Year 10-11 Information Booklet 2022-23 by Harrow International School Hong Kong

YEARSENIOR2022-231SCHOOL10 INFORMATION BOOKLET

WELCOCONTENTSMETOYEAR10 4 CURRICULUM OVERVIEW 6 USEFUL INFORMATION 44 THE SCHOOL DAY 44 HOUSE ETHOS 46 KEY PERSONNEL 47 ILLNESS 48 COMMUNICATION WITH THE SCHOOL 48 AUTHORISED ABSENCE 51 PREP 51 CONFIDENTIALITY AND CONSENT 52 MEDICAL CARE 53 HARROW HORIZONS PROGRAMME 54 REPORTS TO PARENTS 54 PARENTS’ EVENINGS 55 1:1 DEVICE PROGRAMME 55 SPEECH DAY 55 BUS ROUTES 56 WEATHER 56 INDIVIDUAL MUSIC LESSONS 56 FOOD 57 OVERSEAS SCHOOLS’ ENTRANCE EXAMINATIONS 57 SCHOOL UNIFORM 58 STAFF LIST 62

Ann Haydon Head

Dedicated, creative and experienced teachers deliver an intellectually rigorous curriculum in order to feed curious minds. We value every boy and girl as a unique individual and ensure that all relationships are based on mutual respect. All staff take special care to ensure that pupils settle down quickly into their new year group. They are also eager to get to know you and create many opportunities to give parents a chance to become more familiar with the expectations of the GCSE years. We know that a true education can only be gained by a strong and trusted partnership between teachers and parents.

At Harrow Hong Kong the House structure is embedded in the ethos of who we are and pastoral care is very important to us. We are fully committed to our pupils’ personal and social development alongside their academic success; if they are to achieve their best they need to be confident and happy. House Masters / House Mistresses, Assistant House Masters / House Mistresses , Tutors and Matrons are aware of the individual circumstances and needs of each pupil in their House and monitor their academic progress and personal development.

Boarding is an essential part of the Harrow House system and is a place where our pupils learn, lead and have fun within a family atmosphere. Houses helps to create a structure where pupils can allocate dedicated time to their studies and also to the Co-Curricular Activities. This leaves pupils to enjoy the weekend with their families without the added pressure of parents having to make sure their work is complete.

Harrow Hong Kong is an extraordinary place where pupils are offered support and encouragement to develop their potential to the full. Pupils leave the Senior School fully equipped to deal with life in the Sixth Form and beyond. This booklet aims to answer most of the questions you may have about how our GCSE years are organised and what your child will do and learn in their GCSE courses. I look forward to meeting you soon and seeing your child flourish as they move through the School.

I am delighted to welcome your child into the GCSE years at Harrow Hong Kong. This is a crucial two-year period and I am confident that your child’s experience will be a happy and fulfilling one.

The School’s motto, Educational Excellence for Life and Leadership, encourages respect for and service to others. This underpins all that we do. The School aims to provide an excellent education within a community in which each pupil is recognised, cared for and valued. The School embraces its responsibility to develop the whole person, and instils a sense of service so that each pupil will wish to play an active part in society.

MESSAGE4 FROM THE WELCOMEHEAD TO YEAR 10

SUPPORTINGART6

CREATIVITY, NURTURING INDEPENDENCE AND FACILITATING PUPIL PROGRESS

CURRICULUM OVERVIEW

Component 2. (Externally Set Assignment): For their final project in Year 11, Pupils produce an exam project which culminates in the production of a final piece produced by the pupils under exam conditions for a period of 10 hours. Percentage: 40% of final grade. During the two year course, pupils will have the opportunity to explore the work of a wide range of historical and contemporary artists, have the opportunity to learn from professional artists in workshops and have the chance to visit galleries, museums and places of interest locally and internationally.

We follow the Edexcel GCSE Art and Design qualification within the ‘Fine Art’ pathway. This is designed to support a wide range of pupil interests and creates opportunities to explore a range of more specialist pathways such as photography, 3D design, textiles and digital art as well as more traditional painting and drawing disciplines. The GCSE course (not IGCSE) is assessed internally by the Art Department and is moderated by the exam board during a site visit at the course’s conclusion.

Pupils in Year 10 commence their GCSE studies with a thematic skills carousel aimed at developing their knowledge of observational drawing and broadening their experience of materials to include more advanced techniques such as oil painting and specialist drawing materials. This body of work culminates with a large scale painting produced in the Spring Term. For the remainder of the academic year, pupils will develop work inspired by life in Hong Kong and have the opportunity to develop their understanding of printmaking and three-dimensional making techniques. The first year of the GCSE course is designed to enable pupils to identify their areas of strength and success as well as creating opportunities to expand their artistic repertoire beyond their comfort zone. As a result of this, pupils enter Year 11 with the expertise to select more specialised pathways within the umbrella of Fine Art and make independent choices in response to designated project themes. Pupils will complete one coursework project during the Autumn Term of Year 11 and complete their final piece for this project in a mock exam session at the start of the Spring Term. Their second project is an externally set assignment, the theme of which is released in January, giving pupils the whole of the Spring Term to develop their sketchbook work in readiness for completing a final piece in the exam session at the start of the Summer Term. At the end of the course pupils will be assessed on:

Component 1 (Personal Investigation): Pupils will produce a personal portfolio of artwork containing work from both Year 10 and Year 11. Percentage: 60% of final grade.

ASSESSMENT

1. DNA, Protein Synthesis and Cell Division 4. Inheritance and Evolution

Throughout the course, pupils develop strong investigative skills. These include devising a method to test an investigative question; identifying the variables involved; collecting accurate and reliable data with consideration to safety; and, finally, analysing their results by drawing a conclusion and evaluating their investigation. There is also ample opportunity for pupils to further develop their mathematical skills, through accurate drawing of graphs, describing results and carrying out calculations based on data collected or provided. Practical activities are integrated into the curriculum and the skills developed form part of the assessment of the course. There are 13 core practical activities that are covered throughout the course; however, pupils have the opportunity to do many more beyond the specification, with dissections of hearts, lungs, kidneys and eyes creating much interest and excitement!

2. Photosynthesis and Food Production 5. Homeostasis and Excretion

Biology is the study of life. The department is alive with animals and plants of different varieties, and while some are there to be appreciated in their living form, others enable pupils to dissect and explore.

• Structures and functions in living organisms • Use of biological resources

2. Human Reproduction 5. Changing Organisms

The following topics are covered in Year 11:

Pupils commence the Edexcel International GCSE (9-1) course in Year 9 and the course is divided into three years of study (Year 9 have four lessons per fortnight and Years 10 and 11 have six per fortnight). Pupils who join the School in Year 10 will attend compulsory catch-up sessions to review the work missed. The broad topic areas covered by the course are as follows:

3. Coordination in Humans 6. Ecology and the Environment

BIOLOGY

3. Transport in Plants SKILLS DEVELOPED

• Reproduction and inheritance

• The nature and variety of living organisms • Ecology and the environment

The course is divided into 16 topics with the following being covered in Year 10: 1. Food and Digestion 4. Microorganisms

The core practicals include the following activities: Testing foods for the presence of the different food groups and also calculating their energy content; investigating the rate of photosynthesis using pondweed; using quadrats to estimate abundance of a plant species; investigating the factors that affect the rate of transpiration in plants; making yoghurt.

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

A few pupils will follow the Double Award IGCSE Science course and will sit Paper 1 in each of the Sciences, achieving two Science IGCSEs.

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

ASSESSMENT Paper 1 61.1 (110%minutes)

This paper assesses all of the content of the specification, excluding some of the more in-depth areas of the course content. Paper 2 38.9 % (70 minutes)

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

CHEMISTRY

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

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As well as learning the fundamental ideas of what matter is made of, and the properties and reactions of different types of substances, the course encourages them to apply their knowledge and understanding to real-world contexts. Pupils study the full range of chemical ideas: Principles of Chemistry, Inorganic Chemistry, Physical Chemistry and Organic Chemistry. This prepares them effectively for studying at a higher level. Structure & Bonding Reactivity Series Reactions of Group 1 and 7 Acids & Bases Moles Making Salts Alkanes and Alkenes

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

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

This paper assesses all of the content of the specification, excluding some of the more in depth areas of the course content. Paper 2 38.9 % (75 minutes)

10ASSESSMENT

Paper 1 61.1 (120%minutes)

• think creatively, innovatively, analytically, logically and critically.

Assessment Structure

Topic Areas Topic 1: Problem solving. Topic 2: Programming. Topic 3: Data. Topic 4: Computers. Topic 5: Communication and the internet.

Topic 6: The bigger picture.

• analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs.

COMPUTER

• understand and apply the fundamental principles and concepts of computer science, including abstraction, decomposition, logic, algorithms and data representation.

The Edexcel International GCSE in Computer Science comprises two externally assessed papers assessing content across six topic areas. It is a linear qualification. Two examinations must be taken in the same series at the end of the course of study.

SCIENCE Examination Board: Pearson, Edexcel

• understand the impacts of digital technology to the individual and to wider society.

Requirements

Course structure

The aims of this course are to enable pupils to:

The course is designed to cater to pupils of all abilities. Most important are a keen interest in computers and technology. Pupils who have a logical mindset, do well in Maths and find solving problems exciting, without giving up, are the right candidates for taking up this course.

The assessment comprises the following papers: Paper 1: Written Principles of Computer Science (2 hours)

• apply mathematical skills relevant to computer science.

• understand the components that make up digital systems, and how they communicate with one another and with other systems.

Paper 2: Practical Fundamental Problem-solving and Programming Skills (3 hours)

Equal weighting is given to both of the components.

DRAMA12

GCSE Drama is an opportunity for young people to explore challenging themes, topics and issues through performance. It allows pupils to grow confidence in public speaking and builds effective teamwork over time. Drama will help to develop practical skills, enhance imagination and explore creativity.

GCSE Drama is a course that enables pupils to develop their interest in, and understanding of the importance of performance, drama and theatre, while enjoying the opportunity to work imaginatively and creatively in a range of collaborative contexts. By the end of the course, pupils will have improved their skills as critical and reflective thinkers with enquiring minds and will have extended their skills of performance and presentation. During Year 10, pupils will develop their understanding of the subject. They will learn about the characteristics of performance texts and dramatic works, about how meaning is interpreted and communicated, about the social, cultural and historical contexts of texts, about the correct use of drama and theatre terminology and about the roles and responsibilities of theatre makers in contemporary professional practice. They will also explore the work of different drama practitioners and theatrical traditions.

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

Component 3 - Texts in practice 40 20%marksofGCSE

Marked by an external visiting examiner. Completed in Term 1 in Year 11. Pupils perform two extracts of a scripted text to an external examiner. Pupils who choose to study GCSE Drama are expected to:

Component 1 DramaUnderstanding80 40%marksofGCSE

• Get involved in SCA/CCAs offered in Drama so you get as much experience of acting for an audience as possible.

Written exam completed Summer of Year 11. Study of one set text and live theatre review. Pupils will showcase their understanding of drama and theatre from the perspective of an Actor and Designer.

13 COMPONENT ASSESSMENT & WEIGHTING SUMMARY OF THE COMPONENT CONTENT

• Attend all theatre trips you are invited to as part of the GCSE course (one compulsory trip per year of study)

Component 2Devising Drama 80 Devising40%marksofGCSElog and performance.

• Commitment to rehearsals outside of class time - including lunchtimes, evenings and at least one weekend per year of study.

• Read a wide range of texts fluently and with good understanding

The two examinations assess pupils’ writing and analytical skills. In Year 10, pupils also complete a Spoken Language Endorsement (reported separately) to prove their spoken language proficiency. The IGCSE in English Language focuses heavily on the development of skills. Throughout the course, pupils will study the texts from the Pearson Edexcel International GCSE English Anthology in detail, learning to analyse the effects of writers’ techniques and to compare writers’ ideas, perspectives and use of linguistic and structural features. Their analysis will then support the development of their writing as pupils will be taught how to incorporate the features they analyse into their own writing and will learn how to use these devices effectively.

• Use grammar correctly, punctuate and spell accurately

• Acquire and apply a wide vocabulary alongside knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language

ENGLISH14

• Write effectively and coherently using Standard English appropriately

The aims of this qualification are to enable pupils to:

• Read critically and use knowledge gained from wide reading to inform and improve their own writing

• Listen to and understand spoken language, and use spoken Standard English effectively.

ENGLISH LANGUAGE

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

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One 45-mark writing task, from a choice of two involving a given audience, form or purpose Paper 2 40% of IGCSE (90 minutes)

one 30-mark imaginative writing task from a choice of three

Section A: Reading 45 marks: a mixture of short- and long-answer questions related to a non-fiction text from Part 1 of the Pearson Edexcel International GCSE English Anthology and one previously unseen extract.

15 ASSESSMENT Paper 1 60% of IGCSE (175 minutes)

Poetry and Prose Texts and Imaginative Writing

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Non-fiction Texts and Transactional Writing

• Section B: Transactional Writing

Section A: Reading one 30-mark essay question on a poetry or prose text from Part 2 of the Pearson Edexcel International GCSE English Anthology. The text is provided.

• Section B: Transactional Writing

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

ENGLISH16

• Section B: Anthology Poetry one 30-mark essay question from a choice of two, comparing two poems from Part 3 of the Pearson Edexcel International GCSE English Anthology.

Pupils will have the opportunity to study poetry, a novel and two plays (one modern, one Shakespearean).

Modern Drama and Literary Heritage Texts

• Section C: Modern Prose one 40-mark essay question from a choice of two on each of the set texts. Closed book

• Section A: Modern Drama one 30-mark essay question from a choice of two on each of the set texts. (A View from the Bridge or An Inspector Calls)

The aims of this qualification are to enable pupils to: • engage with and develop the ability to read, understand and respond to a wide range of literary texts from around the world • develop an appreciation of the ways in which writers achieve their literary effects • to develop the skills needed for literary study • explore, through literature, the cultures of their own and other societies • find enjoyment in reading literature and understand its influence on individuals and societies

ASSESSMENT Paper 1 60% of IGCSE (120 minutes)

Poetry and Modern Prose

• Section A: Unseen Poetry one 20-mark essay question exploring the meaning and effects created in an unseen poem.

LITERATURE

Paper 2 30% of IGCSE (90 minutes)

Natural disasters are regularly the focus of media attention and this unit focuses on why some places are more hazardous than others. Pupils will examine the causes and consequences of volcanic eruptions, earthquakes and tropical cyclones. They will consider why some countries are more vulnerable to natural hazards than others and how we can manage natural hazards to reduce their impacts.

Paper 2: Economic Activity and Energy.

In this unit, pupils will learn about the relative importance of different economic sectors and how this has changed over time. They consider the impact of the growth and decline of different economic sectors in countries around the world. They also grapple with the challenge of energy resource management. Demand for energy continues to rise and countries around the world are increasingly experiencing an energy gap. Pupils will consider the challenges this poses for the people living in these countries and whether we can develop a sustainable energy mix to overcome these problems.

17 EdexcelGEOGRAPHYInternational GCSE Geography (9-1) Specification 4GE1 ASSESSMENT Paper 1 40% Physical Geography 1 hour 10 minutes examination Paper 2 60% Human Geography 1 hour 45 minutes examination

In Years 10 and 11, pupils study the Edexcel International GCSE syllabus. This course covers a broad range of topics and builds on the geographical knowledge developed in Years 6 to 9. There are five units of study: Paper 1: Coastal Environments. In this unit, pupils develop an understanding of the physical processes that give rise to coastal landforms, such as headlands and bays. They also develop an understanding of important coastal ecosystems (coral reefs, mangroves, salt marshes and sand dunes) and how they can be threatened by human activity. Pupils also consider the importance of coastal environments and how humans can build sea defences to prevent coastal erosion to sustainably manage the coastal environment. Many of the key theories and concepts will be brought to life for the pupils when they attend a local field trip to Cheung Sha Beach. The pupils will gain experience in a variety of data collection techniques, which are used to investigate coastal processes and landforms.

Paper 1: Hazardous Environments.

Paper18

Paper 2: Globalisation and Migration. In this unit, pupils learn how globalisation is creating a more connected world. They consider the role of global institutions, such as the World Trade Organisation and other TNCs, in creating a global economy. They also consider the positive and negative impacts of globalisation around the world. Pupils study the impacts of migration and they will investigate the importance of geopolitical relationships in managing both trade and migration. The IGCSE course encourages pupils to apply their knowledge and understanding of human and physical geography to the challenges we face in moving towards a sustainable future.

2: Urban Environments. A growing number of the world’s population live in urban areas. In this unit, pupils will investigate the environmental challenges resulting from rapid urbanisation. They will evaluate different strategies used to manage social, economic and environmental challenges, ultimately to consider whether cities are sustainable. This topic is supported by a local field trip where pupils collect primary data to investigate the changing use of Hong Kong’s urban environment.

19 EXAMINATIONHISTORY

Paper 2 is a Historical Investigation (Russia) in which pupils firstly examine two sources comparing the extent of agreement before using them to make a judgement on a given interpretation, supplemented by their own knowledge. The Breadth Study in Change (Middle East) examines the issue of change and continuity over time.

Paper 1 is a depth study meaning precise knowledge is deployed to answer questions based on cause and effect.

ASSESSMENT Paper 1 50% of IGCSE (90 minutes) Two Depth Studies Paper 2 50% of IGCSE (90 minutes)

Paper 2: In Russia and the Soviet Union 1905-24, pupils examine Tsarist Russia and the problems of governing such a large empire before focusing on the impact of the First World War on the economy, the military and the government. They will investigate the February Revolution 1917 which saw the end of Tsarist rule and the Bolshevik seizure of power in October 1917, followed by civil war, communism and the New Economic Policy (NEP) under Lenin.

Paper 2: The Middle East: Conflict, Crisis and Change, 1917-2012 charts the development of tension and redrawing of the map following the First and Second World Wars including the Balfour Declaration and the creation of Israel. Pupils examine the military manifestation of tension in the Six Day War and look at the activities of Palestine resistance groups such as the PLO and Black September. The unit progresses by evaluating attempts at peace making and peace keeping such as the Camp David Agreements and the Oslo Peace Accords.

BOARD Edexcel (4HI1 2017 Specification)

Historical Investigation and a Breadth Study in Change Paper 1: A Divided Union: Civil Rights in the USA, 1945-74 focuses upon American history in the post-war period. Pupils investigate McCarthyism and the Red Scare, the civil rights movement in the 1950s and 1960s and the impact of Martin Luther King and of Black Power. They then examine alternative protest movements including pupils, women, and anti-Vietnam War. They close with a study of President Nixon and the Watergate Scandal.

CAREERS/FUTURE

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

POTENTIAL20

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

INDIVIDUAL NEEDS

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

&ASSESSMENTWEIGHTING

Reading and Use of English 40%

Writing 20% You create two different pieces of writing, such as essays, letters/emails, proposals, reports and reviews.

Speaking 20% Tests your ability to communicate effectively in face–to–face situations. You will take the Speaking test with another pupil.

Listening 20% Tests your ability to follow and understand a range of spoken materials, such as interviews, radio broadcasts, presentations, talks and everyday conversations.

Language is at the very heart of the learning process and it is the mission of the L&L department to fully prepare our multilingual pupils to excel in Academic English. To achieve success in their forthcoming GCSE and A-level subjects (and beyond) our pupils are required to use Academic English for such purposes as explaining, narrating, recounting, arguing, analysing and describing across a range of subject areas and in a variety of modes. Such language does not come naturally and requires explicit teaching. Pupils need to develop their understanding of how Academic English functions in order to achieve a range of purposes that are critical to success in school and exams.

SUMMARY OF THE COMPONENT CONTENT

In Years 10 & 11, pupils will follow a high level, in-depth, advanced Academic English course adapted from the Cambridge C1 Advanced programme from Cambridge English Qualifications. The course will be assessed internally at school, however, it is possible to take the exam formally at external examination centres in Hong Kong. The course consists of advanced academic reading, writing, use of English (grammar and vocabulary), speaking, pronunciation and listening and aims to extend pupils’ Academic English language resources in ways that support increasingly complex learning throughout the school years.

22COMPONENT

LANGUAGE AND LEARING (LAL)

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

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

LANGUAGES

• Cambridge IGCSE Chinese as a Second Language (0523)

• Edexcel International GCSE specification (9-1)

Cambridge IGCSE Chinese as a First Language also develops more general analysis and communication skills such as synthesis, inference and the ability to order facts and present opinions effectively. Pupils will learn how to respond knowledgeably to a range of reading passages such as modern prose, classical prose, extracts of classic and modern literature, argumentative texts and poetry. Such texts hope also to inspire pupils to improve upon their own writing skills. The texts they learn cover a range of genres and types, including fiction and non-fiction, and may also include other forms of writing, such as essays, reviews and articles. Pupils are also encouraged to read widely both for their own enjoyment and to further their awareness of the ways in which Chinese can be used. They are encouraged to become appreciative and critical readers and writers of Chinese.

CAMBRIDGE IGCSE CHINESE AS A FIRST LANGUAGE (0509)

The Cambridge IGCSE as a First Language syllabus is designed for pupils whose first language is Chinese. They need to have solid native reading, writing, listening and speaking skills. Course Overview The course allows pupils to develop the ability to communicate clearly, accurately and effectively when writing; to expand upon their wide range of vocabulary and perfect their grammar, character formation and punctuation and to establish a personal style and an awareness of the audience being addressed. Cambridge IGCSE as a First Language qualification is accepted by universities and employers as proof of knowledge and understanding of the language.

• Cambridge IGCSE Chinese as a First Language (0509)

CHINESE Years 10 and 11 are a continuation of the three-year programme teaching towards one of the following three IGCSE Chinese qualifications. Pupils will continue following the three distinctive International GCSE specifications.

Candidates answer a series of questions about Passage 4, a previously unseen passage of classical Chinese text from the Ming dynasty which will be approximately 200 characters in length. The questions will assess reading skills only.

Section 3 Classical Chinese (12 marks)

Candidates answer one compulsory question on two thematically linked non-fiction passages. Passage 2 and Passage 3 have a combined total of up to 600 characters. They will be from either the 20th or 21st century, or both, and will be thematically linked.

Section 1: Comprehension and Use of Language (23 marks)

Once we have taught the course content, pupils will be given guidance and support and a range of practice papers and questions in order to improve their examination technique to maximise their success at the end of the course.

Passage 1 will be approximately 1000 characters long and will be from either the 20th or 21st century.

Candidates use and evaluate the information in the two passages to create an argumentative/discursive email, letter, essay or article. Using their own words, candidates write a response of about 250-350 characters.

The First Language course content covers the following topics in Year 10 and Year 11:

24 • Developing reading skills • Developing writing skills • Reading for ideas • Reading a variety of texts • Selecting, analysing and using information • Classical Chinese • Writing summaries • Writing composition • Discursive & argumentative writing • Descriptive & narrative writing

This comprises a series of questions and sub-questions requiring candidates to respond to Passage 1, a fiction text.

Assessment overview Paper 1 Reading, Directed writing and Classical Chinese (2 hours 15 minutes ) 50%, 60 marks

Section 2: Directed Writing (25 marks)

2) Descriptive and Narrative Writing, 400–600 characters. (25 marks)

CAMBRIDGE IGCSE CHINESE AS A SECOND LANGUAGE (0523)

In terms of course materials, pupils will be following the Cambridge IGCSE Chinese as a First Language Coursebook and workbooks, with additional materials and a range of supplementary online resources e.g. https://www.gushiwen.org/

The IGCSE Chinese as a Second Language course is specifically designed for pupils working between the native and foreign language level. They should already have a working knowledge of the language, consolidating their understanding in order to progress in their academic or professional career. The aim of this course is to enable students to develop the ability to use Chinese effectively for the purpose of practical communication as well as to form a sound foundation for the skills required for further study and employment.

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

Candidates answer two questions

25 Paper 2 Writing: 2 Essays (2 hours) 50%, 50 marks

Ultimately, the course hopes to ensure the learners’ personal development. Course overview Cambridge IGCSE Chinese as a Second Language offers pupils the opportunity to develop practical communication skills in listening, speaking, reading and writing. Pupils will be presented with a variety of stimuli that will build up their skills in reading and writing. The stimuli types include blogs, brochures/leaflets, emails, imaginative writing, letters, diaries, magazines, newspapers and webpages. They will learn to select relevant details, understand the differences between what is explicit and implicit, and practise writing for different purposes and audiences. Pupils will listen to a range of spoken material, including talks and conversations, in order to develop their listening skills. In both written and spoken Chinese, pupils will be able to respond to factual information as well as abstract ideas. Pupils will engage in conversations on a variety of topics, and develop the skills necessary for expressing their viewpoints with a degree of accuracy and clarity. They will practise presentations, discussions and conversations in IGCSE topic areas. The course will enable pupils to become independent users of Chinese and to use Chinese to communicate effectively in a variety of practical contexts. Pupils learn how to employ a wide-ranging vocabulary, and will consolidate their understanding in order to progress to a higher proficiency level. They gain an understanding of a wide range of social registers and styles, and learn to communicate appropriately and practically.

A2:

A1: School and education Future career plans

A3: Friendship A4: Peer pressure/conflict Topic B: Society: Family relationships, health and fitness, leisure activities, communication and technology. B1: Generation gap B2: Young people B3: Healthy eating B4: Sports and exercise B5: Films and the media B6: Hobbies B7: New means of communication

B8: Social networking B9: Learning technology Topic C: The world: Geographical surroundings, Environment C1: Urban and rural life C2: Travel C3: Home town and surrounding areas C4: Pollution C5: Recycling C6: Global warming

The main topic areas are: Topic A: Young people and education, education and career, peer relationships

D2: Customs and traditions

Paper 1: Reading and Writing, (2 hours) 60 marks 60% Written examination consisting of five exercises that test a range of reading and writing skills.

• The Speaking test is assessed in Mandarin Chinese only.

Types of task include: information transfer, short-answer questions, multiplematching, functional writing and extended writing.

Written examination consisting of four exercises that test listening skills. Candidates listen to recordings of short and longer spoken texts.

Topic D: Cultural diversity, Life at home and in other countries

Pupils will also be given guidance and support and a range of practice papers and questions in order to improve their examination technique to maximise their success at the end of the course. Assessment overview • All Listening materials are recorded in Mandarin Chinese.

In Year 10, pupils will revise the topics they have learned in Year 9 and will expand their learning in more depth. They will then continue to study the main topic A and B and a variety of sub-topics under the heading.

In Year 11, pupils will study the main topic C and D and a variety of sub-topics coming under the heading. They will be consolidating the knowledge they have learned throughout the course, linking all the topic areas studied and continue to develop their application skills.

Paper 3: Speaking examination 60 marks (10-12 minutes) 20% Candidates give a 2-3 minute Chinese cultural-related presentation, followed by a short discussion with the examiner about the presentation, and a short conversation about general topics.

Paper 2: Listening (35-45 mins) 30 marks 20%

D3: Culinary diversity

D1: Festivals and celebrations

Types of task include: short-answer questions, gap-fill sentences, information correction and multiple-choice questions. All listening material is recorded in Mandarin Chinese.

EDEXCEL

The IGCSE Chinese Foreign Language course aims to develop pupils’ ability to use Chinese Mandarin effectively for practical communication and to provide information about the life and culture of Chinese-speaking countries. Pupils study all four skills: Listening, Speaking, Reading and Writing. Pupils are required to show knowledge and understanding of the following five Topic Areas A-D and a number of sub-topics under the topic headings.

INTERNATIONAL GCSE SPECIFICATION (9-1)

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

Course overview

IGCSE Chinese Foreign language follows the Edexcel International GCSE specification (9-1). To be able to study the IGCSE Chinese (Mandarin) Foreign Language course in Year 10, pupils should have achieved good standards in their previous learning: in particular, they need to show the ability to read and write a range of Chinese characters.

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

Topic30 C. Personal life and relationships Sub-topics C1 House and home C2 Daily routines and helping at home C3 Role models* C4 Relationships with family and friends C5 Childhood* Topic D. The world around us Sub-topics D1 Environmental issues D2 Weather and climate* D3 Travel and transport D4 The media D5 Information and communication technology Topic E. Social activities, fitness and health Sub-topics E1 Special occasions E2 Hobbies, interests, sports and exercise E3 Shopping and money matters E4 Accidents, injuries, common ailments and health issues* E5 Food and drink

*These sub-topics will not be assessed in Paper 3: Speaking. In Year 10, pupils will revise the topics learned in Year 9. They will continue to study the main topics A and D and with a variety of sub-topics coming under these headings. In Year 11, pupils will study the main topics E with a variety of sub-topics coming under these headings and revise the Topics A, B, C and D they have learned in Year 9 and Year 10. Pupils will also be given guidance and support and a range of practice papers and questions in order to improve their examination technique to maximise their success at the end of the course.

Assessment overview

Paper 2 - Reading and Writing 50% (1 hour 45 minutes) (80 marks)

Paper 3 - Speaking 25% (8-10 minutes) (40 marks) There are three speaking tasks:

Section A: Reading (Five questions, which are a combination of multiple-choice, note-taking, gap-fill and short-answer questions)

Task A: (picture based discussion) Pupils will describe the contents of a picture and describe possible past or future events related to people in the picture and respond to questions about the picture and its related topic.

Tasks B and C : (conversations on topics) Pupils will take part in a spontaneous conversation on two further topics.

Paper 1 - Listening 25% (35 minutes, including 5 minutes reading time before the paper begins) (40 marks)

In terms of course materials, pupils will be following a range of resources, including Edexcel GCSE Chinese (9-1) student book, GuWu《鼓舞》, Pass Chinese textbooks, Chinese Made Easy 4 Second Edition. Chinese support sessions (Chinese Consolidation) are available at lunchtime for IGCSE pupils, where they can get extra help or practise speaking with our Chinese teaching assistants.

Section B: Writing (Two writing tasks, each linked to a topic area, and a translation task of four sentences into Chinese)

All pupils will sit their respective IGCSE examinations at the end of the course in Year 11. Assessment papers are printed in both traditional and simplified characters on the question papers. Candidates choose the form they prefer in the examination and may write their answers in either traditional or simplified characters.

At IGCSE level, our classes are not streamed and the teacher will support and stretch the pupils with a range of differentiated learning activities. There will also be regular opportunities to practise speaking French in the classroom and during French Clinics offered at lunchtime or after school. There are a range of activities available in French; from Language Clinic where pupils can get extra help or practice if needed, revision classes nearer to assessment time and Co-Curricular activities with a French element.

Topics studied in Year 10 will range from personal life and relationships, education and employment and home and abroad with a variety of sub-topics coming under these headings. In Year 11, topics studied will range from social activities, fitness and health and the world around us with a variety of sub-topics coming under these headings. Pupils will be building on their prior knowledge of French, beginning to develop fluency in their written and spoken responses and using an increasingly wide range of grammatical constructions, verbs and tenses. Pupils will continue to refine their accuracy in writing and speaking, and will be encouraged to communicate their opinions on a range of relevant topics.

FRENCH32

Pupils in Year 10 have chosen to study the language to IGCSE level and will be following the Edexcel International GCSE specification (1-9). Pupils will be developing their language skills in speaking, listening, reading and writing. At the end of the course in Year 11, pupils will be assessed by means of a speaking test (25%), a listening paper (25%) and a reading and writing paper (50%).

In terms of course materials, pupils will be following the Edexcel GCSE French course published by Pearson, combined with the International GCSE French course published by Hodder which will be supplemented with additional extension materials to really challenge our learners.

We aim to develop pupils as linguists by ensuring that our pupils have the chance to work independently and in pairs and groups to develop their oral communication skills.

33 SPANISH Pupils in Year 10 and 11 have chosen to study the language to IGCSE level and will be following the Edexcel International GCSE specification (1-9). Pupils will be developing their language skills in speaking, listening, reading and writing. At the end of the course in Year 11, pupils will be assessed by means of a speaking test (25%), a listening paper (25%) and a reading and writing paper (50%).

In terms of course materials, pupils will be following the Edexcel GCSE Spanish course published by Pearson combined with the International GCSE Spanish course published by Hodder, which will be supplemented with additional extension materials to really challenge our learners. We aim to develop pupils as linguists by ensuring they have the chance to work independently and in pairs and groups to develop their oral communication skills.

Pupils will be building on their prior knowledge of Spanish and beginning to develop fluency in their written and spoken responses and using an increasingly wide range of grammatical constructions, verbs and tenses. Pupils will continue to refine their accuracy in writing and speaking and will be encouraged to communicate their opinions on a range of relevant topics.

As well as the external assessments at the end of Year 11, there will be internal assessments throughout Year 10 in all four skills of speaking, listening, reading and writing and more informal assessments such as quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways. Pupils will also be given guidance and support on how to learn languages successfully in class and during prep activities. There are many online resources which will be used to support our pupils both in and out of the classroom; in Year 10 Linguascope (Intermediate), Thisislanguage and Doddle are great ways to practise the language and this is an expectation now that pupils are working at IGCSE level. The class resources are also supported by an ActiveLearn online resource and a Dynamic Learning platform which support the course materials very well. At IGCSE level, our classes are not streamed and the teacher will support and stretch the pupils with a range of differentiated learning activities. There will also be regular opportunities to practise speaking Spanish with a fluent Spanish speaker. There are a range of activities available in Spanish: from Language Clinic at lunchtime where pupils can get extra help if needed, revision classes nearer to assessment time and Co-Curricular activities with a Spanish element. In the past there have been activities offered on Hispanic Crafts, Spanish newspapers, Spanish Drama and Latin dance for beginners. The pupils have also been able to take part in the Hong Kong Hispanic Culture Festival, performing in Spanish in a variety of artistic genres.

• A calculator may be used in both examinations Paper 2 (12050% Summerminutes)ofYear 11

As in Year 9, a strong emphasis continues to be placed on developing pupils’ problemsolving and reasoning skills which form a large part of the IGCSE (9-1) course.

ASSESSMENT Paper 1 (12050% Summerminutes)ofYear 11 4MA1 • Each paper will assess the full range of topics.

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

MAIN TOPICS OF STUDY FOR YEAR 10: • Sequences and series • Recurring decimals • Proportionality (algebraic) • Further Quadratic • Equations, Manipulation and Graphs • Linear Transformations • Congruence • Circle Theorems • Sketching and Using Graphs • Inequalities (Linear and Quadratic) • Further Simultaneous Equations • Further Index Laws and Surds • Measurement & Unit Conversions • Similar Shapes, Surface Area, & Volume • Further Sets Language and Notation • Probability • Averages and Measures of Spread, Cumulative Frequency Graphs & Histograms • Function Notation • TransformationsGraphical • Vectors

• Each paper will have approximately 40% of the marks distributed evenly over grades 4 and 5 and approximately 60% of the marks distributed evenly over grades 6, 7, 8 and 9.

MATHEMATICS34

The scheme is linked to the Pearson Edexcel Mathematics (9-1) Book 1 and Book 2. The pupils retain the Book 2 for their studies, and also have access to digital versions of both of these textbooks for use both in and out of class.

In the classroom, learning mathematics is much more than being able to do routine methods. Our approach in the Senior School builds on that in the Prep School and aims to develop a depth of understanding of why methods work, as well as an enquiry approach challenging their understanding, seeking links between topic areas and applying their knowledge to new and unfamiliar problems – to try, to fail, and to learn from their mistakes. The IGCSE (9-1) specification places a large emphasis on problem solving: applying understanding in unfamiliar contexts, and also in reasoning mathematically. To achieve both of these aims we look to ensure a high level of understanding and provide challenge beyond the confines of the curriculum. Each teacher uses various means to regularly test the understanding of all of their pupils. Finally, the Summer Assessment tests all of the material covered over the year to that point.

Once we have finished the taught course, many areas of the course are consolidated, linking topic areas and developing problem solving and application skills. All pupils are grouped into sets for their learning of Mathematics in the Senior School, with movement between the sets as and when appropriate. All groups will cover the same core content as all pupils take their IGCSE examination at the end of Year 11. Some pupils will also work towards the Edexcel IGCSE Further Pure course as part of an integrated scheme. This course provides exceptional challenge and so is only advisable for some pupils in order that covering the extra content is not to the detriment of realising their highest potential at IGCSE Mathematics.

35 MAIN TOPICS OF STUDY FOR YEAR 11: • Vectors • Review of Coordinate Geometry • More Algebraic Fractions • Algebraic Proof • Trigonometry • Differentiation

Performing: Each pupil’s performance portfolio will include a solo performance and an ensemble performance; these performances can be produced on any instrument or voice. Assessment takes place at the start of the Spring Term of Year 11.

The Edexcel GCSE Music course is divided into three strands – Performing (30%),

Composing: Composition portfolios consist of two pieces: one composed to a set brief released by the exam board and one free composition. Both compositions will be completed in Year 11. Pupils will develop their compositional skills throughout the course and will have access to two music-specific software packages, Sibelius Ultimate and Logic Pro X.

MUSIC36

Composing (30%) and Appraising (40%). Pupils considering Music GCSE should be playing at a minimum of ABRSM Grade 3 on instrument or voice by the end of Year 9 and should be currently taking individual music lessons. Pupils should also have strong theory knowledge prior to starting the course (at ABRSM Grade 5 level).

Appraising: The examination takes place in the Summer Term of Year 11. The appraising part of the course is based on four Areas of Study: Instrumental Music; Vocal Music; Music for Stage and Screen; and Fusion Music. Pupils study two set works from each of these and learn about the context and musical features associated with the different styles and composers. All pupils also have access to the vibrant Co-Curricular Music programme which runs throughout the year and GCSE pupils are expected to take part in at least one ensemble. Individual music tuition is available in a variety of studies and lessons are delivered by a team of experienced and specialised visiting music teachers. There are also many opportunities for pupils to engage with group music-making; various orchestras, choirs and bands rehearse on a weekly basis and perform in frequent internal and external concerts.

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

• Advanced Forces • Electricity • Solids, liquids & Gases

• Radioactivity • Fission and Fusion

•

In Physics, pupils sit two papers:

THE MAIN TOPICS OF YEAR 10 PHYSICS INCLUDE:

PHYSICS

This paper assesses all content of the specification, including some of the more indepth areas of the course content. A few pupils will follow the Double Award IGCSE Science course and will sit Paper 1 in each of the Sciences, achieving two Science IGCSEs.

• Examination Paper 1 – 61.1 % (120 minutes)

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

• Examination Paper 2 – 38.9 % (75 minutes)

• Waves THE MAIN TOPICS OF YEAR 11 PHYSICS INCLUDE:

• Astrophysics Magnetism and Electromagnetism

GCSE38

In Year 10 pupils will learn about how the body responds to exercise, the science behind movement and how we can improve our sports performance through different training methods. Pupils will also analyse the specific requirements of sports and fitness testing in different contexts. These topics give the pupils the skills to make an immediate impact on their own training to help with their development.

Sports Science is a course where pupils can further their knowledge about how their bodies work, how they can improve their lifestyle and sports performance and understand the world of sport from different backgrounds.

PHYSICAL EDUCATION - SPORTS SCIENCE Examination board: AQA (8582)

In Year 11 pupils are exposed to how psychology can impact performance in sport, the role that the media plays, effects of doping and how nutrition is important to living a healthy lifestyle. It also promotes how pupils’ individual journeys can be enhanced through sport. Throughout this year, pupils are able to draw from previous experiences and implement changes for future performances.

Over the two years, pupils will be assessed on three of their strongest sports (from a list pre-approved by AQA) whilst embarking on a written piece of coursework that analyses their own, or another’s, performance. Year 10 Year 11 Paper 1 Unit 1: Anatomy and Physiology Unit 2: Movement analysis Unit 3: Physical training Unit 7: Use of data Paper 2: Unit 4: Sports Psychology Unit 5: Socio-cultural influences Unit 6: Health and fitness Total marks: 78 Total marks: 78 Year 10 and 11 Year 10 and 11 NEA Practical: Total: 3 x sports 1 x Individual x team x individual or team Each marked out of 25 NEA Coursework: A written piece of work analysing the pupils strongest sport Total marks: 75 Total marks: 25 60% = Theory / 40% = NEA Practical Total marks: 260 (after scaling)

PHYSICAL EDUCATION & HEALTH

At Harrow Hong Kong, we have incorporated Health into our curriculum to give it a holistic touch. Therefore we have renamed our curriculum ‘Physical Education & Health”. This allows pupils to explore more about themselves and seek strategies to cope in our ever-changing world.

The premise of the programme is to enable every pupil to flourish. To establish the appropriate pathway that best suits the individual and the skills they possess. The Pupils who wish to study Sports Science should: 1. Have a genuine interest in sport and want to improve their own performances by learning the theory behind Sports Science

2. Have experience in playing competitive sports across a range of different sports

The Physical Education and Health experience is integral to a Harrow Hong Kong education and is accessed in several ways. Pupils in years 10-13 have a double games lesson a week. If pupils choose GCSE Sports Science then they will have access to 5 single theory lessons in addition to games.

3. Be regular participants in the School’s SCA and CCA programme (in their chosen 3 sports) and be willing to play competitively for Harrow and for clubs outside of school

Our vision through PEH is to give every pupil a wide variety of opportunities to develop and strengthen their values, physical competence and confidence. This will ensure our pupils have the tools to lead a long and healthy lifestyle in a complex world.

•

GAMES

•

• Develop

Badminton Volleyball Basketball Table Tennis Football Rugby Tennis Wattbikes

As the pupils progress into the upper section of the School, after experiencing the Lower School PEH curriculum, this is the appropriate time to expand the games curriculum. The consistency of sports being offered, in relation to the ISSFHK seasons, remains the same. Pupils who compete for the School teams have the opportunity to train within games time. If pupils do not wish to be involved with team training, they have the option to pick different sports and these can be changed on a half/termly basis. A new strand for this age group is offsite activities. At this stage we also feel it is important to broaden the pupils’ horizons to some more leisure-based activities such as team activities or water sports. We feel the benefits of this allow the pupils to build positive relationships with activities which may feature in their lives after their education at Harrow International School Hong Kong. The pupils are asked to choose their games options from the following sports:

•

• Stay

Netball Beach Tennis Cricket Athletics HOUSE SPORT

•

At Harrow International School Hong Kong, we have an all-inclusive House Sports Competition that allows our pupils to have another opportunity to play sport and wear their house colours with pride. House sport is a hotly-contested competition and you can see the passion in every House when they compete against one another. All Houses take part in the following sports: Sports Day (Track & Field), Cross Country, Netball, Football, Touch Rugby, Basketball, Swimming, Dodgeball, Badminton and Indoor Rowing. House Sport Competitions are opportunities to: Build a solid house culture Develop camaraderie, friendships & trust leadership skills Represent and contribute to competitive competition. active Take part in a variety of sports

40 programme aims to develop the pupil first and foremost as an athlete. From this point onwards it allows each pupil to experience and engage in a wide range of sports which allows them to develop, display and transfer their skills.

Harrow Fit Golf (off site) Horse Riding (off site) Holiday Games

sports tours are an important part of our sports programme. They provide the opportunity for our pupils to bond as a team and measure their progress against schools from around the world. The experience and the memories that our pupils gain will be with them for the rest of their lives.

Participating in sports is part of our culture here at Harrow Hong Kong. Recreation and competitive sport is catered for in fifteen sports codes across the academic year. Our competitive sports programme offers regular opportunities to play fixtures against other international and local schools in Hong Kong. We compete in the International Schools Sports Federation Hong Kong (ISSFHK) and Hong Kong Schools Sports Federation (HKSSF) leagues and annual friendly fixtures. Fixtures take place mostly mid-week and also on Saturdays, depending on the sport. Harrow Hong Kong also hosts a number of tournaments throughout the year in various sports and these are well attended by other schools. Competitive sports leagues start in Year 6 (U12) and reach their pinnacle at Year 13 (U19). Harrovians who do not consider themselves athletes when they arrive at our school discover new sports and the talent to play them with great skill and flair. Many continue to enjoy the sporting abilities they discovered at Harrow Hong Kong long after leaving us and take the lessons they have learnt with them into the world beyond Overseasschool.

COMPETITIVE SPORTS PROGRAMME

The Physical Education and Health Department are highly experienced in high performance sport. Pupils who have aspirations to achieve honours in their chosen sport are well supported by the department as pathways are available for our pupils who choose to compete at the highest level and achieve academically at the same time. All fixtures, results and team details can be found at sport.harrowschool.hk

CO-CURRICULAR ACTIVITIES (CCA)

Autumn Term Spring Term Summer Term Rugby ✓ ✓ Harrow Fit ✓ ✓ ✓ Tennis ✓ ✓ ✓ Volleyball ✓ ✓ ✓ Basketball ✓ ✓ ✓ Football ✓ ✓ ✓ Athletics / XC ✓ ✓ ✓ Netball ✓ ✓ ✓ Badminton ✓ ✓ ✓ Touch Rugby ✓ Gymnastics ✓ ✓ ✓ Indoor Cricket ✓ ✓ ✓ Indoor Cycling ✓ ✓ ✓

CURRICULAR ACTIVITIES (SCA)

The Co-Curricular programme delivers extra lessons for pupils to polish their sporting skills or play recreationally. It allows pupils to stay active after a day of academic study and get in the extra work if pupils are pursuing academic and sporting goals. CoCurricular activities supplement our PEH and SCAs if pupils need to work on their skills to get ahead and achieve the targets they have been set by their teachers.

Sports Super Curricular Activities give pupils more opportunities to explore and challenge themselves in a sporting context. Pupils can enjoy extra time taking part in their favourite sports which will allow them to have more time on task to accelerate their learning. Pupils will apply the skills learned in SCAs in competitive fixtures and tournaments.

SUPER42

• Rugby • Use of the gym • Tennis • Volleyball • Basketball • Football • Athletics / XC • Netball • Badminton • Touch Rugby • Gymnastics • Swimming • Table Tennis For the latest photo updates follow us on Instagram and Twitter Instagram: @harrowhksport Twitter: @HarrowHKSport

• Religion and life • The

Beliefs, teachings and practices of two religions: Buddhism Christianity 1 hour 45 minute exam - 50% of the total grade and ethical studies on: existence of God punishment hour 45 minute exam - 50% of the total grade INCLUDE:

TOPICS

• The Trinity • Pilgrimage • Enlightenment • Meditation • Animal rights • Attitudes towards creation and the origins of the universe • Environmental issues • Medical ethics • Arguments for and against God’s existence • Miracles • The problem of evil • Just war theory • Pacifism and peace-making • Reasons for crime • Capital punishment • Attitudes towards forgiveness

and revelation • Peace and conflict • Crime and

The AQA Religious Studies course gives pupils an opportunity to study the beliefs and practices of two religions in depth, as well as exploring four contemporary philosophical and ethical themes.

•

Paper studiesThematic2 Four philosophical

Religious Studies challenges pupils with questions about belief, values, meaning, purpose and truth, empowering them to develop their own attitudes towards important issues.

COURSEASSESSMENTCOMPONENTS: Paper 1 The

Religions

•

RELIGIOUS STUDIES

Students will also gain an appreciation of how religion, philosophy and ethics form the basis of global culture. They will develop analytical and critical thinking skills, the ability to work with abstract ideas, leadership, debate and research skills. Study of

Houses have a roll call known as Call-over after breakfast, at lunchtime, after supper and at lights out every day at which one of the House Pastoral Team is present. In addition to the registration of pupils, School and House notices are read.

THE SCHOOL DAY CALL-OVER

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

USEFUL44 INFORMATION

MID-MORNING BREAK

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

LUNCH

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

ASSEMBLY

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

HOUSESBOYS SUNCHURCHILLPEELKELLERSHAFTESBURYGELLHORNHOUSESGIRLS SENIOR HOUSES YEAR 9-13 ANDERSONWU

HOUSE46

At Harrow Hong Kong, pupils in Years 6-8 are allocated to one of the six Prep School Houses. Alongside the House Master/House Mistress and Assistant HMs, we also have a resident Gap Tutor and a Matron to help boarding pupils. The Prep School Houses contain a mix of day pupils and boarders so they all have an opportunity to strengthen relationships regardless of their boarding status.

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

THE HOUSES

CONSULTANT SCHOOL PSYCHOLOGIST

MISTRESS

SCHOOL COUNSELLOR

HOUSE TUTOR

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

KEY HOUSEPERSONNELMASTER/HOUSE

All Teachers in the Upper School have a role as a House Tutor in one of the Houses as part of the broader House Pastoral Team that supports the HMs in their roles. All House Tutors play a role in the supervision and running of the House during the course of a week (including eating meals with boarders and day pupils, helping with running evening prep and activities, and helping to facilitate House discussion meetings).

Dr Rachel Gregory is our School Psychologist and joined the school in the Summer Term 2022. Dr Gregory leads parenting workshops and programmes, group programmes for pupils to promote resilience, and training for staff on developing their own pastoral care of pupils. Through the School’s pastoral system, she advises, consults and supports staff and parents in addition to providing support to pupils individually and in small groups.

Whilst keeping accurate records and ensuring the smooth running of the House is an essential element of the role, much of what a House Master or House Mistress does is unquantifiable. It is about building strong relationships with each of the pupils in their care, spending time with them and guiding them through the challenges they face in these important years. They aim to develop a House environment that inspires a love of learning; encourages independence of thought; insists on good manners and gets pupils to appreciate the positive effect that their actions can have on others.

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.

ILLNESS48

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

If your child is unwell, please contact the School and let us know about the absence by phone on 2298 9099 or by email to us-info@harrowschool.hk

COMMUNICATION WITH THE SCHOOL

THE HOUSE MASTER/HOUSE MISTRESS

The first point of contact for a parent in the Prep School should be the HM. HMs operate an ‘open door’ policy and parents should feel comfortable with contacting their HM about any questions or queries that they have, either through the Pupil Diary, by email or by arranging an appointment through the Upper School Office. Parents should keep their child’s HM fully informed of any observations they have made at home or changes to the family situation so that they can support them accordingly in School. EMAIL A significant proportion of the School’s communication with parents is by email and there are two Consolidated Communications to parents each week (on Mondays and Thursdays), which are managed by the Upper School Office. It is, therefore, essential for every parent and guardian to have access to email and to ensure that the School has the current email address of all parents. Any problems with email should be addressed to the Director of ICT, Mr. Dinesh Alwani via dalwani@harrowschool.hk

i-PARENT APP

SCHOOL WEBSITE AND PARENT PORTAL

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

As the school information management system is provided by industry leaders, iSAMS, as well as the feature-rich Parent Portal, parents also have the option of using the mobile app, called iParent. The iParent app replicates most of the features from the Parent Portal in a convenient mobile format, with the added advantage of customisable notifications for information to do with your child or when information is published to the portal. Information about downloading and accessing the app is provided on the homepage of the Parent Portal but it is straightforward to use and is available for download from the Apple App Store and Google Play store by searching ‘iParent’. Once downloaded, the App can be unlocked by entering the school code ‘HAHK’ and then entering your existing Parent Portal username and password. Parents who do not know their Parent Portal login information should email iSAMS_support@ harrowschool.hk for assistance.

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@Harrow_HKTwitter/HarrowHK @HHKSPeel @HHKSun @HeadHarrowHK @HHKSShaftesbury @HHKSChurchill @HHKSShackleton @HHKSGellhorn @HHKSFry @HHKSWu @HHKSNightingale @HHKSAnderson @HHKSBanks @HHKSParks @HHKSKeller @HarrowHKDrama@HHKSDarwin @HarrowHKArt @HarrowHKMusic @HarrowHKLS @HarrowHKLib @HHKSPastoral /harrowhongkongInstagram /harrowhksport We always recommend

of obtaining information as important messages will always be communicated to you via email through consolidated communications. CALENDAR The calendar can also be accessed through the

HONG KONG SOCIAL MEDIA PAGES

International School

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 Harrow Hong Kong using social media source Harrow Hong Kong Portal.

as a secondary

iParent App and Parent

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

YEAR 10 90 minutes

AUTHORISED ABSENCE

Any absence from School affects the pattern of a child’s schooling and regular absence will seriously affect their learning: there is a proven link between absence and underperformance in public examinations. Some universities and prospective schools also require us to share information about a pupil’s attendance, and the attendance figures are also placed on the School’s formal reports for all pupils. If requesting absence for a period of one day or less, parents should contact the HM. For periods more than one day parents should contact the Principal Deputy Head (Pastoral and Wellbeing), who will liaise with the Head. Parents should not expect permission to be automatically granted and should not make travel arrangements before receiving permission.

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

AND CONSENT

RECORDS A written record is kept of the following:

• All medication, treatment and first aid administered to pupils, giving the name, date, medication/treatment, reason for administering (if not prescribed) and signed by the member of staff responsible.

During a pupil’s time at Harrow Hong Kong, the School will inevitably receive and hold quite a lot of information about them and their family. As a general principle this information will be treated as confidential, only discussed or shared among professionals at Harrow Hong Kong on a “need to know” basis and not passed on to anybody outside the School (including other parents) without good reason: ie. as part of our duty of care and with parents’ explicit consent.

The School will normally share all relevant information with the parents of a pupil who is having academic, disciplinary or personal difficulties. However, while pupils are legally children until the age of 18, they have many rights of their own to confidentiality.

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

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

• Any safeguarding allegations or suspicions of abuse.

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

It may be, therefore, that pupils have control over the confidentiality of certain medical or personal matters that they choose to share with people such as their Class Teacher, the Consultant School Psychologist and the School Health Care staff. However, the School will always encourage pupils to consent to the sharing of such information and concerns with parents.

CONFIDENTIALITY52

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

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

CHANGE IN DETAILS

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

MEDICATION

WELLBEING

Parents are required to complete a Medical Form for their child on entry to the School and provide relevant health information, including details of drug reactions, major allergies and notable medical conditions. When a child makes a visit to the Health Care Centre, the visit is noted in the child’s medical record along with any treatment given.

The School has a Health Care Centre onsite, which is open 24 hours a day during School term time (Sunday to Friday evenings) and is staffed by qualified Nurses. All pupils have access to the Health Care Centre when needed. Children who feel unwell or are injured should first ask an adult before visiting the Health Care Centre.

MEDICAL CARE

The Health Care Centre will call the child’s parents to explain what has happened and the treatment that was given; they will also inform their HM of any concerns.

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

Pupils choose two SCAs each term, which are taught within the structured School day.

HORIZONS PROGRAMME

The Harrow Horizons Programme can be distinguished into three main areas:

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• Progress Report (PR): This contains Attainment and Engagement in Learning Grades, and usually a brief HM comment on the pupil’s grades.

CCAs take place before School, during lunchtimes and after School time and are not part of timetabled lessons. Leadership in Action comprises of the camps and expeditions that take place throughout the year. More details of each activity and how to book them can be found in the Harrow Horizons Programme Booklet.

Pupils will receive two types of report:

• Super-Curriculum Activities (SCAs)

• Full Report: (FR) This contains Attainment and Engagement in Learning Grades, Subject Reports, House Tutor Targets, an HM Report and information on attendance and rewards.

Full Reports and Progress Reports will be issued at different points in the academic year. In Year 6, it will be December (PR), March (FR) and June (PR, no HM comment).

REPORTS TO PARENTS

Providing an all-round education is part of the fabric of a Harrow education. Through providing a stimulating wider curriculum, we embrace and inspire each child to develop the Harrow Leadership Attributes, as well as creativity and innovation. We aspire to develop the whole child to be equipped with essential skills for the future and to become leaders for a better world. Quality and inclusivity are at the centre of our Harrow Horizons Programme. Harrow Hong Kong delivers a high quality programme, where each pupil has the chance to broaden their horizons, develop talents, explore new interests whilst developing our core skills and Harrow Leadership Attributes.

• Co-Curricular Activities (CCAs)

We are committed to ensuring that all our pupils are given every chance to achieve their very best in all areas of their education. Effective feedback plays a vital part in ensuring this happens. We intend feedback to be accessible, achievable and motivating, and to take into account all aspects of the pupils we educate. We aim to deliver timely and accurate verbal and written feedback that is communicated in a positive, straightforward and supportive manner, so that pupils and their parents understand how best they can make progress, and the areas they need to develop.

• Leadership in Action (LiA)

These evenings are an opportunity for parents to discuss in detail their child’s academic attainment and engagement in learning. They should be consultative and constructive; parents and pupils should feel supported; they should also gain a clear understanding of targets and next steps. These evenings are positioned at strategic points during the academic year to ensure teachers are providing effective feedback at appropriate or critical times in a pupil’s education. As well as the subject teachers, the pupil’s HMs and members of the Senior Leadership Team will be available to answer questions or address concerns.

PARENTS’ EVENINGS

1:1 DEVICE PROGRAMME

• Purchasing a MacBook through the School - we will provide fully configured and ready-to-use devices available for purchase at a discounted rate.

• Reconfiguring an existing Apple MacBook that meets certain specifications. More information can be received by contacting the IT Department at its@harrowschool.hk

The School requires all pupils in Year 10 to have their own Apple MacBook computer to access the curriculum effectively. The research is clear and compelling; continuously improving technologies are profoundly changing what, how, when, and where people learn. We aim for our pupils to become increasingly sophisticated users of technology and to support and enhance their learning in doing so while encouraging them to be responsible for all aspects of its use. There are two schemes available:

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

* Please note that if a Parents’ Evening is attached to Celebration of Learning (CoL) then it will take place mid to late afternoon.

WEATHER

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

. Music lessons are given for the following instruments: Acoustic Guitar French Horn Saxophone Bass Guitar Harp (for up to ABRSM Grade 5 level) Singing Cello Orchestral Percussion Trombone Classical Guitar Trumpet Clarinet Organ (Pupil must have passed ABRSM Piano Grade 5 at the time of application.) Tuba Drum Kit Ukulele Electric Guitar Viola Flute Piano Violin

BUS56 ROUTES

All individual instrumental music lessons take place during the school day on a rotating schedule in order that children do not have to be excused from the same class lesson each week. Hence, the lesson time is different every week. There are 30 lessons taught over the whole academic year and the termly invoices are separated into three groups – 13 lessons for the Autumn Term, 10 lessons for the Spring Term and 7 lessons for the Summer Term. Should you have any questions, please contact the Music Department by email at music.enquiries@harrowschool.hk

The School runs an extensive bus routes system. We have recently been through a thorough bus routes audit to ensure our pupils have seamless shortened journeys into School. Please contact the Upper School Office for more information.

The School’s Severe Weather Policy can be found on our website: INDIVIDUALharrowschool.hk/featured-links/weather-information.MUSICLESSONS

OVERSEAS SCHOOLS’ ENTRANCE EXAMINATIONS

Friday 30th September 2022 Friday 24th March 2023

Friday 24th February 2023 Friday 23rd June 2023

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

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

Friday 28th October 2022 Friday 28th April 2023 Friday 25th November 2022 Friday 16th June 2023

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

GIRLS Summer Short sleeve Blouse + Skirt + Blazer + Lion Tie + Cardigan + Navy Socks Winter Long sleeve Blouse + Skirt + Blazer + Lion Tie + Cardigan + Navy Socks / Tights

JORDAN

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

PE Uniform PE Polo + PE Skorts + Track Top + Track Pants + Swimming Cap + Sports Cap + Sport Socks + Sports Kit Bag. ACCESSORIES School Bag (L) + Straw Hat School uniform can be purchased from the online store, https://www.ufsonline.com.hk/HA/ , the School Shop or the shop in Jordan: UNIFORM SHOP 10.00AM - 6.00PM (Monday to Saturday) 2/F, Will Strong Development Building, 59 Parkes Street, Jordan, Kowloon Tel: +852 2523 2517 / +852 2742 2498 SCHOOL SHOP Normal school days: 8.30AM - 4.30PM (Mondays, Wednesdays & Fridays) (Closed for lunch from 12.15PM to 1.15PM, and on Tuesdays, Thursdays, Saturdays, Sundays and Public Holidays)

BOYS Summer Short sleeve Shirt + Boys Trousers + Blazer, Jumper + Lion Tie + Navy Socks + Belt Winter Long sleeve Shirt + Boys Trousers + Blazer + Jumper + Lion Tie + Navy Socks, Belt PE Uniform PE Polo + PE Shorts + Track Top + Track Pants + Swimming Cap + Sports Cap + Sport Socks + Sports Kit Bag.

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

CARDIGANS

• 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.

JEWELLERY

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

DRESS CODE

• No dyed hair.

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

HAIR Hair should always be neat and tidy in appearance and pupils are not allowed any form of haircut, length or style that makes them stand out and may attract unnecessary attention. This means:

SHOES AND SOCKS

PUPIL60

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.

SHIRTS AND TIES

Top buttons and ties must always be done up and shirts tucked in. BELTS If belts are worn they must be plain black with a simple buckle.

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

• No hair extensions.

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

MAKE-UP AND TANNING

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

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

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

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

SPORTS WEAR (PE KIT AND TEAM KIT)

LABELLING

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

Head of Lower School Mr Brendan Shanahan bshanahan@harrowschool.hk

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

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

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

PREP BANKSHOUSES House Master Mr Nick Weinberg nweinberg@harrowschool.hk

STAFF62

Director of Finance Ms Miranda Ng sfng@harrowschool.hk

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

Assistant Head (Academic) Miss Freya Crofton fcrofton@harrowschool.hk

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

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

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

Director of Operations Mr Jim Nightingale jnightingale@harrowschool.hk

LIST HEAD Ms Ann Haydon ahaydon@harrowschool.hk

Assistant House Master Ms Megan Smith msmith@harrowschool.hk

SENIOR LEADERSHIP TEAM

DARWIN House Master Mr Tom Cameron tcameron@harrowschool.hk

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

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

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

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

THE HOUSES

Assistant House Master Ms Bonnie Tang btang@harrowschool.hk

Assistant House Mistress Mr Jamie Tsang jtsang@harrowschool.hk

Assistant House Mistress Ms Hannah Minty hminty@harrowschool.hk

House Mistress Mrs Swati Ray sray@harrowschool.hk

Assistant House Mistress Ms Caitlin Sherring csherring@harrowschool.hk

SHACKLETON House Master Mr Rian Stone rstone@harrowschool.hk

CHURCHILL House Master Mr Ross Stokley rstokley@harrowschool.hk

PARKS House Mistress Ms Charlotte Townsend ctownsend@harrowschool.hk

Assistant House Mistress Ms Amanda Lam amlam@harrowschool.hk

GELLHORN House Mistress Ms Naina Nightingale nnightingale@harrowschool.hk

KELLER House Mistress Miss Ceri Armit carmit@harrowschool.hk

NIGHTINGALE House Mistress Mrs Holly De Vies hdevies@harrowschool.hk

SENIOR ANDERSONHOUSES

Assistant House Master Mr Mike Sallabank msallabank@harrowschool.hk

PEEL House Master Mr Dominic Berner dberner@harrowschool.hk

Assistant House Mistress Ms Lizzie McGough lmcgough@harrowschool.hk

FRY House Mistress Ms Jenny Mitchell jmitchell@harrowschool.hk

Assistant House Mistress Ms Penny Hicks phicks@harrowschool.hk

Assistant House Master Mr David Tuck dtuck@harrowschool.hk

Assistant House Mistress Ms Connie Hu chu@harrowschool.hk

Mrs Catherine Illsley cillsley@harrowschool.hk

SUN House Master Mr Oliver Paulin opaulin@harrowschool.hk

MATRONS Mrs Melanie Cameron mcameron@harrowschool.hk

WU House Mistress Mrs Kirsty Wilson kwilson@harrowschool.hk

KEY64

Ms Michelle Gedge mgedge@harrowschool.hk

EDUCATIONAL SUPPORT General Enquiries info@harrowschool.hk

Assistant House Master Mr Will Bussey wbussey@harrowschool.hk

Lower School Office ls-info@harrowschool.hk

Upper School Office us@harrowschool.hk Bus Information bus-info@harrowschool.hk Accounts account@harrowschool.hk

SHAFTESBURY House Master Mr Robert Powell rpowell@harrowschool.hk

Assistant Day House Mistress Mrs Ella Loosmore esingleton@harrowschool.hk

Admissions admissions@harrowschool.hk Human Resources hr@harrowschool.hk ICT its@harrowschool.hk

Assistant House Master Mr Milo Bellamy mbellamy@harrowschool.hk

Head of Individual Needs Ms Amanda Lam amlam@harrowschool.hk

Head of Language and Learning Dr Cody Edene cedene@harrowschool.hk

PUPIL DEVELOPMENT & WELL BEING TEAM

School Counsellor Ms Lauren Liu lliu@harrowschool.hk

Mr Mark Edwards medwards@harrowschool.hk

Athletics and Cross Country Mrs Sarah McMillan smcmillan@harrowschool.hk

Swimming Mr Malcolm Green mgreen@harrowschool.hk Tennis Mr Ross Stokley rstokley@harrowschool.hk

ECONOMICSHUMANITIES Mrs Christina Tagg ctagg@harrowschool.hk

FRENCH Ms Lucy White lwhite@harrowschool.hk

COMPUTER SCIENCE Ms Razia Suleman Darvesh rdarvesh@harrowschool.hk

GEOGRAPHY Mrs Letitia Weinberg lweinberg@harrowschool.hk

PRS Mrs Sabrina Peck speck@harrowschool.hk

ENGLISH Mr Dominic Rapley drapley@harrowschool.hk

MUSIC Mr Tom Wiggall twiggall@harrowschool.hk

PHYSICAL EDUCATION

HISTORY Mr David Tuck dtuck@harrowschool.hk

DRAMA Ms Vicky Courtis vcourtis@harrowschool.hk

CHINESE Mr Levi Gao lgao@harrowschool.hk

SPANISH Mrs Yolanda Homs yhoms@harrowschool.hk

HEADS OF DEPARTMENT

Head of Upper School Sport Mr Ben Loosmore bloosmore@harrowschool.hk

Head of Lower School Sport Miss Hannah Minty hminty@harrowschool.hk

MATHEMATICS Ms Louise Ackroyd lackroyd@harrowschool.hk

Executive Director of Sport Mr Ian Williams iwilliams@harrowschool.hk

ART Mrs Gemma Myles gmyles@harrowschool.hk

LANGUAGES Mr Graham Simms gsimms@harrowschool.hk

Head of Charities & Community Service Mr Carl Doree cdoree@harrowschool.hk

Prep School Science Coordinator Miss Ceri Armit carmit@harrowschool.hk

Examinations Officer Dr Cathy Clerc cclerc@harrowschool.hk

Chemistry Mr Andrew Davies ajdavies@harrowschool.hk

TRIPS & EXPEDITIONS

SCHOLARSHIPS

PSYCHOLOGY66

LIBRARY & LEARNING LOUNGE Ms Julia Besnard jbesnard@harrowschool.hk

Admissions Officer and Head of Scholars Mrs Penny Hicks phicks@harrowschool.hk

Assistant Head of Sixth Form Guidance Coordinator Mr James Roscoe jroscoe@harrowschool.hk

Head of Pupil Leadership Mr Brian Murphy bmurphy@harrowschool.hk

SCIENCE Ms Zara Holliday zholliday@harrowschool.hk

Head of Sixth Form Mrs Jo Morris jmorris@harrowschool.hk

EXAMINATIONS

CHARITIES & COMMUNITY

Biology Ms Siobhan Mccrohan smccrohan@harrowschool.hk

SIXTH FORM & CAREERS

Mrs Sharin Sikka ssikka@harrowschool.hk

Physics Mr Matthew Twomey mtwomey@harrowschool.hk

USA Universities Coordinator Ms Jess Darke jdarke@harrowschool.hk

Duke of Edinburgh Coordinator Mr Thomas Carter tcarter@harrowschool.hk

68 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 10-11 Information Booklet 2022-23

Articles inside

KEY PERSONNEL

CURRICULUM OVERVIEW

CONFIDENTIALITY AND CONSENT

WELCOME TO YEAR 10

SCHOOL UNIFORM

MEDICAL CARE

HOUSE ETHOS