Year 9 Information Booklet by Harrow International School Hong Kong

2021-22 SENIOR SCHOOL

YEAR 9 INFORMATION BOOKLET 1

CONTENTS WELCOME TO YEAR 9

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 56

MESSAGE FROM THE HEAD

WELCOME TO YEAR 9 I am delighted to welcome your child into Year 9 at Harrow Hong Kong. I am confident that your child’s first year in the Senior School will be a happy and fulfilling one. It is during the course of this year that your sons and daughters will choose their GCSE options. Please be assured that we will offer guidance and support to our pupils and their parents throughout the option choice progress. This booklet is designed to give you an insight into the curriculum and other key events and activities which are due to take place in Year 9. At Harrow Hong Kong the House structure is embedded in the ethos of who we are and our pastoral care is very important to us. We are fully committed to our pupils’ personal and social development alongside their academic success; if they are to achieve their best they need to be confident and happy. House Masters / House Mistresses, Assistant House Masters / House Mistresses, Tutors and Matrons are aware of the individual circumstances and needs of each pupil in their House and monitor their academic progress and personal development. Boarding is an essential part of the Harrow House system and the Houses are places where our pupils learn, lead and have fun within a family atmosphere. Dedicated, creative and experienced teachers deliver an intellectually rigorous curriculum in order to feed curious minds. We value every boy and girl as a unique individual and ensure that all relationships are based on mutual respect. All staff take special care to ensure that children settle down quickly and happily into their new year group. We know that a true education can only be gained by a strong and trusted partnership between teachers and parents. The School’s motto, Educational Excellence for Life and Leadership, encourages respect for and service to others. This underpins all that we do. The School aims to provide an excellent education within a community in which each pupil is recognised, cared for and valued. The School embraces firstly its responsibility to develop the whole person and secondly to instil a sense of service so that each pupil will wish to play an active part in society. Harrow Hong Kong is an extraordinary place where pupils are offered support and encouragement to develop their potential to the full. I look forward to meeting you soon and seeing your child flourish as they move through the School.

Ann Haydon Head

CURRICULUM OVERVIEW ART The Art curriculum is designed to develop the relevant skills and experiences that pupils will need for further academic success at GCSE and A-level. This is based on 4 key areas: developing ideas, exploring materials, recording from observation and ultimately in their ability to resolve a project with one fantastic piece of work. In Upper School we aim to develop pupils’ knowledge of the formal elements in order to enable them to develop fundamental skills in drawing and observation alongside their ability to respond to and be inspired by the work of others.

CONTROL, EXPLORE, REFINE, INVESTIGATE In their first year of Senior School Year 9 pupils continue their artistic journey by exploring the formal elements: line, shape, tone, texture, colour, pattern and form with broad project themes aimed to inspire them. To prepare pupils for potential GCSE study the emphasis in Year 9 is on independence and exploration and creating opportunities for pupils to explore and respond to the work of a wide range of artists, blending their styles together alongside their project themes to create exciting, original artwork. Guided and supported by their teachers, pupils are given the opportunity to make more personalised choices with regards to subject matter, materials and contextual studies, building essential knowledge and skills for potential GCSE success.

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

• Ecology and the environment

• Structures and functions in living organisms • Use of biological resources • Reproduction and inheritance Here at Harrow Hong Kong, we divide the course into 16 topics, which are distributed across the three years of study. Year 9 pupils will complete the following topics: 1. Cells and Movement

4. Plant Growth and Reproduction

2. The Variety of Living Organisms

5. The Circulatory System

3. Breathing and Respiration

SKILLS DEVELOPED Throughout the course, pupils develop strong investigative skills. These include devising a method to test an investigative question; identifying the variables involved; collecting accurate and reliable data with consideration to safety; and, finally, analysing their results by drawing a conclusion and evaluating their investigation. There is also ample opportunity for pupils to develop their mathematical skills, through accurate drawing of graphs, describing results and carrying out calculations based on data. Practical activities are integrated into the curriculum and the skills developed form part of the assessment of the course. There are 13 core practical activities that are covered throughout the course; however, pupils have the opportunity to do many more beyond the specification, with dissections of hearts, lungs, kidneys and eyes creating much interest and excitement! The core practical activities that pupils in Year 9 will complete are as follows: observing osmosis in living tissues; investigating the effect of exercise on breathing rate and heart rate; investigating the rate of aerobic and anaerobic respiration in living organisms; and investigating germination in seeds.

ASSESSMENT In Year 9 the focus is on developing the skills that form the foundation of all future learning in Biology, so there is regular monitoring and assessment of investigation write-ups. Regular internal assessment in the form of topic tests also takes place throughout Year 9, enabling close tracking of every pupil’s progress. The course is 100% externally assessed at the end of Year 11 by examination and pupils will achieve a grade 9-1.

CHEMISTRY Our mission in Chemistry is to nurture pupils’ curiosity about the world around them. As well as learning the fundamental ideas of what matter is made of, and the properties and reactions of different types of substances, the course encourages them to apply their knowledge and understanding to real world contexts. In Year 9, pupils embark on their IGCSE Chemistry journey. Over three years pupils study the full range of Chemical ideas: Principles of Chemistry, Inorganic Chemistry, Physical Chemistry and Organic Chemistry. This prepares them effectively for studying at a higher level. In Year 9, the topics studied are:

• Crude Oil & Fuels

• Gases in the Atmosphere & Tests for Gases

• Atomic Structure & The Periodic Table

• Rates of Reaction

• Atoms, Elements, Compounds & Mixtures

• Ionic and Covalent Bonding As well as gaining knowledge of chemical themes and concepts, pupils need to be able to apply their knowledge and understanding in different situations, including practical contexts. Experimental skills, and the analysis and evaluation of data and methods are developed through regular practical work, in the context of the Chemistry being studied. Pupils improve their ability to approach problems in a logical way, and practise selecting and applying appropriate areas of Mathematics relevant to Chemistry. The skill of selection, organisation and presentation of relevant information using appropriate vocabulary, definitions and conventions is also developed.

ASSESSMENT Regular internal assessment in the form of topic tests also takes place throughout Year 9, enabling close tracking of every pupil’s progress. The course is 100% externally assessed at the end of Year 11 by examination and pupils will achieve a grade 9-1.

DRAMA The three key components of Drama are creating, performing and evaluating. The Year 9 curriculum is designed to teach a balance of performance skills and transferable skills throughout the year. Pupils will work in a variety of theatrical genres whilst developing their creativity, teamwork, leadership, confidence and empathy skills. Pupils are assessed throughout the year on all three components through written and verbal feedback and peer assessment.

THE TOPICS STUDIED IN YEAR 9 ARE: • Frantic Assembly

• ‘DNA’ by Dennis Kelly

• ‘Othello’ by Shakespeare

• Uprooted

• Stanislavski

• Devising

CREATING Whilst creating theatre, pupils will develop their creativity, problem-solving and collaborative skills. In Year 9 we introduce pupils to two of the most significant Theatre practitioners: Constantin Stanislavski and Frantic Assembly. Pupils will learn the building blocks of these two contrasting styles of theatre and apply these to both devising and scripted work.

PERFORMING Pupils will learn and develop a variety of performance skills such as ‘Chair Duets’ and performing a monologue in a naturalistic style. In Year 9 pupils are introduced to more complex scripts with dynamic characters, developing their performance skills further. They will learn to perform small sections of script and how to use stimuli to devise engaging pieces of Theatre. The focus is on building pupils’ confidence and the ability to express themselves clearly through the use of voice and movement to establish character.

EVALUATING Throughout the year, pupils will evaluate their own and their peers’ performances. Evaluation is important in developing awareness of the elements that create effective performance. Pupils will develop their analytical skills and theatre terminology to further enhance their evaluation skills.

ENGLISH The Year 9 curriculum is designed around the following focuses, addressing the demands of both the English Language and Literature IGCSEs: ENGLISH LANGUAGE

ENGLISH LITERATURE

RAO1

Read and understand a variety of LITO1 texts, selecting and interpreting information, ideas and perspectives.

RAO2

Understand and analyse how writers use linguistic and structural devices to achieve their effects.

RAO3

Explore links and connections between writers’ ideas and perspectives, as well as how these are conveyed.

LITO2

Analyse the language, form and structure used by a writer to create meanings and effects.

WAO4

Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences.

LITO3

Explore links and connections between texts.

WAO5

Write clearly, using a range of LITO4 vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation. (Writing)

Show understanding of the relationships between texts and the contexts in which they were written.

SLAO6

Speaking and listening skills: LITO5 • demonstrate presentation skills in a formal setting. • listen and respond appropriately to spoken language, including to questions and feedback to presentations. • use spoken Standard English effectively in speeches and presentations.

Explore alternative interpretations of texts.

Show a clear and detailed understanding of texts using appropriate terminology and expressing your ideas clearly.

Year 9 English is designed to facilitate a smooth transition to IGCSE, enabling pupils to be confident in approaching the demands of the IGCSE courses and to engage with texts at a deeper level than in the Prep School. We begin to separate the skills required for English Language and for English Literature, and to familiarise pupils with the requirements of the two courses. Pupils will be introduced to texts of a similar level (and by the same writers) as those studied at IGCSE, exposing them to a range of texts in different styles and from different historical periods. They are taught how to annotate texts in detail and to explore the effect of writers’ linguistic and structural choices. The focus on analytical skills also assists pupils in improving their writing by incorporating the features analysed. Pupils will be introduced to the skills required for the English Literature IGCSE including approaching unseen poetry in an analytical manner, comparing poetry and understanding the impact of contextual factors on the production of texts. They will also study a pre-1900 text, exploring the significance of contextual factors, the effect of structural and linguistic features and the way in which characters and themes are presented. In terms of English Language, pupils will analyse non-fiction prose extracts, exploring the impact of the devices used. Building on this, they will learn to incorporate these techniques and structural features into their own imaginative and transactional writing. Pupils will also have the opportunity to complete a Speaking and Listening presentation in the style of the one they will need to deliver to achieve the Spoken Language Endorsement at IGCSE.

GEOGRAPHY In the Autumn Term, Year 9 geographers study the topic of Development. This unit introduces pupils to a range of indicators used to measure development around the world. Pupils will engage with the latest data to develop a fact-based understanding of the world we live in. Inspired by Hans Rosling’s book ‘Factfulness’, this unit aims to challenge common misconceptions about countries around the world. In the second half of the Autumn Term, pupils study a unit on Climate Change. They will develop an understanding of how the Earth’s climate has changed over the last 10,000 years (both long and short term reasons), what scientists predict the impacts of the rising temperatures will be and what actions we can take as individuals to reduce the risks of climate change. Pupils will analyse data to draw their own conclusions about whether we should be concerned about climate change. This unit aims to develop pupils’ global citizenship by encouraging them to consider their collective responsibility and how their actions can affect the environment and the lives of others around the world. In the Spring Term, pupils work together in groups on a structured project to create a campaign to host the next Olympic Games. They have to decide upon an appropriate location to host the Games, as well as considering the environmental legacy of the event in their chosen city. This unit develops teamwork and public speaking as pupils are required to present their bid to the class, with the winning group competing in the Grand Final in front of the Year 9 cohort in the Lecture Theatre. In the second half of the Spring Term, pupils study a unit on Rivers to develop their understanding of physical geography. They follow the journey of a river from source to mouth, learning about the river’s characteristics, features and processes along the way. They also consider the importance of rivers to humans, how human activity can affect river environments through pollution, and also how settlements can be affected by river flooding. In the Summer Term, pupils will undertake an independent fieldwork investigation around the School site. The purpose of this activity is to develop pupils’ understanding of geographical enquiry and prepare them for the fieldwork section of the IGCSE syllabus. Pupils will choose an investigation topic, set a hypothesis and carry out data collection to prove or disprove their prediction. Once the data is collected, pupils will make use of ArcGIS to analyse their data and draw meaningful conclusions. Assessment takes place through written tests, collaborative group work, presentations and individual research projects.

HISTORY The aim of the Department in Year 9 is to continue to develop the core historical skills and to encourage pupils to consider the impact of 20th century warfare and different political systems on their own lives. The initial focus of Year 9 is the causes, course and impact of the First World War. Pupils are encouraged to evaluate reasons for the outbreak of war in August 1914 before understanding the nature and impact of the conflict. Pupils then familiarise themselves with the differences between democracy and dictatorship before selecting a dictator to investigate. They examine the methods used by dictators to first gain and then consolidate power, for example, terror, propaganda, economic policy and the targeting of different groups in society such as youth and women. Pupils then examine a leader of a democracy, in this case, one with links to Harrow School: Sir Winston Churchill. Having compared different political systems, pupils then move on to a study of the Second World War in Asia including the rise of Japan, Pearl Harbor and the dropping of the atomic bomb. Year 9 closes with an introduction to the Cold War in preparation for Year 10 by exploring the Vietnam War and the growth of opposition. The Year 9 theme of Power and Conflict enables pupils to develop the core skills in History: cause and effect, change and continuity, interpretations and significance, all complemented by continual source analysis. We also encourage pupils to consider the links between their learning and present-day events. Lessons regularly see pupils creating, debating, and presenting as well as developing their written work. Tasks in Year 9 also foster greater independent thought and research skills. Pupils are assessed formally and informally with a continued emphasis on the Leadership Attributes and deployment of core skills. A written checkpoint takes place every term and is an opportunity for pupils to practise the skills they are developing. The checkpoint could take the form of source analysis or questions with commands linked to the core skills, for example, asking why an event happened or what the effects of an event were. In preparation for Year 10, pupils are often given the same question stems as used at History IGCSE. Pupils are encouraged to reflect upon their own learning and that of others.

INDIVIDUAL NEEDS The Individual Needs Department at Harrow Hong Kong works alongside Maths Support, L&L, 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) Language is at the very heart of the learning process and it is the mission of the Language and Learning (L&L) department to fully prepare our multilingual pupils to excel in Academic English. To achieve success across the curriculum (and beyond) our pupils are required to use Academic English for such purposes as explaining, narrating, recounting, arguing, analysing and describing across a range of subject areas and in a variety of modes. Such language does not come naturally and requires explicit teaching. Pupils need to develop their understanding of how Academic English functions in order to achieve a range of purposes that are critical to success in school and exams. In Year 9, pupils will follow a challenging, in-depth Academic English course adapted from the B2 First for Schools programme from Cambridge English Qualifications (UK). The course will be assessed internally at school, however, it is possible to take the exam formally at external examination centres in Hong Kong. The course consists of academic reading, writing, use of English (grammar and vocabulary), speaking, pronunciation and listening and aims to extend pupils’ Academic English language resources in ways that support increasingly complex learning throughout the school years.

COMPONENT

ASSESSMENT & WEIGHTING

SUMMARY OF THE COMPONENT CONTENT

Use of English

40%

Students need to be able to understand a range of texts, including how they are organised and the opinions and attitudes expressed in them. Students’ use of English will be tested by tasks which show how well they can control their grammar and vocabulary.

Writing

20%

Writing different types of text: articles, essays, letters/emails, reviews. Depending on the question, students will have to advise, compare, describe, explain, express opinions, justify and/ or recommend something.

Speaking

20%

Exchanging ideas, expressing and justifying opinions, agreeing and/or disagreeing, suggesting, speculating, evaluating, reaching a decision through negotiation, etc.

Listening

20%

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

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 9, all pupils will be introduced to the International GCSE specifications as they embark on a three-year programme geared towards the IGCSE Chinese qualifications. There are three distinctive IGCSE courses offered to cater for the diversity of learners. •

Chinese as a First Language

•

Chinese as a Second Language

•

Chinese as a Foreign Language

All pupils are grouped into sets depending on their language background and linguistic level. The courses provide a suitable challenge and a solid preparation for one of the IGCSE examinations. Pupils in the Native Chinese stream will study the Cambridge IGCSE Chinese as a First Language (0509). Pupils in the Near-native Chinese stream will study Cambridge IGCSE Chinese as a Second Language (0523) syllabus. Pupils who are in the Foreign Language Chinese stream will follow the Edexcel IGCSE 9-1 in Chinese (4CN1) specification.

CAMBRIDGE IGCSE CHINESE AS A FIRST LANGUAGE (0509) In order to take the IGCSE Chinese First Language course, pupils will need native reading, writing, listening and speaking skills. The course develops pupils’ abilities to communicate accurately, appropriately and effectively in speech and writing, develops their comprehension, inference and analysis skills, whilst also promoting pupils’ knowledge of how the Chinese language can be used and enjoyed. Ultimately, a study of First Language Chinese will promote the personal development and understanding of one’s self as well as others. Through this course, pupils will be encouraged to read a wide range of texts including classical Chinese texts, especially from the Ming dynasty. Topics studied will range from:

•

Reading a variety of texts and developing reading skills such as scanning texts and reading for selecting, analysing and using information.

•

Developing summary writing skills and the basis of discursive/argumentative writing, descriptive/narrative writing styles.

•

Reading and understanding short classical Chinese texts

Pupils will be assessed on their skills of reading, directed writing and classical Chinese as well as essay writing. In terms of course materials, pupils will be following a combination of selected texts from Qisi Textbook 3 and selected classical Chinese texts, which will further be supplemented with additional extension materials to fully challenge our pupils.

CAMBRIDGE IGCSE CHINESE AS A SECOND LANGUAGE (0523) Chinese as a Second Language is designed for pupils who already have a working knowledge of the language and those who want to consolidate their understanding in order to reach a higher proficiency in Chinese. They gain an understanding of a range of social registers and styles, and learn how to communicate appropriately, practically and effectively in Chinese-speaking environments. In Year 9, the course focuses on learning topics as below: Topic A: Young people and education: Education Topic B: Society: Health and fitness, Leisure activities, Communication and technology. Topic C: The World: Environment Topic D: Cultural Diversity: Festivals and celebrations Through their studies, pupils learn how to employ wide-ranging vocabulary and correct grammar, characters and punctuation. Pupils will be presented with a variety of authentic stimuli that will build up their skills in reading and writing. The types of stimuli include Blogs, Brochures/leaflets, Emails, Forms, Imaginative writing, Letters, Diaries, Magazines, Newspapers and Webpages. They will learn to select relevant details, understand the difference between what is explicit and implicit, and practise writing for different purposes and audiences. Pupils will be assessed on their skills in the areas of Listening, Speaking, fiction and nonfiction Reading comprehension, as well as Essay Writing. In terms of course materials, pupils will be following the textbooks Chinese Made Easy 4 3rd Edition Unit 3 & 4, Book 5 3rd Edition Unit 1, supplemented by additional materials, Chinese newspapers, magazines and suitable online resources.

EDEXCEL IGCSE CHINESE (9-1) 4CN1 (FOREIGN LANGUAGE CHINESE) The Chinese as a Foreign Language course follows the Edexcel IGCSE Chinese (9-1) 4CN1 syllabus. The four linked skills of reading, writing, speaking and listening are developed and expanded throughout the course. This course aims to develop pupils’ abilities to use the language effectively for purposes of practical communication where Mandarin Chinese is spoken. In Year 9, the course emphasises learning the topics B and C with a variety of subtopics. Topic B. Education and employment Sub-topics: B1 School life and routine B2 School rules and pressures B3 School trips, events and exchanges B4 Work, careers and volunteering B5 Future plans Topic C. Personal Life and relationships Sub-topics: C1 House and Home C2 Daily Routine C3 Role Models C4 Relationships with family and friends C5 Childhood Topic D. The World Around us Sub-topics: D1 Environment Issues Pupils will be building on their prior knowledge of Chinese and will begin to develop fluency in their written and spoken responses, using an increasingly wide range of grammatical constructions. Pupils will continue to refine their accuracy in writing and speaking and will be encouraged to communicate their opinions on a range of relevant topics. We aim to develop pupils as linguists by ensuring they have the chance to work independently, in pairs and in groups to develop their oral communication skills. Pupils will be assessed on their proficiency in Reading, Writing, Listening and Speaking.

In terms of course materials, there will be a range of resources for pupils throughout the year, including the Edexcel IGCSE Chinese (9-1) 4CN1 textbook, Easy Steps to Chinese and Jinbu. Chinese support sessions (Chinese Consolidation) are available at lunchtime for IGCSE pupils, where they can practise speaking with our Chinese Teaching Assistants. In Year 9, all pupils’ progress in native, near-native and foreign streams will be monitored through formative and summative assessments throughout the course of the year concluding with the formal Summer Assessment, where they will be assessed upon all they have learned until that point. They will also be given guidance and support on how best to learn the language successfully during class hours as well as in prep activities. Ultimately, all pupils will take their IGCSE examination at the end of Year 11.

FRENCH Pupils in Year 9 will be exposed to a range of topics related to personal life and relationships and they will begin to cover some of the elements of the IGCSE specification with support from differentiated materials. They will begin their IGCSE studies with the topics of self, family and friends, childhood and house and home. Pupils may be building on their prior knowledge of French and beginning to develop fluency in their written and spoken responses, or still in the early stages of their study of French, they will be building on the critical foundations of core vocabulary and key phrases and basic grammar. Whatever their background, our pupils will focus on accuracy in writing and speaking and will be encouraged to communicate their opinions on a range of relevant topics. More experienced learners will also be expected to start developing their answers more fully, drawing on their prior knowledge and expressing their opinions and views. They will also be continuing to practise a range of tenses. Our pupils will be following the French for Edexcel International GCSE course which will be supplemented with the Tricolore 4 course and additional extension materials to further challenge our learners. We aim to develop pupils as linguists by ensuring that they have the chance to work independently and in pairs and groups to develop their oral communication skills. There will be formal assessments throughout the course on all four skills of speaking, listening, reading and writing and more informal assessments such as quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways. Pupils will also be given guidance and support on how to learn languages successfully in class and during prep activities. There are many online resources which can be used to support our pupils both in and out of the classroom; in Year 9 Linguascope and Language Perfect are great ways to learn vocabulary and practise pronunciation. The Language Gym and Languages online are also excellent websites to practise and consolidate the grammar and verb tenses. There is also a Dynamic Learning platform for the new Edexcel IGCSE course. Our classes in French tend to be streamed based on pupils’ prior knowledge of learning French but there is sometimes a need for pupils to receive additional support and reinforcement or further challenge in a different set. Set movements will only take place at the end of a term unless there is a very good reason for the change. There are a range of Co-Curricular Activities available in French; from Language Clinic at lunchtime where pupils can get extra help if needed, revision classes nearer to assessment time and activities with a French element. In the past there have also been activities offered such as French cinema club.

SPANISH Pupils in Year 9 may be complete beginners, relatively new to Spanish or more experienced learners of Spanish and will be exposed to a range of age-appropriate topics. Topics pupils may study could range from introducing self, family and friends and relationships to the topics of house and home or future career, depending on their level of experience. Those pupils who are ready to begin their IGCSE studies will do so with the more familiar topics of everyday life at home and school, healthy lifestyle, holidays and the media. They may be building on their prior knowledge of Spanish and beginning to develop fluency in their written and spoken responses or as beginners still in the early stages of their study of Spanish they will be laying the critical foundations of core vocabulary and key phrases and basic grammar. Whatever their background, our pupils will focus on accuracy in writing and speaking and will be encouraged to communicate their opinions on a range of relevant topics. More experienced learners will also be expected to start developing their answers more fully, drawing on their prior knowledge and expressing their opinions and views. They will also be continuing to practise a range of tenses. Our pupils will be following the excellent Viva Spanish course which will be supplemented with additional extension materials to further challenge our learners. Those starting the IGCSE course will use a mix of resources for the Edexcel specification. We aim to develop pupils as linguists by ensuring that they have the chance to work independently and in pairs and groups to develop their oral communication skills. There will be formal assessments throughout the course on all four skills of speaking, listening, reading and writing and more informal assessments such as quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways. Pupils will also be given guidance and support on how to learn languages successfully in class and during prep activities. There are many online resources which can be used to support our pupils both in and out of the classroom; in Year 9, Linguascope, Espanol-extra and Language Perfect are great ways to learn vocabulary and practise pronunciation. The Viva resources are also supported by an ActiveLearn online resource. There is also a Dynamic Learning platform for the new Edexcel IGCSE course. Our classes in Spanish tend to be streamed based on pupils’ prior knowledge of learning the language, but there is sometimes a need for pupils to receive additional support and reinforcement or further challenge in a different set. Set movements will only take place at the end of a term unless there is a very good reason for the change. There is a range of enrichment available in Spanish; from Language Clinic at lunchtime where pupils can get extra help if needed, revision classes nearer to assessment time and Co-Curricular Activities with a Spanish element.

MATHEMATICS Year 9 is the start of a three-year programme teaching towards the Edexcel IGCSE Mathematics A (9-1) qualification. The scheme is linked to the Pearson Edexcel Mathematics (9-1) Book 1. The department retains class sets of the Book 1 textbooks for Year 9 and pupils have access to a digital version of these textbooks for use both in and out of class. A large emphasis continues to be placed on developing pupils’ problem-solving and reasoning skills which form a large part of the IGCSE (9-1) course.

MAIN TOPICS OF STUDY FOR YEAR 9: • Fractions • Percentages • Standard form • Rounding • Algebraic Expressions & • Changing the Subject • of Formulae • Straight-Line Graphs • Simultaneous Equations • Polygons Properties

• Construction, loci and bearings

• Pythagoras’ Theorem

• Set Notation & Venn Diagrams

• Averages

• Ratio and Proportion • Algebraic Fractions

• Trigonometry • Factors & Multiples • Factorising

• Index Laws

• Quadratic Equations and Graphs

• Linear inequalities

• Circle Theorems

• Coordinate Geometry • Similar shapes

All pupils work towards an extended curriculum that provides suitable challenge and excellent preparation for both the IGCSE and A-level Mathematics. All pupils are grouped into sets for their learning of Mathematics in the Senior School, with movement between the sets as and when appropriate. All groups will cover the same core content over a three-year period as all pupils take their IGCSE examination at the end of Year 11. In the classroom, learning Mathematics is much more than being able to do routine methods. Our approach in the Senior School, builds on that in the Prep School and aims to develop a depth of understanding of why methods work, as well as an enquiry approach challenging their understanding, seeking links between topic areas and applying their knowledge to new and unfamiliar problems – to try, to fail and to learn from their mistakes. The IGCSE (9-1) specification places a large emphasis on problem solving: applying understanding in unfamiliar contexts, and also in reasoning mathematically. To achieve both of these aims we look to ensure a high level of understanding and provide challenge beyond the confines of the curriculum. Each teacher uses various means to regularly test the understanding of all of their pupils. Finally, the Summer Assessment tests all of the material covered over the year to that point. 25

MUSIC In Year 9 Music lessons pupils engage with two core skills. Firstly, they develop the ability to work and perform in groups through a variety of band performance projects and secondly, they develop their ability to compose using Logic Pro X, the computerbased sequencing package first introduced in Year 8. Through these projects, pupils study the context, concepts and techniques associated with various styles: Western Classical Music, Fusion Music, Jazz, Caribbean Music and Music for Film. The year culminates in a Battle of the Bands project, which utilises many of the skills the pupils have developed over the course of the year. The winning groups from this project go on to perform in a large-scale event, delivered in front of an audience of 400 Prep School pupils. Summative assessment in Year 9 is based on the performance and compositional projects undertaken through the year, including the band projects and Logic Pro X based activities. Singing, Improvising and Listening skills are also assessed throughout the course of the year. All pupils also have access to the vibrant Co-Curricular Music programme which runs throughout the year. Individual music tuition is available in a variety of studies 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 musicmaking; various orchestras, choirs and bands rehearse on a weekly basis and perform in frequent internal and external concerts.

PHILOSOPHY & RELIGIOUS STUDIES (PRS) In the Upper School, Philosophy and Religious Studies is a multidisciplinary subject, looking through the ‘lenses’ of Philosophy, Theology and Social Anthropology. In Year 9, pupils will focus on a Philosophical and Social-anthropological approach through an analysis of more advanced philosophical and socio-anthropological issues, such as the nature of the mind, the existence of God and the influence of religion on societal norms. Pupils will analyse and debate a variety of questions, such as: Can a machine have a mind? Can the existence of God be compatible with the existence of evil? Should we make moral decisions based on good intentions or good outcomes? How has religion influenced attitudes towards gender roles? With global citizenship at the heart of the PRS curriculum, pupils are introduced to a diverse range of ideas and beliefs, learning about groups and thinkers that may have been academically marginalised in the past.

TERM Autumn

DISCIPLINARY ‘LENS’ AND TOPIC

SUBSTANTIVE KNOWLEDGE

Philosophy

• Descartes and dualism

Philosophy of Mind: Is my teacher a robot?

• Functionalism and physicalism

Metaphysics of God: Does God exist?

• Arguments for and against God’s existence

• Artificial intelligence

• The problem of evil and theodicies Spring

Philosophy

• Utilitarianism

Ethics: What is ‘good’? How should we make moral decisions?

• Divine command theory • Situation ethics • Kantian deontology • Applied ethics

Summer

Social Anthropology Contemporary religion and society: How does religion influence society?

• • • •

Structural functionalism/ Conflict theory Attitudes to war (Just War/ Pacifism) Attitudes to gender roles Attitudes towards medical ethics

PRS SKILLS Broadly, all approaches in PRS encourage pupils not only to be able to explain and analyse theories and beliefs, but also to comment on them and reach their own justified conclusions. However, each disciplinary ‘lens’ requires the development and application of unique skills. In Philosophy topics, pupils will refine their skills in testing the validity and soundness of ideas, as well as weighing up the implications of concepts and ways in which they might be modified or improved.

ASSESSMENT Pupils’ progress will be monitored throughout each topic through informal checking of knowledge (such as short quizzes and marking of longer tasks). Pupils’ progress in each topic will be summatively assessed using a mixture of multiple-choice ‘knowledge’ questions, short-answer questions and essays. Helpful feedback and opportunities for pupils to ‘Step Up’ their work follow both formative and summative assessment.

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

THE MAIN TOPICS OF YEAR 9 PHYSICS INCLUDE: • Motion • Forces • Effects of Forces • Energy and Energy Resources

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. Pupils in Years 6 to 9 have one PEH lesson per week, and a double games lesson, and cover six different units of work to increase physical competence, confidence to be able to take part at participation level and live a long and healthy lifestyle. The premise of the programme is to enable every pupil to flourish and to establish the appropriate pathway that best suits the individual and the skills they possess. The programme aims to develop the pupil first and foremost as an athlete. From this point onwards it allows each pupil to experience and engage in a wide range of sports, allowing them to develop and display their transference of skills.

GAMES The PEH department is continuously striving to ensure we are delivering the most relevant programme. The main drive behind games is to ensure we have a programme which places pupil development at the centre and ensures it enables all our pupils to flourish. It is important to acknowledge that all pupils associate with sport and physical activities in different ways. The PEH department’s goal is to tailor a programme that suits the needs of our pupils whilst allowing them to experience a wide range of sporting activities. We want our pupils, as they move into the Prep School, to think of themselves as ‘athletes’ and to understand that so many of the fundamental skills they have learnt in the Lower School are transferable across sports. To this end we have introduced pathways into our games programme. The pupils and teachers will decide which pathway, from team, individual and all rounder, best suits their needs. The sports delivered in each pathway are slightly different and each teacher sets appropriate lesson outcomes based on the standard of their class. The sports within these pathways are delivered at the time of the year which coincides with the ISSFHK seasons. This allows staff to have the ability to further advance co-curricular teams within the games setting as well as SCAs and CCAs. Pupils do have the ability to change pathways but this would be through consultation with both pupil and parents. The table below shows the sports that are delivered in each pathway. On average, there are normally 4 classes of pupils per pathway with an average of 20 pupils per class. As each class rotates through different sports, they are taught by the teacher with specialist knowledge in that area.

Team Pathway

Individual Pathway

All Rounder Pathway

Volleyball

Harrow Fit

Football

Basketball

Athletics

Netball/Ball

Netball

Gymnastics

Rugby

Table Tennis

Athletics

Football

Badminton

Tennis/Badminton

Touch Rugby

Tennis

Harrow Fit

PHYSICAL EDUCATION & HEALTH LESSONS Physical Education and Health units prepare our pupils by giving them experiences through a variety of activities in an array of environments. These include, astro, pool, courts, sand, indoor sports halls and track. Physical Education and Health will open up opportunities for our pupils to participate in sport on and off the playing field. Physical Education and Health is the doorway to careers such as medicine, physiotherapist, lawyer, player agent, CEO of major sports organisations and more.

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 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 Provide leadership opportunities Represent a team 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 the world beyond school. 32

Overseas sports tours are an important part of our sports programme. Tours provide the opportunity for our pupils to bond as a team and measure their progress against schools from around the world. The experience and the memories that our pupils gain will be with them for the rest of their lives. The Physical Education and Health Department are hugely 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 same time. All fixtures, results and team details can be found at sport.harrowschool.hk

SUPER CURRICULAR ACTIVITIES (SCA) Sports Super Curricular Activities give pupils more opportunity to explore and challenge themselves in a sporting context. Pupils can enjoy extra time taking part in their favourite sports which will allow them to have more time on task to accelerate their learning. Pupils will apply the skills learned in SCAs in competitive fixtures and tournaments. 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. Co-Curricular activities supplement our PEH and SCAs if pupils need to work on their skills to get ahead and achieve the targets they have been set by their teachers. The following sports are delivered throughout the year: • • • •

Rugby Use of the gym Tennis Volleyball

• • • •

Basketball Football Athletics / XC Netball

• • • •

Badminton Touch Rugby Gymnastics Swimming

For the latest photo updates follow us on Instagram and Twitter Instagram: @harrowhksport 34

Twitter: @HarrowHKSport

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 9

90 minutes

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

CONFIDENTIALITY AND CONSENT During a pupil’s time at Harrow Hong Kong, the School will inevitably receive and hold quite a lot of information about them and their family. As a general principle this information will be treated as confidential, only discussed or shared among professionals at Harrow Hong Kong on a “need to know” basis and not passed on to anybody outside the School (including other parents) without good reason: ie. as part of our duty of care and with parents’ explicit consent. The School will normally share all relevant information with the parents of a pupil who is having academic, disciplinary or personal difficulties. However, while pupils are legally children until the age of 18, they have many rights of their own to confidentiality. It may be, therefore, that pupils have control over the confidentiality of certain medical or personal matters that they choose to share with people such as their Class Teacher, the Consultant School Psychologist and the School Health Care staff. However, the School will always encourage pupils to consent to the sharing of such information and concerns with parents.

RECORDS A written record is kept of the following: • All medication, treatment and first aid administered to pupils, giving the name, date, medication/treatment, reason for administering (if not prescribed) and signed by the member of staff responsible. • All significant illnesses, accidents or injuries to pupils (either as part of the above medical records or separately). • Major behavioural incidents showing the pupil’s name, reason for the sanction and the person administering the reflective work. • Any safeguarding allegations or suspicions of abuse. • Any incidents of bullying (either as the victim or the perpetrator.) • All fire drills and the regular testing of emergency lighting, fire alarms and fire fighting equipment.

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

MEDICAL CARE The School has a Health Care Centre onsite, which is open 24 hours a day during School term time (Sunday to Friday evenings) and is staffed by qualified Nurses. All pupils have access to the Health Care Centre when needed. Children who feel unwell or are injured should first ask an adult before visiting the Health Care Centre. Parents are required to complete a Medical Form for their child on entry to the School and provide relevant health information, including details of drug reactions, major allergies and notable medical conditions. When a child makes a visit to the Health Care Centre, the visit is noted in the child’s medical record along with any treatment given. The Health Care Centre will call the child’s parents to explain what has happened and the treatment that was given; they will also inform their HM of any concerns.

MEDICATION Prescribed and ‘household’ medications are kept securely in a locked cabinet in the Health Care Centre. Pupils with medical conditions such as asthma, diabetes or severe allergic reactions are permitted to keep possession of their medication, but parents should inform the HM and the Health Care Centre. A spare inhaler, Epipen, Jext etc. should be given to the Health Care Centre in case of emergencies. Any medication prescribed by a doctor, however, should not be kept by the child or in School bags, but should be given to the HM to hand to the Health Care Centre. Only the Health Care Centre dispenses prescribed medicines, which should be in a clearly labelled medical bottle with the child’s name and dosage on it. If the details on the label are not written in English, parents are requested to provide an accurate and detailed translation. Nonprescribed medicines cannot be given by our Health Care Centre and should not be sent into School.

WELLBEING Our wellbeing programme is called Facing Challenges and seeks to encourage and develop resilience amongst pupils, who face a variety of personal challenges in their everyday lives. Health, social, economic and academic issues can all prove to be obstacles that prevent them from realising their potential or affect their wellbeing. The Facing Challenges programme aims to develop resilient individuals who embody the Leadership Attributes – dealing with problems positively and always looking for the solutions to any setback. The Facing Challenges programme, therefore, is one of the cornerstones of our pastoral education provision. The background of positive psychology, which underpins so much of what we do in the School, has been central in the creation of our resources for this programme, in which the sessions aim to be interactive and practical.

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

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

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

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

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

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

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

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

7 Pok Fu Lam / Mount Davis / Island South

DISCOVERY BAY

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

LANTAU ISLAND

MTR Tsing Yi Station

Broadcast Drive The Hermitage

TSING YI

The Latitude

The Central Park

12 Harbour Place

KOWLOON BAY Island Lodge

4 5 Po Shan Road

Kennedy Road

Hong Kong Parkview

Bel-Air Phase

HONG KONG ISLAND

South Bay Road

WEATHER The rainy season in Hong Kong usually runs from April to September, and in severe weather conditions the School adheres to official public announcements from the Hong Kong Observatory and the Education Bureau. Broadcasts are usually announced on both radio and television by 6.15am and are repeated at regular and frequent intervals throughout the day. The updates will also be posted on the website, the School app and Engage portal. Parents are advised to refer to the parent portal about the arrangements, which apply in all cases except when pupils are taking external examinations. Pupils, parents and staff should check the government’s announcements regularly, but if you have any enquiries, please contact the respective House Masters/House Mistresses if needed. The School’s Severe Weather Policy can be found on our website: harrowschool.hk/featured-links/weather-information.

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

Acoustic Guitar

French Horn

Saxophone

Cello

Harp (for up to ABRSM Grade 5 level)

Singing

Classical Guitar

Trombone

Clarinet

Orchestral Percussion

Trumpet

Drum Kit

Organ

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

Tuba

Piano

Violin

Electric Guitar Flute

Viola

FOOD The School’s catering company is Chartwells and it provides a morning and afternoon snack, plus a full lunch buffet in the Dining Hall every day. There are three choices of hot food at lunch each day (one western, one Asian and one vegetarian). The children choose which option they would like and may have second helpings if they wish. There is also a full salad bar and fruit is served for dessert. All lunch menus are available for parents to view on the School website. The School caters for special dietary requirements and these should be made clear to the HM and to the Admissions department when the pupil first enters the School via the Pupil Medical Form. In order to protect those members of the School community who have serious food allergies, it is important that no food or snacks are brought from home.

OVERSEAS SCHOOLS’ ENTRANCE EXAMINATIONS We understand that due to the nature of the work of some of our parent body, it is necessary to look at options to relocate abroad, sometimes at short notice. We help a few families each year by arranging testing for the Schools to which they have applied. Parents normally pay an invigilation and administration fee for this service. In order to streamline this process and ensure families as well as the School have plenty of time to organise the entrance examinations for schools overseas we have set dates in the termly calendar when these tests take place. These dates have been fixed around our Admissions schedule and the timelines of overseas schools and are given below.

Friday 24th September 2021

Friday 25th March 2022

Friday 29th October 2021

Friday 29th April 2022

Friday 26th November 2021

Friday 27th May 2022

Friday 28th January 2022

Friday 17th June 2022

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

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

BOYS Summer

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

Winter

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

PE Uniform

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

GIRLS Summer

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

Winter

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

PE Uniform

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

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

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

SCHOOL SHOP Normal school days: 8.30AM - 4.30PM (Mondays, Wednesdays & Fridays) (Closed for lunch from 12.00PM to 12.30PM, and on Tuesdays, Thursdays, Saturdays, Sundays and Public Holidays)

PUPIL DRESS CODE Uniform is one of the obvious links with Harrow School in the UK. Pupils are reminded of the history and tradition that comes with wearing the Bluer and Hat: they are expected to wear the uniform with pride and respect for what it represents. School uniform should be worn to all periods during the School day, apart from PE, Drama and Games periods. Pupils should change into or out of sports kit at break or lunch and not remain in it all day. For boarders, “home clothes” may be worn after the end of the formal School day.

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

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

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

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

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

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

HAIR Hair should always be neat and tidy in appearance and pupils are not allowed any form of haircut, length or style that makes them stand out and may attract unnecessary attention. This means: • No dyed hair. • While length is a matter of perception, hair for boys should always be off the collar. All girls should tie their hair back if it is longer than shoulder length. • No extreme styles such as gelled spikes or shaved heads. • No hair extensions. 54

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