is the ‘Foundations of Psychology’, comprises of learning about four topic areas. These include: Social Psychology, Cognitive Psychology, Biological Psychology and the Learning perspective. In each of these areas, the pupils will cover some content in that topic area, some studies connected to that topic including one classic study and one contemporary study. They will also study a key question for society and the psychology that helps to explain it as well as some methodology looking at how psychology works. In addition, they will carry out a practical investigation in each topic area, where they will use some of the methods they have covered as well as learning how to use statistical tests.

THE FOUR TOPICS INCLUDE THE FOLLOWING: Social Psychology: This is about how people live in groups and interact with one another. It will cover obedience to those in authority, and why someone might not obey. The pupils will cover prejudice too, looking at factors that lead us to become prejudiced and to discriminate such as against those in other groups. Cognitive Psychology: This is about how we process information, such as using language, using memory and problem solving. The focus in this course is on memory and how one uses their short-term memory and how they form long-term memories. Biological Psychology: This is about the brain as well as aspects of our physical make up such as genes, the idea of survival of the fittest and hormones. The course will focus on aggression, looking at what part of the brain relates to aggression and how hormones link to aggression. Learning Theories: This involves looking at our behaviour and what leads to specific behaviours, including how we develop a phobia, and how we respond to praise and react to punishment. We learn a lot by imitating our role models and we also look at how phobias can be treated.

Paper 2: ‘Applications of Psychology’, comprises of two more topic areas which are Clinical Psychology and Criminological Psychology. Clinical Psychology looks at mental health and mental disorders. Pupils will study schizophrenia and either depression, anorexia nervosa or OCD. In Criminological Psychology, the focus will be on different aspects of crime including offender behaviour, jury decision-making and eye witness testimony. The causes of crime are also considered as well as treatments of offenders. Paper 3: ‘Psychological Skills’, involves pulling all the learning together. It covers all the method material that pupils have covered over the two years and a review of the classic studies that have been covered. There are also issues and debates that will be introduced in each topic area.

POTENTIAL CAREERS/FUTURE: Pupils who study A-level Psychology may go on to study Psychology at university. Many go on to become doctors, lawyers, psychologists, teachers or work in the corporate world such as banks. Pupils who take A-level Psychology acquire critical, analytical, interpersonal and communication skills which will help them at university and their careers.

DRAMA AND THEATRE STUDIES EXAMINATION BOARD Pupils will study the linear AQA A-level course for Theatre Studies.

COURSE CONTENT AND DESCRIPTION A-level Drama and Theatre offers pupils the opportunity to explore Drama as a practical art form, in which ideas and meaning are communicated to an audience through choices of form, style and convention.

Pupils will: •

Create, perform and respond to drama and theatre

•

Develop the creativity and independence to become effective theatre makers

•

Explore the relationship between theory and practice in a range of theatrical styles and periods and historical, social and cultural contexts

•

Learn how relevant research, independent thought and analysis of a live theatre production can inform decision making in their practical work and put this understanding into practice

•

Experience the ways in which theatre makers collaborate to create theatre.

The subject content for A-level Drama and Theatre is divided into three components:

COMPONENT

CONTENT

MARKS / PERCENTAGE

Component 1

Drama and Theatre - Written paper

80 marks 40% of GCSE

Component 2

Creating original Drama (Devising) – 60 marks practical exam and log book. 30% of GCSE

Component 3

Making Theatre (Scripted) – performing 60 marks two extracts from a play for a visiting 30% of GCSE examiner.

POTENTIAL CAREERS/FUTURE A-level Drama and Theatre Studies sets pupils up well to continue with Theatre Studies at a higher level, either as a performer at a theatre school or at university. Careers involving theatre are numerous and include professional performers or directors, theatre designers and theatre management. Even if theatre is not to be a career choice, this subject is a valued subject for many university applications due to the focus on leadership and dynamic thinking skills developed throughout the course. 52

OTHER INFORMATION Pupils are expected to have a passion for theatre and will be required to spend time watching theatre and reading plays. There will be opportunities for pupils to work with theatre practitioners and professional theatres throughout this course.

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 54

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 56

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 57

“ Harrow Hong Kong literally changed my life.’ This is what I always start with whenever someone asks me about the School. This is no exaggeration as Harrow Hong Kong has expanded my academic capacity and personal growth for a brighter future. ” Kerry Lui, 2017 Leaver

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 12

2 hours

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. It is expected that Sixth form pupils meet their Tutor regularly to ensure they are up-to-date with work and to discuss all aspects of their School life.

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. 78

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