CURRICULUM BY YEAR

CURRICULUM BY YEAR

ENGLISH

YEAR 1

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. 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.

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.

YEAR 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.

CHINESE

YEAR 1

Native language programme

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

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

8 HOUR PROGRAMME

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

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.

8 HOUR PROGRAMME

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.

YEAR 2

Native language programme

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

8 HOUR PROGRAMME

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

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.

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

8 HOUR 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.

YEAR 3

Native 1 language 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. 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.

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

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

6 HOUR PROGRAMME

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

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.

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.

6 HOUR PROGRAMME

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

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.

YEAR 4

Native 1 language programme

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

6 HOUR PROGRAMME

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

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

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 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.

6 HOUR PROGRAMME

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

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.

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

6 HOUR PROGRAMME

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

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.

YEAR 5

Native 1 language 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.

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. 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.

Foreign language programme

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.

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.

FRENCH

YEAR 3

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.

SPANISH

YEAR 3

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 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 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.

MATHEMATICS

YEAR 1

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 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.

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.

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

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.

COMPUTING

YEAR 1

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. 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 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.

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

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.

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.

SCIENCE

YEAR 1

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 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.

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.

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.

HUMANITIES

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 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.

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.

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.

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 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.

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.

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.

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.

ART AND DESIGN

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.

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 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.

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.