Year 1-5 Information Booklet 2022-23 by Harrow International School Hong Kong

YEARSPRE-PREP2022-231SCHOOL1-5 INFORMATION BOOKLET

WELCOCONTENTSMETOTHEPRE-PREP 4 CURRICULUM OVERVIEW 6 CURRICULUM BY YEAR 19 USEFUL INFORMATION 47 LIBRARY INFORMATION 47 LEADERSHIP IN ACTION (CAMPS & SLEEPOVERS) 48 EVENTS 50 THE SCHOOL DAY 50 ILLNESS 52 AUTHORISED ABSENCE 53 REPORTS TO PARENTS 53 PREP 54 CONFIDENTIALITY AND CONSENT 55 FAMILY LIFE 56 RECOGNISING ACHIEVEMENT 56 MEDICAL CARE 58 HOUSES 59 PUPIL LEADERSHIP COUNCIL 59 CLASS PLACEMENT 59 COMMUNICATION WITH THE SCHOOL 60 HARROW HORIZONS PROGRAMME 62 INDIVIDUAL MUSIC LESSONS 63 SPEECH DAY 66 WEATHER 66 FOOD 67 SCHOOL UNIFORM 68 STAFF LIST 72

WELCOMEHEAD TO THE PRE-PREP SCHOOL

Harrow Hong Kong is an extraordinary place where pupils are offered support and encouragement to develop their potential to the full, both academically and personally. Pupils leave Pre-Prep fully equipped to deal with life in the Upper School. I hope you find the contents of this booklet helpful and I look forward to meeting you soon and seeing your sons and daughters flourish as they move through the School.

Ann Haydon Head

Harrow Hong Kong has a well-deserved reputation for academic excellence and is a School with courteous and considerate pupils who are confident, positive and happy. It is our aim to nurture and guide boys and girls to become well-rounded, healthy and resourceful individuals who a relish challenge. With a sense of enthusiasm and determination, they will be confident to seize life’s opportunities. 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. They are also eager to get to know you and create opportunities to give parents a chance to become more familiar with the Pre-Prep phase of the School. We know that a true education can only be gained by a strong and trusted partnership between teachers and parents.

Dear Parents, I am delighted to welcome you to Harrow Hong Kong and in particular, the Pre-Prep School. This is an important and precious time in a child’s educational journey, and we are committed to ensuring your child’s Early Years experience is expanded on whilst still being very much full of learning, curiosity and new experiences.

MESSAGE4 FROM THE

It is an honour to be the Head of the Lower School here at Harrow Hong Kong. Working at such a prestigious institution, which is synonymous with educational excellence throughout the world, is an opportunity like no other to change the world through education. Our pupils are confident, welcoming and driven: they never fail to amaze me with their talents and insightful intelligence. The positive, caring relationships our teachers have with pupils are self-evident and I love coming into work each morning and being part of such a committed team. A team who puts the needs and aspirations of each individual child at the centre of every decision we make.

INTRODUCTION FROM THE HEAD OF LOWER SCHOOL

I unequivocally believe in the Harrovian vision of education: Educational Excellence for Life and Leadership. As educators, we must be role models and live and teach the values of aspiration, awareness, compassion, confidence, creativity, determination and enthusiasm, which underpin the ethos of the school. We achieve this by providing a personalised learning experience where the social and emotional needs of our pupils are met. Through teaching a rich, broad, robust curriculum, which is full of joy, we enthuse pupils with a love of learning. By suitably challenging and supporting pupils and giving them opportunities to prove their potential, we prepare them to succeed in the Upper School and beyond. High expectations, a desire for pupils to be all that they can be and providing opportunities for pupils to thrive have been constant throughout my teaching career in the United Kingdom and here in Hong Kong. As a Class Teacher, Middle and Senior Leader, Headteacher and Head of Lower School, I have always put outcomes for pupils at the heart of every decision. Through working closely with parents and the whole school community, I have had an amazing start as the Head of Lower School here at Harrow Hong Kong and I look forward to leading the School from strength to strength, providing our pupils with the best possible educational experience in the future.

Kind regards, Mr Brendan Shanahan Head of Lower School

English at Harrow starts with verbal communication so pupils learn key concepts through speech. As pupils’ verbal communication develops we focus on reading to further deepen vocabulary, understanding and inspire creativity. During speaking, listening and reading, each child will learn core concepts, such as phonics and basic grammar. These skills will be thoroughly built upon in writing where more complex concepts are introduced throughout the Lower School to improve each pupil’s written communication. These skills are a core foundation for all subjects across the school. Pupils will be regularly assessed in all English skills to ensure progress is made and each pupil reaches their full potential.

CURRICULUM6

MrENGLISHSamHobbins

OVERVIEW

- English Curriculum Coordinator English is at the heart of education at Harrow as reading, writing and spoken language are major building blocks for learning and communicating ideas to others. One common attribute for the world’s greatest leaders, whether in business or politics, is the ability to communicate. Being able to communicate effectively will help all pupils navigate school life and, more importantly, life and work beyond the school gates. Reading plays an enormous role in expanding knowledge and enabling young people to accept and understand differences and develop their own thoughts. At Harrow, we teach a text-based curriculum. This means that during each half term pupils will have a focus text that acts as the golden thread throughout the school curriculum. Pupils are immersed into high-quality, age-appropriate books, with links to other learning, for the whole half term. They will analyse characters, make predictions based on the text and complete writing linked to their class book.

MsMATHEMATICSTaylorWilkinson-Charles

The Harrow Hong Kong curriculum ensures that our pupils are digitally literate - able to express themselves and develop their ideas through information and communication technology - at a level suitable for the workplaces of the future and for the pupils as active participants in a digital world.

We have excellent computing facilities including iPads, class laptop computers, a desktop computing suite, wireless networks and interactive smartboards in classrooms. Other resources include digital cameras, mp3 recorders, programmable toys, robotics, data logging, and software to teach our unique and innovative curriculum.

- Mathematics Curriculum Coordinator

MsCOMPUTINGAbiHiley - Computing Curriculum Coordinator

The teaching of mathematics in the Lower School is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources that foster a deep level of mathematical understanding. Key learning areas are taught using a Concrete-Pictorial-Abstract or ‘CPA’ approach. This means pupils learn new concepts with concrete resources so they can understand the mathematics behind the procedures, developing a deeper understanding. Concrete and pictorial representations are taught alongside abstract methods, therefore, pupils are able to understand how concepts are linked to their written methods. Pupils will also apply their secure knowledge of number to mental mathematic skills. We aim to ensure children are secure in their learning as well as encouraging them to apply this understanding to more challenging problems, selecting which method is most efficient.

Our Computing curriculum is designed to equip pupils to use computational thinking and creativity to understand and change the world. The core of Computing is Computer Science where pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming.

The Mathematics curriculum encourages children to develop a deep and lasting conceptual and procedural mathematical understanding. Pupils are taught within the four key learning areas of Number, Measurement, Geometry and Statistics, ensuring a strong concept of number while also developing depth and breadth across mathematical topics. It is through the approach of teaching for mastery in mathematics that pupils will develop deep thinking and resilience, providing all children with the opportunity to succeed.

As pupils work towards being able to apply their understanding in abstract form, they are also challenged through rich and sophisticated problems that combine different concepts and strands of the Mathematics curriculum. Seeking to reach mathematical solutions both independently and as a team allows children to challenge their own understanding and become independent learners. This provides them with the mathematical competence to succeed in the Upper School and beyond.

The teaching of Science in the Lower School is centred around developing an understanding of the nature, processes and methods of science through different types of scientific enquiries which help pupils to answer questions about the world around them. Lessons and resources support a ‘Working Scientifically’ approach, which fosters a deeper level of scientific understanding, by working as a scientist would. Within this approach, pupils will develop enquiry skills from year to year, including observing over time; pattern seeking, identifying, classifying and grouping; carrying out comparative and fair tests; and researching using secondary sources.

MrSCIENCE8JamesRose - Science Curriculum Coordinator

Within our unique Science curriculum, pupils at Harrow Hong Kong will be encouraged to ask questions, take risks, experiment, reflect, make and learn from mistakes, in a safe environment whereby they acquire and apply core skills which equip them for an ever-changing world. We believe that these opportunities will ensure that our pupils are confident, life-long learners who will eagerly explore the world around them.

- Geography Curriculum Coordinator

Our Science curriculum is designed to inspire our children by giving them the opportunities to pursue their natural curiosity, and by promoting the experience of exploring and investigating scientific phenomena.

Our Humanities curriculum aims to inspire curiosity, awe and wonder in each pupil. The curriculum is knowledge rich, with meaningful and purposeful opportunities for the development and application of core skills.

In Geography, we aim to equip our children with knowledge about diverse places, people, resources and natural and human environments. The pupils will develop their contextual knowledge of the location of significant places and will understand and will appreciate the interaction between physical and human processes, so that they will better understand the need to conserve and protect our environment and resources. Through a range of geographical sources and teaching methods, we aim to inspire in our pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.

MrsHUMANITIESRebeccaShepherd

In History, pupils are given the opportunity to think about the past and to compare and contrast different time periods. We aim to provide a stimulating curriculum based on enquiry, where children are asked to argue, debate and justify their viewpoint based on the historical evidence that remains. To help develop this historical enquiry focus, pupils will study a range of sources, including artefacts, photographs, written documents and artistic impressions. When presenting their ideas, pupils are challenged to respond in a variety of ways, ranging from producing videos to participating in whole-class arguments and debates.

Mr Sam Blake - History Curriculum Coordinator

ART & DESIGN Mrs Emma Oakes - Art & Design Coordinator

The curriculum aims to ensure that all children are inspired and motivated to create ambitious artworks. The pupils will have ample opportunities to explore their ideas and record their experiences, becoming proficient in drawing, painting, sculpture and various other art, craft and design techniques such as digital art and textiles.

Miss Hannah Minty - Head of Lower School Sport

Each week in Harrow Hong Kong, Lower School pupils take part in one Physical Education and Health (PEH) lesson, one swimming lesson and one games lesson, in addition to any sporting SCAs or CCAs that they may choose. Pupils may also be selected for fixtures and competitions based on their attitude, application and performance within all the various elements of our sporting programme. Below please see a breakdown with further explanation of each area of our sport programme.

By studying the work of creative masters and by taking inspiration from the world around us, we aim to provide pupils with the knowledge and opportunities to invent and create their own works of art, craft and design.

“Sport is friendship, sport is health, sport is education, sport is life, sport brings the world together!” - Juan Antonio Samaranch, 1966 Olympic Games Opening Ceremony

PHYSICAL EDUCATION

Our Art and Design curriculum aims to engage, inspire and challenge pupils providing them with the skills, freedom and confidence to express themselves through a variety of art forms and creative purposes. The curriculum is designed to stimulate creativity and a love of the subject through a broad range of experiences.

At Harrow Hong Kong we believe that an appreciation and love of art is vital in understanding and valuing the cultures, histories and philosophies of peoples around the world and across time. It is also a way to develop our appreciation and engagement with the natural world. Children are innately creative; it is our duty to ensure this creativity is nurtured from an early age.

“Our vision through Physical Education and Health is to give every pupil a wide variety of opportunities to develop and strengthen their values, competence and confidence. This will ensure our pupils have the tools to lead a long and healthy lifestyle in a complex world.” We have changed our department’s name to Physical Education and Health as we have added a Health unit to our curriculum to ensure pupils understand themselves and their bodies better and appreciate what a balanced lifestyle truly is. Our curriculum focuses on developing pupils’ physical literacy through fundamental movements, developing teamwork and decision-making through individual challenges and collaborative team games. Through this we will create well-rounded athletes who are prepared for their future sporting endeavours whether it be at participant or performance level. Swimming Being able to swim is a skill for life that is vitally important in Hong Kong, where we are always close to open waters, often travel by ferry and recreational boat trips are commonplace. Swimming is a continuous and progressive programme throughout the Lower School. Our aim is that children should be confident and competent swimmers by the end of their learning journey from Year 1 to Year 5. Pre-Prep swimming lessons will include water confidence, fun, play, aquatic breathing, floating, rotating and water safety as well as learning and refining all of the swimming strokes. All pupils will have a ‘Star Card’ to track their progress and achievements and this will be shared with parents periodically. Games The weekly Games lesson is where pupils from a whole year group come together at the same time. In Games, pupils will have a chance to learn about House spirit, work as a team and participate against one another in a series of skill-based games and sports where they will train towards an inter-House Competition at the end of each unit. There are six units in the year. Through these competitions, points are awarded depending on their House ranking. The points are added up across all Houses, year groups and units and are combined with points from inter-House Swimming and sports days to find the winning house. The winning House Sports Captain will lift the ‘Victoria Reznik’ Trophy on Speech Day.

Physical10 Education and Health (P.E.H.)

Fixtures/Competitions

SCAs take place during Period 5 of the School day (Wednesdays and Thursdays) while CCAs take place after the Lower School day has finished at 3.30pm. In these activities, pupils learn more about the specific skills of a wide range of our sports in Harrow. Pupils should come away from these activities with the knowledge to equip them to participate in a game of their chosen sport with friends or in a competitive environment. A full list of all these activities can be found in the Lower School Harrow Horizons brochure.

Super Curricular Activities (SCA) / Co-Curricular Activities (CCA)

Through their sporting education pupils will hopefully develop the skills to represent the School in Hong Kong Primary School Sports Association (HKPSSA) events. This association hosts fixtures and competitions in a variety of sports throughout the year. Pupils will be selected by the relevant Heads of Sport for these fixtures based on their attitude, application and performance in all aspects of our sports programme. There are other non-HKPSSA fixtures and tournaments running sporadically throughout the year and invites will again be decided on the same basis as HKPSSA events. All information for sports fixtures can be found on our Sports Website www.sport. harrowshool.hk For our policy explaining more practical and logistical elements of fixtures please *https://docs.google.com/document/d/1Vv2IQ-D0cUpvGep-9P4d9Qx8qSuM5XXWDt-NJHSilrY/visit:AllfixturesandcompetitionswillbedependentonEDBguidelinesbeingupdated.

The Lower School Chinese programme aims to cover a wide range of vocabulary and structures and pupils will have many opportunities to practise the essential skills required to develop in their Chinese learning. In addition, pupils have an opportunity to read a wide selection of reading books recommended by their Chinese teachers in the School library.

Year 5 Chinese 6 hours per fortnight Simplified or Traditional characters

Year 4 Chinese and French or Spanish 6 hours Chinese and 3 hours French or Spanish per fortnight

- Chinese Curriculum Coordinator

Year 2 Chinese 8 hours per fortnight

Year 1 Chinese 8 hours per fortnight

2022-2023.Year1

MrLANGUAGES12GrahamSimms

- Director of Languages

MsCHINESEYuchenLi-Bell

Year 3 Chinese and French or Spanish 6 hours Chinese and 3 hours French or Spanish per fortnight

Year 2 Chinese 8 hours per fortnight Simplified characters

Year 3 Chinese 6 hours per fortnight Simplified characters

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 culture and customs of the language pupils are learning.

In the Lower School all pupils study Chinese. Our Chinese programme is as follows for Chinese 8 hours per fortnight Simplified characters

Year 5 Chinese and French or Spanish 6 hours Chinese and 3 hours French or Spanish per fortnight

Our Lower School Languages programme is as follows;

Year 4 Chinese 6 hours per fortnight Simplified characters

Sherring - Head of Lower School Music

A carefully planned progression of vocal, instrumental, and theoretical (with practical application) units provide pupils with first-hand experiences, where accurate technique and musicianship are carefully nurtured. Through meaningful encounters, pupils develop an appreciation for different musical genres and cultural diversity within the wondrous world of music. Pupils consider multiple viewpoints and interpretations, making meaningful personal connections as well as connections with other art forms and other curriculum areas.

Mrs Yolanda Homs - Head of Spanish Ms Lucy White - Head of French

Harrow Hong Kong offers a comprehensive classroom music programme for all pupils in the Lower School which aims to develop the ‘whole musician’. Additionally, all K1 to Year 5 class groups receive lessons from specialist music teachers with an extensive SCA and CCA programme to provide additional opportunities for our youngest Harrow pupils to participate in collaborative music-making opportunities and perform within a wide range of ensembles.

EUROPEAN LANGUAGES (FRENCH AND SPANISH)

MsMUSICCaitlin

The Lower School Music programme offers a breadth of meaningful opportunities for pupils to thrive as well-rounded musicians: performers, composers and musicologists.

From Year 3, all pupils in the Lower School will study both Chinese and a European Language (either French or Spanish). Our European language programmes are foreign language courses and native speakers of French or Spanish are required to take the alternative language. We cater for complete beginners in French or Spanish and those who may have been learning French or Spanish as a foreign language either in school or at home. We combine a range of approaches in teaching our younger learners and seek to lay the foundations of successful foreign language acquisition. We use a mixture of AIM (Accelerative Integrated Methodology) and more thematic approaches.

Central to the philosophy of teaching is the view of ‘pupil as a musician’ and that learning music occurs best via active involvement in musicianship processes.

Facing Challenges is an essential part of the Harrow Hong Kong Curriculum. It is a whole-school approach to teaching Personal, Social, Health, Economic Education (PSHE) which begins in K1 and runs through the school all the way to Year 13. The School’s Values are at the centre of our Facing Challenges curriculum: Courage, Honour, Humility, Fellowship. The aim of the programme is to develop resilient individuals, who are motivated and show aptitude and determination to make a difference in their world. Through the mindfulness approach, we support pupils’ wellbeing and equip them with the knowledge and skills they need to manage and flourish in their lives both now and in the future. It is through Facing Challenges that we promote our vision statement: ‘A caring, respectful, community in which everyone thrives’. Each half term, the pupils will take part in Facing Challenges session from one of the six themes. Harrow

• Being Me in My World (Global Citizenship) • Celebrating Differences • Dreams and Goals • Healthy Me • Relationships • Changing Me We will also focus on one of the Leadership Attributes each half term and deliver practical, interactive sessions in which pupils are encouraged to ask questions, tackle issues, discover resolutions and respond to world events. The

Mrs Lauren Berner - Deputy Head of Lower School (Pupil Wellbeing)

FACING CHALLENGES

Leadership Attributes are below: • Making a positive contribution to community • Applying knowledge with compassion • Solving problems collaboratively • Solving problems creatively • Making just and responsible choices • Facing challenges with determination

15 KEY STAGE ONE (YEAR 1 AND YEAR 2)

YEAR 1

Ms Marina Elwes - Year Leader

The Pre-Prep School at Harrow Hong Kong begins with a focus on creating a seamless transition for both the children who are new to the school, as well as those joining from our own Early Years setting. Attending specialist lessons and managing a longer school day will be some of the hurdles that the new Year 1 children will meet; however, our experienced class teachers are devoted to helping the children settle effectively. We understand that happy children make successful learners and are committed to ensuring adequate time is set aside for the children to become fully familiar with their new setting, routines, peers and teachers. At the start of the year, the children are taught in a familiar way continuing with the Early Years Foundation Stage (EYFS) play-based approach. Our learning objectives are met through both focused play activities and small teacher-led group work. We are lucky enough to have a dedicated large indoor shared area in which to play and be creative, and these areas are always decorated imaginatively to bring learning to life. This year sees a significant leap in the cognitive skills, motor skills, and social and emotional development of a Year 1 child and so we adjust the teaching style to fit with this, gradually introducing longer and more structured classroom-based learning sessions to deliver our exciting curriculum. By the end of this year, we hope to ensure that every child has developed the skills and attributes needed to confidently continue their journey into Year 2 and beyond. We prepare pupils for the opportunities, responsibilities and experiences of later life, forming firm foundations which are crucial for navigating the challenges and opportunities of our modern world.

Year 2 is an extremely important year for the pupils as they reach the end of Key Stage 1 and begin to prepare for Key Stage 2. Having spent their first year of Pre-Prep becoming familiar with routines and lesson structures, pupils begin Year 2 ready to fully embrace their academic path. In order to assist each pupil to reach their full potential, we provide a dynamic range of skill and knowledge-based investigative learning opportunities through our curriculum subjects. To do this, we offer a curriculum that opens doors both now and in the future, through inspirational experiences coupled with rigorous day-to-day teaching. Each subject is brought to life through an exciting hook, aimed to immerse the pupils fully in their learning and allow them to be at the centre. Learning opportunities in the outdoor classroom are also valued, further extending pupil learning and personal interests. As they mature throughout the year, pupils are encouraged to become more confident and independent, both in their learning and organisational skills. We care for every child, so that every child can have a happy future at Harrow. The Year 1 and 2 Sleepover is a fantastic opportunity for the pupils to demonstrate this: a truly memorable part of the year.

YEAR 2 Mrs Hannah Russell - Year Leader

The Harrow Values and pastoral care are at the very core of all learning activities in Year 4, coupled with a personalised approach, thus allowing pupils to achieve their very best. Year 4 is an exciting year for pupils as we have many innovative and creative learning opportunities where pupils are taken out of their comfort zones. Challenging stereotypes through the exploration of historical and current affairs, experiential field trips and exciting overnight residentials are snippets of the wide range of activities we plan to complete during the academic year.

In classrooms and shared areas, our learning walls have questions asking pupils to draw on their higher order thinking skills. Challenging our pupils is one area of focus as we encourage them to question information gathered. In lessons, we plan opportunities for pupils to provide feedback to one another over the successes and next steps of their learning, alongside small group and class discussions.

We want the pupils to feel safe and confident when they come to school. We have many pastoral activities and sessions where the classes have opportunities to discuss many current issues like climate change and online safety. Pupil happiness is paramount in Year 4 and teaching combines a compassionate and caring delivery with high expectations of pupil outcomes for every learner.

YEAR16 3 Mr Travis Purnell - Year Leader

Year 3 is an exciting time in a pupil’s school life as they make the transition from Key Stage 1 to Key Stage 2. The move is significant as pupils become more independent, they also begin to take responsibility for their own learning and they make even more connections between their education in school and their learning outside of the classroom.

Camp helps to cultivate these skills in a fun outdoor environment and is a highlight of the year that pupils remember and look back on most fondly.

We believe pupils thrive in a nurturing, stimulating and thought-provoking environment.

As pupils grow and develop, they learn how to look after themselves, both physically and emotionally. Developing a growth mindset is imperative at this stage so that pupils can learn from their mistakes and embrace new challenges in a positive way.

Year 3 pupils are happy, enthusiastic, resilient and motivated to learn. They develop many key skills throughout the year and achieve a lot of academic success, but they also learn how to be kind and caring towards themselves and others. It is an amazing year, full of exciting opportunities for intellectual development and personal growth.

YEAR 4 Mr Theo De Vies - Year Leader

In Year 3, we aim to provide an education that is creative, engaging and inspiring. We follow an enhanced National UK Curriculum whilst also taking into consideration our place as an international school in Hong Kong. Whilst our curriculum presents discrete teaching of subjects, we also present cross-curricular links with an emphasis placed on working together collaboratively to complete a range of investigations and problemsolving activities.

YEAR 5 Mr Chris Russell - Year Leader

The focus in Year 5 is to create a learning environment that is stimulating, engaging and challenging for our pupils. We are driven to ensure that the children continue to question the world around them and also begin to question their own existing thoughts and beliefs as they mature into young adults.

A key aim of the year is also to ensure that the pupils are well equipped to face any challenges that they may face with maturity, resilience and positivity. The annual Year 5 Musical Production is a genuinely stand-out highlight, where all children in the year group come together in the Summer Term to put on an incredible show, with singing, dancing and acting being at the forefront of everyone’s minds. The year is a real balance of enjoying being the leaders of the Pre-Prep School and understanding the responsibilities that brings, whilst also looking to the bright future of the Upper School. At the end of Year 5, the pupils will leave behind their familiar Houses based on the animals of the Zodiac and will join a Prep Boys’ or a Prep Girls’ House. The move to Prep School is supported in the Summer Term by a thoroughly planned transition programme which includes tours and visits to the boarding facilities. All of the above allows the children to feel securely prepared to move onto the next stage of their education and also begins to teach them the value of Prep House spirit.

YEAR 2 English in Year 2 pays attention to developing a broader, deeper and richer vocabulary, using descriptions of topics such as the immediate environment and feelings. We aim to increase confidence in reading common and unfamiliar words fluently without needing to blend the sounds out loud first, by building on Year 1 phonics. We will also ask pupils to retell some familiar stories that have been read and discussed. During Year 2, we focus on establishing children’s accuracy and speed of word recognition. We encourage children to listen to and discuss a wide range of stories, poems, plays and information books. This is vitally important if children are to increase their vocabulary, comprehension and their knowledge across the wider curriculum. In writing, children at the beginning of Year 2 will continue composing sentences and write them down with phonetically correct spellings as well as focusing on using the correct letter formation and pencil grip.

Writing tasks will include letters of the alphabet, spelling the days of the week and using common suffixes and prefixes. In Year 1, pupils are expected to form letters correctly and confidently using the correct pencil grip as well as writing in full sentences using full stops and capital letters.

19 CURRICULUM BY YEAR YEARENGLISH1

English in Year 1 focuses on developing competency of spoken language and reading. This is achieved through multiple tasks related to listening and responding appropriately to questions as well as asking relevant questions both in one-on-one and group settings. We also embark on a deeper love of reading by exposing the children to a range of high quality and creative texts. This also develops vocabulary, which will feed into their writing. A key focus throughout the year will be revision and consolidation of the high frequency words introduced in Early Years and we will continue to develop phonetic skills to segment and decode unfamiliar words. New and unfamiliar words will be discussed within class to enable children to contribute and start to develop their reading skills including prosody, decoding and comprehension of text. Throughout the year, children are taught to recognise sentence boundaries in spoken language and compose sentences orally before writing; this is how we introduce the skill of pupils being able to read their own work to peers or teachers.

YEAR20 3 English in Year 3 builds upon the rich vocabulary that our pupils used in Year 2 and we encourage the pupils to discuss a wider range of topics and abstract concepts. This will enhance their knowledge about language and language construction. Pupils should be able to read books accurately and with a fluency that is sufficient for them to focus on understanding what they read rather than sounding out words. Teaching is directed at developing breadth and depth of reading skills, helping to ensure pupils become independent and enthusiastic readers who read widely and fluently. We broaden our range of reading to encompass stories, poetry, plays and non-fiction. In Year 3, pupils focus on reading independently and for enjoyment, as this helps develop comprehension and creative thoughts. With support, pupils will begin to justify an opinion about what they have read. They will also begin writing down ideas accurately using good sentence punctuation. This year, the pupils begin to consolidate writing skills, vocabulary, grasp of sentence structure and knowledge of linguistic terminology, which helps to develop them as writers. Teachers make sure that pupils have built on what they have learnt, particularly in terms of the range of their writing and more varied grammar, vocabulary and narrative structures, from which they can draw to express their ideas. Pupils should also be able to identify how writing can be different from speech. Handwriting style is joined, legible and shows consistent letter formation.

YEAR 4 English in Year 4 is when we further develop constructive feedback on spoken language and listening, not only to improve pupils’ knowledge and skills but also to establish secure foundations for effective spoken language in their studies. The primary aim is to build the foundations for secondary education and beyond. Pupils’ reading should be fluent and embedded with an understanding of the text they are reading. In Year 4, we will continue to develop breadth and depth of vocabulary with a focus on independent reading and justifying pupils’ own views about what they have read. Pupils should now write down their ideas with accuracy, varied sentence structures and good punctuation. There will be a focus on consolidating pupils’ writing skills, the vocabulary used in writing and a pupil’s grasp of sentence structure and linguistic terminology. Year 4 builds further on the previous year’s focus on enhancing the effectiveness and competency of what is written. Pupils should clearly be able to identify how writing can be different from speech. Joined handwriting is standard and children should be able to write with fluency to keep pace with what they want to say.

YEAR 5 English in Year 5 aims to ensure pupils are able to accurately read a wide range of ageappropriate poetry and books at a reasonable speaking pace. They should be able to read most words effortlessly and work out how to read unfamiliar written words in context. We will work with pupils to help them read with appropriate intonation to demonstrate understanding, and also focus on the ability to summarise and present a familiar story in their own words. Pupils are encouraged to read widely and frequently, both in and out of School, for pleasure and information. They should be able to read silently, with good understanding, infer the meanings of unfamiliar words, and then discuss what they have read. Year 5 pupils should be able to write down their ideas quickly and grammar and punctuation should be broadly accurate. Spellings of most words taught throughout Lower School should be accurate and they should be able to spell words that they have not yet been taught by using complex phonics and other spelling techniques. Knowledge of language, gained from stories, plays, poetry, nonfiction and textbooks, will support increasing fluency as readers, and further support writing and comprehension. By the end of the school year, pupils should be more than ready for the rigours of Prep School.

Pupils will be introduced to the Mandarin Pinyin (phonetic) system, basic radicals, Chinese character structures and the topics of Children’s Life, Nature, Imagination and Observation. They will learn to write basic Chinese characters with the correct stroke order, recognise basic Chinese characters and form simple words with characters. They will learn to have short daily life conversations.

NativeYEARCHINESE1language programme

Foreign language programme

Pupils will be introduced to basic Greetings, Numbers, Self-introduction, Family, the Colours, Fruits & Vegetables and Hobbies. They will start with some basic knowledge of Chinese as a tonal language, the Mandarin Pinyin (phonetic) system, Chinese radicals and stroke order. They will learn to speak and understand some basic sentences on the topics they have been taught.

Key topics Greetings, Number, Family, Self-introduction, Colour, Fruits, Vegetables, Hobbies.

Key skills Build up knowledge of Chinese as a tonal language, the Mandarin Pinyin (phonetic) system, Chinese radicals and stroke orders; Learn to speak basic sentences with words learned from the topics.

Key skills Build up knowledge of the Mandarin Pinyin (phonetic) system; Learn to write basic Chinese characters with correct stroke orders. Recognise basic Chinese characters and form simple words with characters; Learn to have short daily life conversation with people.

HOUR PROGRAMME

In Year 1, pupils will use Easy Steps to Chinese for Kids 1a, 1b and 2a.

Key topics Pinyin, Basic radicals, Chinese character structures, Children’s life, Nature, Imagination and Observation.

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8 HOUR PROGRAMME

In Year 1, pupils will use Yu Wen book 1 (volume 1).

In Year 2, pupils will use Yu Wen book 1 (volume 2).

Key topics Pinyin(revision), Chinese character structures(revision), Radicals, Children’s life, Nature, Imagination and Observation, Wishes, Friends and Family.

In Year 2, pupils will use Easy Steps to Chinese for Kids 2b, 3a and 3b.

YEAR 2 Native language programme

Key topics Time & Date, Nationality, Clothes & School Uniform, School & Classroom, Animals, Foods

Key skills Write required characters independently and recognise some required characters; Speak sentences with more words learned from the topics and answer basic questions related to the topics.

Foreign language programme Pupils will be introduced to the topics of Time and Date, Nationality, Clothes & School uniform, School and Classroom, Animals and Food. They will be beginning to write Chinese characters more independently and will recognise some familiar characters. They will speak sentences with words learned from the topics they have been taught and answer basic questions related to these topics.

Pupils will study the topics of Radicals, Children’s life, Nature, Imagination and Observation, Wishes, Friends and Family. They will begin to write Chinese characters more independently and write an increasing number of characters by heart. They will also be starting to write more fully developed sentences with scaffolding for support. Pupils will be reading texts with a degree of independence with the correct tones. They will understand the main content of stories and respond to structured questions.

8 HOUR PROGRAMME

Key skills Write required Chinese characters independently and write some required characters by heart; Write sentences with guided patterns and words; Read texts independently with the right tones; Understand the main contents of stories and respond to relevant questions.

8 HOUR PROGRAMME

Pupils will study a range of authentic materials from ancient poems and fables to stories and descriptive texts. They will study a range of Chinese-related cultural themes and explore Chinese life. The themes are loosely related and are designed to allow for linguistic progression and development. They will be writing an increasing number of characters by heart, with greater independence and with more detail, and reading with less Pinyin support. There is an expectation that pupils will be able to retell the texts by summarising verbally in their own words.

Key skills Listen and retell stories with pictures; Make sentences about a specific topic; Read texts with the support of Pinyin and teacher’s guidance; Write sentences and short paragraphs with pictures.

In Year 3, pupils will use Yu Wen book 2 (chosen articles)

6 HOUR PROGRAMME

Key topics Children’s life, Nature, Famous Chinese Sites, Friends and Family, Ancient Poems, Chinese Fables.

Pupils will study a selected range of Chinese culture-related materials, including stories and descriptive texts. They will explore Chinese life and life overseas. The themes are related and are designed to allow for pupils who are learning Chinese at a near-native level. They will be writing a number of phrases in Chinese characters by heart. They will read with more Pinyin support. There is an expectation that pupils will be able to write or say the key information as they read and hear from the texts learned in class.

YEAR24 3 Native 1 language programme

Native 2 language programme

In Year 3, pupils will use Zhongwen books 3 and 4, as well as Chinese Made Easy Third Edition Book 1.

Key topics Stories, Letters, School and friends, Contacting people, Places in China, Famous tourist attractions.

Key skills Write required characters by heart; Write sentences independently; Read texts with less Pinyin support and retell the texts.

Key topics Extended self-introduction, Chinese Extended Family, Chinese Zodiac and Animals, Colours, Appearance, School Subjects.

6 HOUR PROGRAMME

Key skills Recognise more words and write required characters by heart; Write sentences with guided grammar patterns; Make Self-introduction with more sentences of different topics; Able to answer more questions related to the topics learned.

Foreign language programme

Pupils will cover the topics of Extended self-introduction, Chinese Extended Family, Chinese Zodiac and Animals, Colours, Appearance, School Subjects. They will be able to recognise more words and write an increasing number of characters by heart. They will also write sentences with guided grammar patterns with increased detail on introducing themselves with details from previous topics. They will be able to answer an increased range of questions related to the topics learned. In Year 3, pupils will use Chinese Made Easy for Kids Book 2.

Just as in Year 3, pupils will also study a range of authentic materials from poems and fables to stories and descriptive texts. They will study a range of Chinese-related cultural themes and explore Chinese life and life overseas. The themes are loosely related and are designed to allow for linguistic progression and development. Pupils will continue to read texts, summarising general ideas and also tell stories with pictures. They will also be beginning to write short narrations.

Key topics Daily Life experiences, Ancient poems, Fables, Stories about famous people.

6 HOUR PROGRAMME

Native 2 language programme

Key skills Read texts; Summarise general ideas of each paragraph; Tell stories with pictures; Write short narrations.

Pupils will study a selected range of Chinese culture-related materials, including stories and descriptive texts. They will explore Chinese life and life overseas. The themes are related and are designed to allow for pupils who are learning Chinese at a near-native level. They will be writing a larger number of phrases in Chinese characters by heart. They will read with some Pinyin support. There is an expectation that pupils will be able to write or say the key information they read and hear from the texts learned in class. In Year 4, pupils will use Zhongwen books 4 and 5, as well as Chinese Made Easy Third Edition Book 2.

Key topics Nature, Chinese festivals and food, Hometown, Stories about famous people.

YEAR26 4 Native 1 language programme

Key skills Listen and retell stories with pictures; Make a short speech about a specific topic; Read texts independently with the support of Pinyin; Write short narrations with guidance.

In Year 4, pupils will use Zhongwen books 4 and 5.

6 HOUR PROGRAMME

Pupils will continue to study a range of texts related to Chinese life and life overseas and will study many different types of text, for example, descriptions of events and cultural life in addition to a range of stories and other literary forms appropriate to Year 5 pupils. Pupils will be expected to retell stories orally and in writing and produce short speeches on specific topics. They will also begin to develop their narrative writing skills further and give explanations where appropriate.

In Year 5, pupils will use Zhongwen book 6 and 7.

6 HOUR PROGRAMME

Key topics School life, Ancient poems, Fables, Stories about famous people, Famous tourist attractions. Key skills Retell stories; Make a short speech about a specific topic; Write narrations and explanatory texts.

Foreign language programme

Pupils will cover the topics of Friends and Family, Clothes, School Subjects and Timetable, Weather, Animals, Food and Meals. They will be able to recognise a greater range of Chinese characters on the topics covered and improve their overall fluency by reading aloud. They will also be starting to write much more independently across a range of topics and talk about familiar topics with increasing confidence and detail.

Key skills Recognise more characters and read short texts aloud fluently; Write sentences across different topics independently; To talk about a specific topic with several sentences.

Key topics Friends and Family, Clothes & Outfit, School subjects and timetable, Weather, Animals, Foods and three meals.

6 HOUR PROGRAMME

YEAR 5 Native 1 language programme

In Year 4, pupils will use Chinese Made Easy for Kids Book 3.

Pupils will cover the topics of Nationality and Countries, School Campus and School Subjects, Illness and Body Parts, Neighbourhood, Food and Meals. They will be able to write short passages with guided grammar structures or word banks across different topics independently and give short presentations and ask questions on familiar topics.

In Year 5, pupils will use Chinese Made Easy for Kids Book 4 with additional materials. Native 2 language programme Pupils will study a selected range of Chinese culture-related materials, including stories and descriptive texts. They will explore Chinese life and life overseas. The themes are related and are designed to allow for pupils who are learning Chinese at a near-native level. They will be writing a greater number of phrases in Chinese characters by heart. They will read with less Pinyin support. There is an expectation that pupils will be able to write or say the key information as they read and hear from the texts learned in class.

Foreign28 language programme

In Year 5, pupils will use Zhongwen book 6 and 7, as well as Chinese Made Easy Third Edition Book 2.

6 HOUR PROGRAMME

Key topics Daily Life experiences, Holiday planning and leisure activities, Famous tourist attractions. Key skills Listen and retell stories; Make a short speech about a specific topic; Read texts independently with the support of Pinyin. Write narrations and explanatory texts.

6 HOUR PROGRAMME

Key topics Nationality and Countries, School Campus and School Subjects, Illness and Body Parts, Neighbourhood, Food and Meals

Key skills Write short passages across different topics independently; Make talks about different topics and ask people questions about different topics.

YEARFRENCH303

In Year 3, pupils will begin their French language journey. All lessons are taught in French and the learning is achieved through scaffolding techniques, which use storytelling, gestures, active collaboration and repetition. In Year 3, children will be taught a play from the AIM story kit. The play includes high frequency vocabulary, introduced with gestures, drama, songs and dance, which will allow pupils to rapidly achieve good levels of listening and speaking skills. The use of high-frequency vocabulary, introduced with gestures and contextualised in stories, drama, songs and dance, allows pupils to achieve levels of oral and written proficiency. By the end of the year, pupils are able to re-enact a play, understand and respond to questions and classroom commands in the target language and write sentences of their own. Informal class assessments are carried out throughout the year to keep track of pupil progress.

YEAR 4 In Year 4, pupils continue with their French language journey. All lessons are taught in French and the learning is achieved through scaffolding techniques, which use storytelling, gestures, active collaboration and repetition. In Year 4, children will be taught through a different play adaptation to Year 3. The story includes high frequency vocabulary, introduced with gestures, drama, songs and dance, which will allow pupils to rapidly achieve good levels of listening and speaking skills and further enhance their reading and writing skills. The use of high-frequency vocabulary, contextualised in stories, drama, songs and dance, allows pupils to continue to develop their language skills. By the end of the year, pupils are able to re-enact a play, understand and respond to questions in the target language and begin to rewrite the story themselves. Informal class assessments are carried out throughout the year to keep track of pupil progress.

YEAR 5 After completing two years of the AIM programme, pupils are ready for a more thematic approach to their learning but will continue to use techniques acquired from their previous years of learning French. They will build on their prior knowledge of the language and begin to develop fluency in their written and spoken responses. They will be encouraged to communicate their opinions on a range of relevant topics such as free time, school, home, and food and drink. The pupils will be following the excellent Studio French and Accès Studio course which combines a fresh, colourful and fun approach with a clear progression and really helps pupils enjoy learning French. There will be informal assessments throughout the course on all four skills of speaking, listening, reading and writing in the form of quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways.

YEARSPANISH323

In Year 3, pupils will begin their Spanish language journey. All lessons are taught in Spanish and the learning is achieved through scaffolding techniques, which use storytelling, gestures, active collaboration and repetition. In Year 3, children will be taught a play from the AIM story kit. The play includes high-frequency vocabulary, introduced with gestures, drama, songs and dance, which will allow pupils to rapidly achieve good levels of listening and speaking skills. By the end of the year, pupils are able to re-enact a play, understand and respond to questions and classroom commands in the target language and write sentences of their own. Informal class assessments are carried out throughout the year to keep track of pupil progress.

YEAR 5 After completing two years of the AIM programme, pupils are ready for a more thematic approach to their learning but will continue to use techniques acquired from their previous years of learning Spanish. They will build on their prior knowledge of the language and begin to develop fluency in their written and spoken responses. They will be encouraged to communicate their opinions on a range of relevant topics such as free time, daily routine, where we live, and giving directions. The pupils will follow the excellent ‘Colegas’ course which combines a fresh, colourful and fun approach to learning Spanish. There will be informal assessments throughout the course on all four skills of speaking, listening, reading and writing in the form of quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways.

YEAR 4 In Year 4, pupils continue with their Spanish language journey. All lessons are taught in Spanish and the learning is achieved through scaffolding techniques, which use storytelling, gestures, active collaboration and repetition. In Year 4, children will be taught through a different play adaptation to Year 3. The story includes high-frequency vocabulary, introduced with gestures, drama, songs and dance, which will allow pupils to rapidly achieve good levels of listening and speaking skills and further enhance their reading and writing skills. The use of high-frequency vocabulary, contextualised in stories, drama, songs and dance, allows pupils to continue to develop their language skills. By the end of the year, pupils are able to re-enact a play, understand and respond to questions in the target language and begin to rewrite the story themselves. Informal class assessments are carried out throughout the year to keep track of pupil progress.

YEAR 2 Building on their knowledge of place value, pupils’ learning is accelerated with the introduction of addition and subtraction for 2-digit numbers. Weekly number skills checks are introduced with the aim of developing pupils’ addition and subtraction recall as well as multiplication and division facts for multiples of 2, 5 and 10. Using their division skills, pupils are introduced to finding fractions of whole numbers and recognising equivalent fractions. Pupils will learn to tell the time to five minutes and answer questions based on data.

In Year 1, pupils read, write, count and identify the value of numbers to 100. They apply their number bond knowledge to addition and subtraction questions, using a variety of resources and learning tools. To develop their independence, pupils are then encouraged to record their work using pictorial representations alongside abstract methods. At this stage, pupils see how their learning relates to real-life problems and are inspired by a natural curiosity for the world around them. Using repeated addition and subtraction, pupils are introduced to the concepts of multiplication and division, which provide the essential building blocks for Year 2.

YEAR 3 The principal focus of Mathematics in Year 3 is to ensure that pupils become increasingly fluent with whole numbers and the 4 operations, including number facts and the concept of place value. Pupils will further develop an understanding of exchanging and what happens with the crossing of place values. They further extend their multiplication knowledge by learning 3, 4 and 8s as well as their related facts. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with whole numbers. Pupils will apply their knowledge of fractions to calculate fractions of amounts and understand that a tenth is made by dividing a whole into ten equal sections.

YEARMATHEMATICS341

The principal focus of Mathematics in Year 5 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This will develop the connections that pupils make between multiplication and division with fractions, decimals and percentages. At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. Teaching in geometry and measures will consolidate and extend knowledge developed in number. Pupils will also classify shapes with increasingly complex geometric properties and will utilise precise mathematical vocabulary to describe them.

YEAR 4 In Year 4, pupils will develop their ability to solve a range of problems, including with simple fractions and decimal place value. The Harrow Hong Kong Mathematics curriculum ensures that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It makes sure that pupils can use measuring instruments with accuracy and make connections between measure and number. By the end of Year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication tables as well as the related facts, showing precision and fluency in their work.

YEAR 5

YEARCOMPUTING361

In Year 1, the aim is for pupils to familiarise themselves with the technology around them and to be able to log in and log out of the computer independently, recognising the importance of not sharing passwords. Pupils recognise how to use a mouse to navigate the screen and develop basic keyboard skills to communicate effectively.

YEAR 3 In Year 3, the pupils should be confident to log on to computers independently as well as to use familiar word processing programs and search engines for research. The focus is to explore the potential of the technology available to enhance our learning and the ways in which we can interact with the world around us. Over the course of the year the pupils will animate short stories using a range of software; find and correct bugs in programs; gain skills in shooting live video, such as framing shots, holding the

YEAR 2 In Year 2, the pupils will continue familiarising themselves with a range of computing skills. These include programming on screen, exploring how computer games work, researching online for information, taking and editing photographs, collecting clues through exchanging messages on email, and gathering data to be represented on spreadsheets. Alongside these teaching units, the pupils will be taught to use the technology safely and respectfully and how to act if they see something they don’t like. The pupils will also continue to develop their touch typing skills whilst developing independence when using the School’s Apple software.

During the year, pupils will use programmable toys and learn to control them by inputting a sequence of instructions to develop and record sequences of instructions as an algorithm, learning how to debug their programs and predict how their programs will work. Pupils create greeting cards and talking books, learning how to insert images and audio clips to these. They learn how to use web search engines safely to collect relevant information. They are taught how to collect and represent data on different devices, including pictograms and branching databases. These skills are the foundations which will be built upon as the pupils move up through the school.

YEAR 4 In Year 4, the pupils continue to build on the foundations of computing taught in the previous three years. They begin by using their knowledge of coding to design and make an on-screen prototype of a computer-controlled toy. Pupils explore animations, developing their computational thinking and use repetition to create volcanic eruption animations using the LEDs on a micro:bit. Pupils learn about data through a variety of unplugged activities. They write and evaluate algorithms and programs using selection and repetition to use micro:bit as a temperature recorder, an automatic warning system and a digital assistant. Collaboration continues to be a focus as pupils learn the importance of communication and teamwork when creating. These skills are taught when the pupils are challenged to edit and write HTML as well as contribute to a GoogleSites page to teach others about a given topic.

YEAR 5 In Year 5, the pupils are supported to show far greater independence when using technologies. There is a push towards self-directed learning where the pupils are encouraged to take part in problem-based learning. Pupils learn to find relevant and accurate information quickly, using key words and phrases to identify inaccurate information. The pupils will work collaboratively to become bloggers and web developers. As with all the Computing units taught at Harrow Hong Kong, a focus is that the pupils have a secure understanding of online safety and responsible use of technology. They are supported to develop their research skills to decide what information is appropriate and to question the plausibility and quality of information which is shared with them. Pupils’ coding skills are further developed this year as they are introduced to variables and develop their understanding through a mixture of unplugged and practical programming activities. Pupils design and program a micro:bit to be a star-jump and step counter and a family activity selector. Pupils build on their coding knowledge through gathering data about energy use around them using the micro:bit as a data logger, before processing and analysing the data to make informed decisions about reducing energy usage. camera steady, and reviewing; plan, design and deliver an interesting and engaging presentation; gain skills in using email independently and use the web to facilitate data collection. Pupils learn what email is used for and how to send an email. They learn to use positive language within an email and how to recognise when digital behaviour is unkind. Pupils build on their coding skills this year to design and programme digital flashcards to help them learn a foreign language using the BBC micro:bit.

YEARSCIENCE381

YEAR 3 In Year 3, the principal focus of Science teaching is to enable pupils to broaden their scientific view of the world around them. The curriculum encourages pupils to begin to explore and develop ideas about everyday phenomena. Pupils will generate their own questions about what they observe and make decisions about which types of scientific enquiry are likely to be the best ways of answering these questions. During Year 3, pupils will cover topics on plants, animals, (including humans), rocks, light, and forces and magnets. Within these topics, pupils will start to develop new ‘Working Scientifically’ skills such as: setting up simple practical, comparative and fair tests; making systematic and fair observations; gathering, recording, classifying and presenting data in a variety of ways; using findings to draw simple conclusions and using relevant scientific language to discuss ideas.

In Year 1, the principal focus of Science teaching is to enable pupils to experience and observe phenomena, looking more closely at the natural and human-constructed world around them. The curriculum encourages questioning and curiosity through hands-on experiences at this important developmental stage. During the year, the pupils will begin to cover topics on plants, animals (including humans), everyday materials and seasonal changes. Within these topics, pupils will begin to develop ‘Working Scientifically’ skills such as: performing simple tests to explore questions, making tables and charts, using observations to compare, contrast and group; keeping simple records of changes over time and using simple scientific language to explain findings.

YEAR 2 In Year 2, the principal focus of Science teaching is to encourage pupils to explore the world around them and support them in beginning to recognise ways in which they might answer scientific questions. The curriculum continues to encourage questioning and curiosity through hands-on experiences, giving pupils an opportunity to develop and improve on skills learnt in the previous year. During Year 2, the pupils will cover topics on living things and their habitats, plants, animals (including humans) and uses of everyday materials. Within these topics, pupils will continue to develop ‘Working Scientifically’ skills such as: performing simple tests to explore questions; making tables and charts; using observations to compare, contrast and group; keeping simple records of changes over time and using simple scientific language to explain findings. The aim is to achieve mastery of these skills by the end of Year 2.

YEAR 5 In Year 5, the principal focus of Science teaching is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. The curriculum encourages pupils to encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. During Year 5, pupils will cover topics on living things and their habitats, animals (including humans); properties and changes of materials; Earth and space; and evolution and inheritance. Within these topics, pupils will start to develop new ‘Working Scientifically’ skills such as: planning scientific tests, including controlling variables; taking measurements with a range of scientific equipment; recording data and results of increasing complexity using a range of diagrams; using findings to make predictions and set up further tests; presenting findings in a range of ways; and identifying scientific evidence that has been used to support or refute ideas or arguments.

YEAR 4 In Year 4, the principal focus of Science teaching is to engage pupils with a range of scientific experiences to enable them to further develop their skills in answering questions about the world around them. The curriculum encourages pupils to take more ownership in their testing, including collecting data from their own observations and beginning to look for changes, patterns, similarities and differences in order to draw simple conclusions. During Year 4, pupils will cover topics on living things and their habitats, animals, (including humans), states of matter, sound, and electricity. Within these topics, pupils will continue to develop ‘Working Scientifically’ skills such as: setting up simple practical, comparative and fair tests; making systematic and fair observations; gathering, recording, classifying and presenting data in a variety of ways; using findings to draw simple conclusions; and using straightforward scientific evidence to answer questions. The aim is to achieve mastery of these skills by the end of Year 4.

HUMANITIES40

The Humanities curriculum aims to inspire curiosity, awe and wonder in each pupil. The curriculum is knowledge rich, with meaningful and purposeful opportunities for the development and application of core skills.

YEAR 1 In Year 1, geography learning focuses on both human and physical geography with an emphasis on the acquisition of knowledge and the application of skills. The pupils learn about seasons and weather, understanding how the seasons affect us. They then apply their understanding of weather and climate to the geography and climate of Hong Kong and begin to understand the geographical features of the wider world, allowing them to make basic comparisons. Using this knowledge, they then look at their local area. Pupils will learn and use outline plans, locational and directional language and follow directions, becoming competent in the geographical skills needed to collect, analyse and communicate with a range of data gathered through experiences of fieldwork encouraging them to become young geographers.

During History lessons, pupils will begin to develop their chronological knowledge and understanding by first looking at toys through time. The pupils will then begin to appreciate different ways of life during different time periods through learning about the lives of significant individuals who have contributed to national and international achievements. In all History lessons during Year 1, we aim to develop enquiry skills and introduce the pupils to a wider range of resources in order to build upon the foundations created in the EYFS.

YEAR 3 In Year 3, the pupils begin to study the world in greater detail and continue to extend their knowledge and understanding beyond their local area. In Geography, the pupils study climate zones, exploring the effects that people have on climate and the environment in these places. They will also continue to develop their locational knowledge, studying North and South America, identifying the main physical and human characteristics of the continent. A fieldwork unit will then further the children’s knowledge and understanding of their local area as they study the changes that have happened and predict the changes that will be made in the future.

In History lessons, the pupils will be taught to understand some of the ways in which we find out about the past and identify different ways in which it is represented. As well as learning about significant events beyond living memory, such as the sinking of the Titanic, pupils will learn about changes in living memory. In preparation for KS2, pupils will develop their historical perspective through wider, more detailed and chronologically secure knowledge. Pupils will study the history of communication, looking at changes over a wide arc of time, understanding how communication has changed over the course of history.

During History lessons, pupils will begin to explore time periods (the Stone Age), Ancient Civilisations (the Ancient Egyptians) and Roman Britain to extend their chronological awareness, building a picture of what life was like during the past, through examining written sources, visuals and artefacts. Their historical perspective will continue to be developed through deeper understanding of more complex concepts such as cause and consequence and change and continuity.

YEAR 2 During Year 2, the pupils continue to develop their knowledge of the world around them and are introduced to more subject-specific vocabulary, allowing them to express their understanding with more detail and clarity. The pupils will learn about the oceans and continents, hot and cold places and will compare their surrounding environment with a contrasting environment. Pupils will continue to consolidate their understanding of map skills. A fieldwork unit will prepare pupils for KS2, ensuring they have a good grounding in geographical skills that can be used in the field. It will prepare them for using fieldwork to observe, measure, record and present human and physical features in a local area study, using a range of more advanced methods including sketch maps, plans, graphs and digital technology.

During History lessons, we aim to provide pupils with the enquiry skills to establish clear narratives within and across the periods they study. The pupils will study WWII and the Early Islamic Civilisation, developing their ability to construct informed responses that involve thoughtful selection and organisation of relevant historical information. In preparation for Year 6, pupils will study a unit which will give them the opportunity to consolidate and revise all time periods studied in the Pre-Prep School to ensure pupils have developed a wide, detailed and secure chronological understanding. Pupils will develop a deeper understanding of more complex issues and will closely integrate history’s key concepts into their learning throughout the units studied.

YEAR 5 In Geography, pupils deepen their knowledge of natural disasters by studying plate tectonics and mountains. They will look at how mountains are formed and the dangers that you would face on a climb. Pupils then complete a case study on a European country, focusing on diversity and sustainability. Pupils’ learning will then culminate in a fieldwork unit where the local area and region will be studied. Pupils will use fieldwork to collect and critically evaluate data from a range of viewpoints about the local area and how it meets people’s needs. They will use and annotate OS maps, including the use of grid references, in order to present arguments about change in the local region. They will confidently and persuasively use geographical vocabulary when describing key information about the local region to external audiences, conveying a distinctive sense of place.

YEAR42 4 During Year 4 Geography, the pupils further consolidate and develop their locational knowledge and improve their geographical skills by confidently using globes, atlases and maps to locate places within the globe and within continents, interpreting a range of maps and aerial views and applying this information to their understanding of a range of places. The pupils will learn about rivers and coasts, identifying how some of the world’s longest rivers both threaten and benefit the world. They will study rainforests, identifying the key elements of a rainforest biome and how this contrasts with other biomes. Core skills, knowledge and concepts acquired will then be applied towards an end-of-year enquiry project about the Amazon Basin. Pupils will end the year studying volcanoes and earthquakes, understanding what it would be like to live near a major natural disaster zone. In History lessons, the pupils will continue to develop a chronologically-secure understanding of world history by noting connections, contrasts and trends over time. Through the study of Ancient Chinese dynasties, the Vikings and Ancient Greece, pupils will understand a wider range of appropriate historical terms. Pupils will understand the significance and legacies of these different societies and how ideas, beliefs and attitudes differ and change over time.

INDIVIDUAL NEEDS

The Individual Needs Department at Harrow Hong Kong works alongside Maths Support, L&L, Counselling and Class Teachers 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 internal assessments are facilitated by the department in partnership with the Class Teacher. 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.

YEAR 2 In Year 2, the children continue to use their sketchbooks to experiment with a range of materials and design elements in order to design and make products. During Art lessons they will use drawing, painting and sculpture to develop and share their ideas, experiences and imagination. The children will continue to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. The curriculum allows the children to develop their analytical skills by learning about the works of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

YEAR 3 In Year 3, the children continue to use sketchbooks. These sketchbooks are used to record their observations and review and revisit ideas. The curriculum continues to challenge the children by refining their technical skills. They extend their drawing, painting and printing skills by using different media to achieve variations in line, texture, tone, colour, shape and pattern. The children are taught to develop their control and use of materials, with creativity, experimentation and increasing awareness of different kinds of art, craft and design. They are exposed to an increased variety of techniques including stitching, weaving and sculpture. As well as working individually, the children are given a number of opportunities to work collaboratively with others in two and three dimensions and on different scales. The curriculum allows the children to investigate art, craft and design in the locality and in a variety of genres, styles and traditions.

YEAR 1 In Year 1, one of the main aims is to give children the opportunity to develop their creativity through a variety of media. The children will be introduced to sketchbooks and they will learn how they are a valuable tool, which can be used to explore and evaluate ideas. During Art lessons, they will use different materials to design and make products and explore a wide range of patterns. They will learn through drawing how to develop and share ideas, incorporating known experiences. The children will focus on using lines and known geometric shapes to create their artwork. They will continue to explore the works of local and international artists in order to inform their own creations. Through painting, they will experiment with colour and space in order to create effect. The curriculum encourages the children to analyse art, craft and design on a deeper level, evaluating the variety of materials, textures and techniques used. The children begin to understand the relationship between art and emotion and how they can represent this through colour, line, shape and form.

ART44 AND DESIGN

YEAR 5 In Year 5, all pupils are given the opportunity to study and experience drawing, painting, mixed media, sculpture, graphics and digital media. The mastery of the skills and techniques continues to develop and the children become more independent when applying these to their own creative pieces ensuring their ideas can be realised. The curriculum allows the children to develop the skills of creativity, intellectual and aesthetic awareness and reflective practice. By this stage, they are able to make thoughtful observations about the roles and purposes of artists, craftspeople and designers working in different times and cultures and record these in their sketchbooks in a meaningful way. As the children prepare to move into the Prep school, our aim is that they will have been provided with the confidence, knowledge and skills that they need in order to embark on a broad spectrum of challenging, stimulating and enjoyable, creative experiences.

YEAR 4 In Year 4, the children are taught to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials including pencil, charcoal, a variety of paints and clay. They are encouraged to use more specific language when evaluating their work and the works of others including tint, tone, shade and hue. The curriculum allows the children to reflect and evaluate their creative products, refining and altering ideas and explaining their choices using appropriate vocabulary. The use of sketchbooks continues to develop in Year 4 and the children are encouraged to take greater ownership over these. The curriculum gives the children the opportunity to collect images and information independently and use these as inspiration for their own creative pieces.

47 USEFUL INFORMATION ROALD DAHL LIBRARY

Every year, the Library supports Year 4 and 5 pupils who wish to compete in the Primary Battle of the Books event, a competition held each May across Hong Kong where school teams answer questions from a list of chosen books. The Hong Kong Golden Dragon Book Award programme, where pupils vote for their favourite book out of a selection of books shortlisted by Hong Kong librarians, is also sponsored by the Library. In addition, the Library invites well-known authors and illustrators to talk about their creative journeys and share their books during pupil assemblies throughout the year.

The Library is accessible to Lower School pupils during morning breaks, lunchtimes, and afternoon breaks. The atmosphere is inviting and conducive to conversations about books and interests. Parent helpers are welcome to assist with displays, covering books, or interacting with pupils during breaks and lunchtimes. Our aim is to be the source of quality information at the heart of the school, providing an environment that encourages curiosity, sparks imagination and stimulates discussion for all ages.

Welcome to the Harrow Lower School Library, the home of reading for pleasure and resources to support the Lower School curriculum. We have over 11,000 books in our junior collection which includes picture books, chapter books, non-fiction, biographies, graphic novels and magazines. Students, teachers and parents can also access our Library Hub website to find carefully curated online learning resources, daily newspapers, reading programmes and the Library’s online catalogue. Our website is also a place to find book lists, useful links and information about Library events.

PRE-PREP The Lower School Roald Dahl Library is a welcoming place for our pupils to browse through the collection, choose books and read in a cosy, quiet environment. Pupils have fortnightly scheduled classes where they exchange books, read stories and engage in Information Literacy Skills lessons. As well as developing a love for reading, the focus of each lesson aims to expand their library skills which will enable pupils to find information independently and learn the system of organisation in the Library. We also encourage our pupils to take responsibility for looking after their books and returning them on time. Pupils learn how to navigate the Dewey Decimal System of organisation and search for books that interest them using the online public access catalogue. They will learn to locate books within the collection and understand why the books are classified as they are. Pupils are also taught how to navigate our website and use these resources. The Library has purchased subscriptions for a number of age-appropriate online resources such as Britannica, Brain Pop and Gale, plus online newspapers First News and Learn The News as well as eBook borrowing platform, Sora. By using safe online information products, pupils are able to see what educationally sound information looks like, allowing them to become more discerning users. Pupils will begin to learn research skills which will prepare them for Prep School and beyond where we continue to develop these skills right through to Year 13.

Year 3 is the first year group in the Lower School who are able to go on camp, also known as the Young Adventurers challenge at Mount Davis and Deep Water Bay, both situated on Hong Kong Island and both areas of outstanding natural beauty. Pupils take part in a giant SUP challenge on the water at Deep Water Bay, enjoy a hike in the same area and learn about local flora and fauna. They will experience team challenges, work together in shelter-building activities, learn some basic knot tying skills and will take part in root climbing. Accommodation is provided in dormitories for one night at the Mount Davis Youth Hostel, which is booked for exclusive use by Harrow.

VISITS Lower School pupils visit a number of exciting and educational places of interest during the year. Learning outside of the classroom is about giving our pupils opportunities, providing them with challenging, exciting and different experiences to help them learn. Year group teams plan a wide range of educational opportunities to broaden and highlight the pupils’ learning. Trips and visits provide ‘hooks for learning’ at the start of a new theme, or involve taking part in experiences linked to learning which enhance our curriculum.

LEADERSHIP IN ACTION (CAMPS AND SLEEPOVERS)

EDUCATIONAL48

The Leadership in Action programme in the Lower School is designed to present pupils with wonderful opportunities and challenges that cannot be replicated during a typical day at school. The programme develops in length and challenge each year from Year 1 to Year 5, building on previous skills acquired and offering new environments and challenges through which pupils learn, develop and thrive.

The Years 1 and 2 sleepover engages the children in a range of fun activities such as a fun swim, a talent show, a torch walk and an evening film with popcorn and finally sleeping in the classroom together under the watchful eye of their year group staff team. For some children, this will be the first experience of being away from their families overnight and it is a great way to begin cultivating some independence whilst the children feel safe and at ease with their school friends and staff that they know and trust.

Year 5 pupils have the opportunity to be Wilderness Explorers at the Gilwell campsite in Kowloon, where they will be staying in tents for two nights at a scout camp, which has been booked for exclusive use by Harrow. Whilst there, pupils will take part in High Elements activities, scaling the climbing wall and navigating Jacob’s ladder. They will experience real-life team-building challenges, working together on the Baranium Tank activity and pioneering skills such as more complex knot tying and fire building. Children will make lifelong memories as they go on a night hike to witness the city skyline and perhaps see some shooting stars.

The Year 4 camp encourages pupils to be young explorers and is held at Tung Tze, Tai Po. The pupils will experience the beauty of Tai Po country park, whilst taking part in a walk through the Bride’s Pool, a hidden scenic gorge which is only accessible by foot. They will learn some fundamental map reading skills, learn spotting techniques, go on a treasure hunt and complete a river boat challenge. In addition to the Bride’s Pool explorations, children will be transferred to Tai Mei Tuk by bus. Once there, they will design and build a full-size raft and then race it on the water in teams. Children will also be encouraged to take part in a pier jump challenge before finishing the day with hot chocolate and a review. Accommodation is in tents at the campsite, which has been booked for exclusive use.

On every camp or sleepover, pupils will be encouraged to take calculated risks, assimilate and adapt to unfamiliar environments and to show compassion to their classmates whilst demonstrating initiative and teamwork. All of these are essential elements of leadership and embody the school’s Leadership Attributes, seeking to build our future leaders.

Each child is given a weekly timetable, which can be located in their pupil diary and details what they should bring to school and a password to access the Parent Portal. Parents should note that all children should arrive on the first day of the year wearing their school uniform (not PE kit). The weekly timetable will show on which days pupils wear PE kit and on which days they wear school uniform. Carols Pre-Prep Celebration of Learning Days

by Candlelight • EYC Nativity • Chinese New Year •

EVENTS50

• Thank You Days • House Speaking • House Singing • House Art • Science Week • Art Week • Year 5 Production • Music Concerts & Recitals • Speech day

Sports Days •

The Pre-Prep School celebrates an abundant number of festivals, cultures and religions as well as a number of learning themes. A few examples are below.

• Diwali •

THE SCHOOL DAY

Academic lessons are called ‘periods’ at Harrow Hong Kong. In Pre-Prep, there are three periods in the morning and three in the afternoon, and the structure of the day is as follows: 8.15 AM - 9.10 AM Period 1 9.15 AM - 10.10 AM Period 2 10.10 AM - 10.35 AM Snack & Break 10.35 AM - 11.30 AM Period 3 11.35 AM - 12.30 PM Period 4 (Lunch) 12.35 PM - 1.30 PM Period 5 1.35 PM 2.30 PM Period 6 2.30 PM - 2.45 PM Afternoon Snack & Break 2.45 PM - 3.30 PM Period 7

Pre-Prep pupils should arrive at school no earlier than 7.40am and by 8.00am. When they arrive, pupils play in the Temple area or on the Astroturf (they must wear a hat).

All children in Pre-Prep have three break times each day. They are able to play on the Astroturf, the Adventure Playground, the Temple Area and visit the Library. The School provides a number of outdoor toys for the children to play with (skipping ropes, hoops, balls, mats). Children are also allowed to bring in one small toy from home to share and play with their friends. Parents should note that such toys should be small enough to fit in the front pocket of their school bag and should be named (no Lego, electronic, magnetic toys or trading cards). Parents should remember that when deciding to send a toy to school with their child there is always a risk of the toy getting lost or damaged and the school cannot take responsibility for this. Children are always carefully supervised during playtimes by teachers or teaching assistants. Children should wear a hat outside and should bring in sunscreen and mosquito repellent which they should be able to put on themselves before playtimes. We recommend that parents also ensure that their children have applied sunscreen and insect repellent before leaving for school in the morning.

ARRIVAL

A whistle is blown at 8.00am and pupils line up in their classes and make their way into the school building. Each pupil has a ‘cubby’ in which to store their school bag and other items essential for school. All children must all bring a named water bottle to school, which is kept with them in class. If for any reason your child arrives later than 8.15am at school, they should go to the Lower School Office, located on the 3rd floor, to register with the office staff.

BREAK TIMES

If your child is unwell, please contact the school and let us know about the absence by email to ls-info@harrowschool.hk

. You should also email the Class Teacher directly. Parents must also inform the Class Teacher 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 to be 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 Class Teacher 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.

ILLNESS

DEPARTURE52

The Pre-Prep day ends at 3.30pm. Pupils are taken from their classes by the Class Teachers and Teaching Assistants and delivered to either Temple, their school bus or to a designated car pick up point. Parents should note that no children are allowed to leave the school premises unaccompanied (unless permission has been requested and authorised); parents should complete the collection sticker in their child’s Pupil Diary at the beginning of the year in order to inform the Class Teacher about the regular arrangements for their child’s collection, including the names of up to three adults who may collect their child. Parents should ensure that any known occasional changes in collection arrangements are communicated to the Class Teacher before 11.30am on the day in question. If there is an emergency, parents should contact the Lower School Office. A parent needing to take a child home during the school day should email the Class Teacher stating the reason for this. Parents will need to collect an exit pass for the child from the Lower School Office in order for members of the security team to allow the pupil to leave the school site.

REPORTS TO PARENTS

Summer Term • Celebration of

Children do best when their school attendance is consistent and high levels of attendance are expected at Harrow Hong Kong. Term dates are published well in advance to enable parents to plan family holidays during the school holidays. Any parents wishing to take their child out of school for a period of time during term time should first seek permission in writing from the Head of Lower School, Mr Brendan Shanahan via email at bshanahan@harrowschool.hk

SCHOOL ANNUAL REPORTING CYCLE Autumn Term •

Day • Full

• Parent

AUTHORISED ABSENCE

•

‘Target

report

PRE-PREP Meet the Teacher Evening Consultations Evening with Autumn Term Targets End of Term written Setting’ Consultations with updates on progress towards Targets Learning written End of Year

Formal Parent Consultation evenings provide the opportunity to discuss a pupil’s progress in a comprehensive and confidential manner. On the dedicated Pre-Prep Celebration of Learning Day in the Summer Term, families spend either the morning or afternoon in school interacting with Class Teachers, Specialist Teachers and experiencing age-appropriate learning activities in a variety of locations around the school.

report Spring Term • Parent

Prep is used to enhance the learning of the pupils at Harrow Hong Kong. It is a purposeful and meaningful supplement to the curriculum where work is completed across a range of different contexts. Prep encourages pupils to complete activities with their families to improve and enhance social and emotional development. The flexibility of these activities allows for it to work around busy parent schedules without any worry of missing out. Prep activities can be presented in innovative ways that add a new dimension to the way instructions are given. All children are expected to read every night, learn weekly spellings and practise their multiplication tables. The other activities are designed around the specific outcomes of the curriculum area about which the pupils are learning and will be taught across a range of different subjects, whilst giving cross-curricular activities where possible.

PREP54

• Any safeguarding allegations or suspicions of abuse.

• Any incidents of bullying (either as the victim or the perpetrator.)

If any of your or your child’s personal details change, it is the parents’ responsibility to inform the Lower School Office at ls-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 MIS system. It is also essential we have the correct contact phone number of both parents and a guardian in the event of an emergency.

•

CHANGE IN DETAILS

• 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.

RECORDS A written record is kept of the following:

• All fire drills and the regular testing of emergency lighting, fire alarms and fire fighting equipment.

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 certainly not passed on to anybody outside the School (including other parents) without good reason i.e. duty of care and with parents’ explicit consent.

All significant illnesses, accidents or injuries to pupils (either as part of the above medical records or separately).

CONFIDENTIALITY AND CONSENT

• Major behavioural incidents showing the pupil’s name, reason for the sanction and the person administering the reflective work.

FAMILY56

LIFE It is vital that the Class Teacher or Year Leader is informed of any personal or family circumstances likely to affect a pupil. Any such confidence will always be respected; staff will respect desires for privacy while giving the pupil every possible support. In all cases, the prime responsibility of the Class Teachers and Year Leaders is to the pupil. In particular, the Head of Lower School, Class Teachers and Year Leaders must be made aware of any issues involving the custody of a pupil or parental access so they do not inadvertently contravene judicial orders. In such cases it is imperative that the School is told which parent has legal custody of the pupil. Teachers are responsible for the welfare of pupils in school but are not expected to act as referees in parental disputes. Financial problems may occur from time to time and can be very distressing for both parent and pupil. The Director of Finance is best placed to advise on ways of rescheduling debts and to recommend sources of support. In cases of illness or bereavement, the School will be sympathetic to the needs of the families and pupils concerned.

RECOGNISING ACHIEVEMENT

REWARDS

Pupils in Pre-Prep are awarded Merits for good effort and behaviour. They may also be rewarded with Leadership Points for academic success or demonstrating one of the School’s six Leadership Attributes. A record of rewards is kept and children work towards receiving a Bronze, Silver or Gold award through the academic year based on the number of points that they earn. These awards are celebrated by being presented in the weekly Pre-Prep Assembly. Outstanding effort or achievement in class may be rewarded by the award of a Send Up to the Head of Lower School. This good news is immediately shared with parents by email. Formal recognition of other achievements may also be acknowledged and in Classassemblies.Teachers may also use stickers or stamps to acknowledge and praise good work and behaviour.

ASSEMBLIES AND LEADER OF THE WEEK

Weekly assemblies focus on praising pupil achievement and the Harrow values. In classes, a pupil from each class will be selected as ‘Leader of the Week’. The pupil should have demonstrated throughout the working week one or more of the six key Leadership Attributes. Their name, photograph and reason for being chosen should be displayed in the year group shared area on a prominent display for all to celebrate.

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 the Class Teacher 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 Class Teacher 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 Class Teacher 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. Non-prescribed medicines cannot be given by our Health Care Centre and should not be sent into school.

MEDICAL58 CARE

The School has a Health Care Centre on site, 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. Teachers or Teaching Assistants will send or escort children who are ill or injured to the Health Care Centre. 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.

Our wellbeing programme is called Facing Challenges and seeks to encourage and develop resilience in our 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.

WELLBEING

There are several major inter-House events that take place during the year and require preparation during House time, which takes place every week, including the interHouse Singing competition at the end of the Autumn Term and the Pre-Prep Sports Days in the Summer Term when children compete for the House Sports Cup.

There are six Houses and all include children from K1 to Year 5 and these are named after an animal from the Chinese Zodiac (Dragon, Horse, Ox, Snake, Tiger and Monkey). Great emphasis is placed on the combined effort of the House, which encourages loyalty to others, a sense of belonging and an understanding that an individual’s actions can have consequences for all. Equally, it encourages teamwork between children of different ages and provides opportunities for leadership for the older children. House Leaders are chosen each term from pupils in the Year 5 classes who demonstrate a clear understanding of the School’s Leadership Attributes and who are role models for children in younger classes.

HOUSES In order to provide appropriate transition to the vertically-based House structure of pastoral care in the Upper School from Year 6 onwards, the Lower School has a House system that runs alongside the Year Group and Class Teacher structure.

CLASS PLACEMENT

PUPIL LEADERSHIP COUNCIL

Each year, the School spends a great deal of time looking at the balance of new and remaining pupils when deciding on the composition of classes for the following year. All teachers in a year group, along with the Head and Deputy Heads of Lower School and the Head of Individual Needs, work together to ensure a thorough decisionmaking process. In the context of the typically more transient nature of the pupil body in Hong Kong, they take into account a balance of gender, abilities, interests and current friendship groups. The composition of all classes is reviewed each year in the best interests of the pupils with regards to learning, teaching and pastoral care.

Further leadership opportunities are provided in the Pre-Prep Pupil Leadership Council. This is a Super Curriculum option where pupils meet weekly to discuss ways of improving the experience at school for all Lower School pupils. All pupils have the opportunity to feed suggestions to their Class Representatives, which are then discussed at Pupil Council meetings and decisions relayed back to classes. This all serves to provide pupils with challenging experiences that build on the skills of independent learning and leadership, and brings them ever closer to becoming pupils who truly embody and fulfil the School’s vision of Educational Excellence for Life and Leadership

PUPIL DIARY

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 dalwani@harrowschool.hk.

Each Pre-Prep pupil is issued with a pupil diary. It is the combined responsibility of pupils, parents/guardians and teachers to ensure that this is checked daily at school and at home. It may contain important details of things such as Prep, events and items to bring into school and it is also an informal way for parents/guardians and teachers to exchange messages.

CLASS TEACHERS

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 children’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.

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.

SCHOOL WEBSITE AND PARENT PORTAL

COMMUNICATION60

WITH THE SCHOOL

The first point of contact for a parent in the Pre-Prep School should be the Class Teacher. Class Teachers operate an ‘open door’ policy and parents should feel comfortable with contacting the Teacher about any questions or queries that they have, either through the pupil diary, by email or by arranging an appointment through the Lower School Office. Parents should keep their child’s Class Teacher 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.

@Harrow_HKTwitter/HarrowHK @HeadHarrowHK @HarrowHKLS /harrowhongkongInstagram

/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.

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.

SEESAW Seesaw is the Virtual Learning Platform we use in the Lower School. Each pupil has their own login which enables them to create, reflect, share, and collaborate. Pupils “show what they know” using photos, videos, drawings, text, PDFs, and links. It is simple to get pupil work in one place and share with families, and nothing is shared without teacher approval.

HARROW HONG KONG SOCIAL MEDIA PAGES

Facebook Page Harrow International School Hong Kong

• Contributing positively to the community

Pupils build new skills and resilience, and experience significant personal growth, enabling them to develop the attributes underpinning the School’s vision statement Educational Excellence for Life and Leadership. The Harrow Horizons Programme can be distinguished into three main areas:

CALENDAR62

• Solving problems collaboratively Solving problems creatively Making fair and just choices Facing challenges with determination

• Applying knowledge with compassion

• Super-Curriculum Activities (SCAs)

The calendar can also be accessed through the iSAMS Parent Portal. 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.

•

An essential part of a Harrow education is to provide a varied Co-Curricular programme. At Harrow International School Hong Kong, the Harrow Horizons Programme immerses pupils in a vibrant menu of opportunities and challenges through sport, charity and service, expeditions, drama, art, music, and academic extension. In essence, the Harrow Horizons Programme encourages our pupils to step out of their comfort zones whilst undertaking new experiences and challenges, providing a holistic education for all pupils. Through the programme, they develop the six key Leadership Attributes:

•

Pupils choose two SCAs termly and these are taught by inspiring, qualified and knowledgeable teachers within the structured school day. Co-curricular activities take place before school, at lunchtimes, and after school. Leadership in Action takes place in the form of camps and sleepovers which take place in the Autumn Term. Sign-up for SCAs and CCAs takes place termly and is completed online. Further information can be found in our Pre-Prep Harrow Horizons Booklet, which is sent to parents each term.

•

• Leadership in Action (LiA)

HARROW HORIZONS PROGRAMME

• Co-Curricular Activities (CCAs)

INDIVIDUAL MUSIC LESSONS

following

Trombone Cello Trumpet Classical Guitar Orchestral Percussion Tuba Clarinet Organ (Pupil

Ukulele Drum ElectricKitGuitar Piano Viola Flute Saxophone Violin

lessons

Acoustic Guitar French Horn Singing Bass Guitar Harp (for

All instrumental Music lessons take place during the school day on a rotating schedule in order that pupils 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. If you wish to terminate your child’s lessons, 5 weeks’ written notice needs to be given to the Music Administrator, with a copy to the Director of Music. Should you have any questions, please contact the Music Department by email at music.enquiries@harrowschool.hk Music are given for the instruments: up to ABRSM Grade 5 level) must have passed ABRSM Piano Grade 5 at the time of application.)

SPEECH66 DAY Speech Day (fondly known as ‘Speeches & Prizes’) is held during the final week of the Summer Term and is a formal celebration of pupil achievements over the course of the year. The Pre-Prep 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 are given to pupils who have, over the course year, most consistently demonstrated the School’s Leadership Attributes. Prizes are also awarded for academic excellence and effort.

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 parent 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 Class Teacher if needed. The School’s Severe Weather Policy can be found on our website: harrowschool.hk/featured-links/weather-information.

67 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 Class Teachers 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.

SCHOOL68

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 Summer: Boy S/S Shirt + Boys Shorts + Blazer + Jumper + Tie + Navy Socks Winter Boy L/S Shirt + Boys Trousers + Blazer + Jumper + Tie + Navy Socks + Navy Fleece Jacket Boys PE PE Uniform PE Polo + House PE Shirt + PE Shorts + Track Top + Track Pants + Swimming Cap + Rimmed Hat / Sports Cap + Sport Socks + Sports Kit Bag GIRLS Summer Dress + Blazer + Cardigan + Socks / Tights Winter Dress + Blazer + Cardigan + Socks / Tights + Navy Fleece Jacket Girls PE Uniform PE Polo + House PE Shirt + PE Skorts + Track Top + Track Pants + Swimming Cap + Rimmed Hat / Sports Cap + Sport Socks + Sports Kit Bag. ACCESSORIES School Bag (L) + Straw Hat School uniform can be purchased from the online store, https://www.ufsonline.com.hk/HA/ , the School Shop or the shop in Lai Chi Kok: LAI CHI KOK UNIFORM SHOP 10.00AM - 6.00PM (Monday to Saturday) 8/F, Cina Pacific Industrial Building, No. 10 Wing Hon Street, Lai Chi Kok, Kowloon Tel: +852 3598 0073

Normal school days:

(Closed for lunch from 12.15PM to 1.15PM, and on Tuesdays, Thursdays, Saturdays, Sundays and Public Holidays)

SHIRTS AND TIES

Trainers should be predominantly white (with minimal other markings/colours) and have non-marking soles.

Shoes should not have ‘fashion’ features such as bows, patterns, accessorising buckles, and should not be patent leather. No shoes should have hidden toys, wheels or flashing lights.

SCHOOL SHOP

Flat slip on, velcro or buckles - plain black leather shoes capable of being polished. (If pupils wear lace-up shoes or trainers, they need to know how to tie their own laces.)

PUPIL DRESS CODE

Consistently high standards of personal appearance is the shared responsibility of teachers, parents and pupils. Parents are asked to support the school and to avoid requests for special consideration. The main guidelines about dress and appearance are listed below.

HATS AND BLUERS (BLAZERS)

8.30AM - 4.30PM (Mondays, Wednesdays & Fridays)

Hats are a Harrow tradition and at Harrow Hong Kong they will be worn on designated days. Bluers should always be worn with hats, although this rule will be relaxed when the weather is hot and humid.

TRAINER STYLES FOR SPORTS

Top buttons and ties must always be done up and shirts tucked in. (Please avoid buying shirts that are too big for your child as they are very difficult for them to keep tucked in!)

SHOE STYLES

JEWELLERY

All items of school uniform must be clearly labelled with the child’s name and class.

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.

LABELLING

• Hair extensions are not allowed.

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

MAKE-UP Girls are not allowed to wear make-up during the school day. Coloured nail polish is not allowed. TATTOOS Visible tattoos, including when a pupil is wearing a swimsuit, are not permitted.

• No extreme styles such as gelled spikes or shaved heads.

BELTS70

HAIR • Hair should always be neat and tidy in appearance and pupils are not allowed any form of hair cut or style which may attract unnecessary attention, eg. no dyed hair and no lines shaved into short haircuts.

• 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.

Principal Deputy Head (Curricular) Ms Laura Yandell lyandell@harrowschool.hk

Assistant Head (Academic) Ms Freya Crofton fcrofton@harrowschool.hk Head of Lower School Mr Brendan Shanahan bshanahan@harrowschool.hk

KEY72

Lower School Office ls-info@harrowschool.hk

STAFF LIST HEAD

EDUCATIONAL SUPPORT

Ms Ann Haydon ahaydon@harrowschool.hk

ICT its@harrowschool.hk

Deputy Head (Academic) Mr James Brewer jbrewer@harrowschool.hk

Principal Deputy Head (Pastoral and Wellbeing) Mr Tom Hicks thicks@harrowschool.hk

Assistant Head of Lower School (Digital Strategy and Continuing Professional Development) Ms Abi Hiley ahiley@harrowschool.hk

Bus Information bus-info@harrowschool.hk Accounts account@harrowschool.hk Admissions admissions@harrowschool.hk

Director of Operations Mr Jim Nightingale jnightingale@harrowschool.hk

Director of Human Resources Ms Madeleine Ponting mponting@harrowschool.hk

Upper School Office us-info@harrowschool.hk

Assistant Head (Pastoral and Wellbeing) Ms Kim Gration kgration@harrowschool.hk

SENIOR LEADERSHIP TEAM

Deputy Head of Lower School (Pupil Wellbeing) Mrs Lauren Berner lberner@harrowschool.hk

Assistant Head of Lower School (Pupil Progress) Ms Dawn Chambers dchambers@harrowschool.hk

General Enquiries info@harrowschool.hk

Director of Finance Ms Miranda Ng sfng@harrowschool.hk

Deputy Head of Lower School (Teaching & Learning) Mr Gary Hancock ghancock@harrowschool.hk

Deputy Head (Co-Curricular & Organisation) Mr Jonny Franks jfranks@harrowschool.hk

Executive Assistant to the Head and Head of Administration Ms Joanne Kar jkar@harrowschool.hk

Deputy Head (Pastoral and Wellbeing) Mr Simon Mildinhall smildinhall@harrowschool.hk

K2 Seahorses Class Teacher Mr Calvyn Pang cpang@harrowschool.hk

2Y Class Teacher Ms Laura Halliday lhalliday@harrowschool.hk

K1 Flamingos Class Teacher Ms Earlene Abbey eabbey@harrowschool.hk

YEAR 1 Year 1 Leader and 1W Class Teacher Ms Marina Elwes melwes@harrowschool.hk

1X Class Teacher Ms Grace Kim gkim@harrowschool.hk

3X Class Teacher and Science Curriculum Coordinator Mr James Rose jrose@harrowschool.hk

4Z Class Teacher Mrs Lorraine Monaghan lmonaghan@harrowschool.hk

1Z Class Teacher Ms Heather Ingram hingram@harrowschool.hk

EARLY YEARS

Early Years Leader and K1 Penguins Class Teacher Ms Bliss Brabiner bbrabiner@harrowschool.hk

3Y Class Teacher Ms Emma Davenport edavenport@harrowschool.hk

2X Class Teacher and Assistant Head (Digital Strategy and Continuing Professional Development) Ms Abi Hiley ahiley@harrowschool.hk

5Z Class Teacher and Assistant Head (Pupil Progress) Ms Dawn Chambers dchambers@harrowschool.hk

K1 Owls Class Teacher and Art & Design Coordinator Mrs Emma-Jane Oakes ejoakes@harrowschool.hk

LOWER SCHOOL

4Y Class Teacher Ms Lucy Howarth lhowarth@harrowschool.hk

K2 Dolphins Class Teacher Mrs Sophie Purnell spurnell@harrowschool.hk

YEAR 5 Year 5 Leader and 5W Class Teacher Mr Chris Russell crussell@harrowschool.hk

YEAR 2 Year 2 Leader and 2W Class Teacher Mrs Hannah Russell hcastell@harrowschool.hk

Cubs Club Leader Mrs Pam Green pgreen@harrowschool.hk

1Y Class Teacher Mr Nate Gillard ngillard@harrowschool.hk

K2 Turtles Class Teacher Ms Amber Wray awray@harrowschool.hk

YEAR 3 Year 3 Leader and 3W Class Teacher Mr Travis Purnell tpurnell@harrowschool.hk

5X Class Teacher and History Curriculum Coordinator Mr Sam Blake sblake@harrowschool.hk

YEAR 4 Year 4 Leader and 4W Class Teacher Mr Theo De Vies tdevies@harrowschool.hk

3Z Class Teacher and Mathematics Curriculum Coordinator Ms Taylor Wilkinson-Charles tcharles@harrowschool.hk

5Y Class Teacher Ms Lauren Pitt lpitt@harrowschool.hk

4X Class Teacher and Geography Curriculum Coordinator Mrs Rebecca Shepherd rthornton@harrowschool.hk

2Z Class Teacher and English Curriculum Coordinator Mr Sam Hobbins shobbins@harrowschool.hk

K1 Flamingos Ms Winifred Lau wlau@harrowschool.hk K2 Seahorses Ms Katherine Kwan kkwan@harrowschool.hk

2Y Ms Kate Yau ktyau@harrowschool.hk

1X Ms Justyna Olszewska jolszewska@harrowschool.hk

3W, X, Y, Z Ms Kristen Wang kwang@harrowschool.hk

3W, X, Y, Z Ms Yane Cheung ycheung@harrowschool.hk

5W, X, Y, Z Ms Cally Fung kfung@harrowschool.hk

1Y Mrs Christianne Williams cwilliams@harrowschool.hk

TEACHING74

ASSISTANTS Cubs Club Ms Winnie Chiu wchiu@harrowschool.hk K1 Penguins Ms Vilma Wen vwen@harrowschool.hk

1Z Ms Susanne Kan skan@harrowschool.hk 2W Ms Ling Man lman@harrowschoow.hk

2X Ms Yetta Yim yyim@harrowschool.hk

1W Ms Anjali Ghandi agandhi@harrowschool.hk

5W, X, Y, Z Ms Zoie Chan zchan@harrowschool.hk

Lower School Chinese Curriculum Coordinator Mrs Yuchen Li-Bell yli@harrowschool.hk

MUSIC Head of Lower School Music Ms Caitlin Sherring csherring@harrowschool.hk

Pre-Prep MFL Coordinator Ms Julie Birchley jbirchley@harrowschool.hk

SPORT Head of Lower School Sport Ms Hannah Minty hminty@harrowschool.hk Head of Swimming Mr Malcolm Green mgreen@harrowschool.hk

LAL Support Teacher Ms Shuk-Yee To syto@harrowschool.hk INDIVIDUAL NEEDS Head of Individual Needs Ms Amanda Lam amlam@harrowschool.hk

K1 Owls Ms Chona Cabuhat ccabuhat@harrowschool.hk

2Z Mr Ruven Dreyer rdreyer@harrowschool.hk

4W, X, Y, Z Ms Yvonne Kwan ykwan@harrowschool.hk

K2 Dolphins Ms Hilda Stone hstone@harrowschool.hk K2 Turtles Ms Nancy Caguioa ncaguioa@harrowschool.hk

LANGUAGES

PUPIL DEVELOPMENT & WELL BEING TEAM

4W, X, Y, Z Ms Kaitlyn Kwok kkwok@harrowschool.hk

LANGUAGE AND LEARNING

76 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

Year 1-5 Information Booklet 2022-23

Articles inside

SCHOOL UNIFORM

FOOD

HARROW HORIZONS PROGRAMME

COMMUNICATION WITH THE SCHOOL

LEADERSHIP IN ACTION (CAMPS & SLEEPOVERS

PREP

MEDICAL CARE

ILLNESS

CURRICULUM BY YEAR

WELCOME TO THE PRE-PREP

CONFIDENTIALITY AND CONSENT

CURRICULUM OVERVIEW