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CURRICULUM OVERVIEW
ART
SUPPORTING CREATIVITY, NURTURING INDEPENDENCE AND FACILITATING PUPIL PROGRESS
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:
ASSESSMENT
Component 1 (Personal Investigation): Pupils will produce a personal portfolio of artwork containing work from both Year 10 and Year 11.
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: 60% of final grade. 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.
BIOLOGY
Biology is the study of life. The department is alive with animals and plants of different varieties, and while some are there to be appreciated in their living form, others enable pupils to dissect and explore. Pupils commence the 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:
• The nature and variety of living organisms • Ecology and the environment
• Structures and functions in living organisms • Use of biological resources
• Reproduction and inheritance
The course is divided into 16 topics with the following being covered in Year 10:
1. Food and Digestion 4. Microorganisms
2. Photosynthesis and Food Production 5. Homeostasis and Excretion
3. Coordination in Humans 6. Ecology and the Environment
The following topics are covered in Year 11:
1. DNA, Protein Synthesis and Cell Division 4. Inheritance and Evolution
2. Human Reproduction 5. Changing Organisms
3. Transport in Plants
SKILLS DEVELOPED
Throughout the course, pupils develop strong investigative skills. These include devising a method to test an investigative question; identifying the variables involved; collecting accurate and reliable data with consideration to safety; and, finally, analysing their results by drawing a conclusion and evaluating their investigation. There is also ample opportunity for pupils to 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!
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.
ASSESSMENT
Paper 1 61.1 % (110 minutes) Paper 2 38.9 % (70 minutes) This paper assesses all of the content of the specification, excluding some of the more in-depth areas of the course content.
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. 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.
CHEMISTRY
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. 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
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.
ASSESSMENT
Paper 1 61.1 % (120 minutes) Paper 2 38.9 % (75 minutes) This paper assesses all of the content of the specification, excluding some of the more in depth areas of the course content.
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.
COMPUTER SCIENCE
Examination Board: Pearson, Edexcel
The aims of this course are to enable pupils to:
• understand and apply the fundamental principles and concepts of computer science, including abstraction, decomposition, logic, algorithms and data representation. • analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs. • think creatively, innovatively, analytically, logically and critically. • understand the components that make up digital systems, and how they communicate with one another and with other systems. • understand the impacts of digital technology to the individual and to wider society. • apply mathematical skills relevant to computer science.
Requirements
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.
Course structure
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.
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.
Assessment Structure
The assessment comprises the following papers:
Paper 1: Written
Principles of Computer Science (2 hours)
Paper 2: Practical
Fundamental Problem-solving and Programming Skills (3 hours)
Equal weighting is given to both of the components.
DRAMA
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.
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.
COMPONENT ASSESSMENT & WEIGHTING SUMMARY OF THE COMPONENT CONTENT
Component 1 - Understanding Drama 80 marks 40% of GCSE
Component 2 - Devising Drama
Component 3 - Texts in practice Written exam completed Summer of Year 11.
80 marks 40% of GCSE Devising log and performance. Internally assessed - externally examined. Completed in Year 10.
40 marks 20% of GCSE 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.
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. 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.
Pupils who choose to study GCSE Drama are expected to: • Attend all theatre trips you are invited to as part of the GCSE course (one compulsory trip per year of study) • Get involved in SCA/CCAs offered in Drama so you get as much experience of acting for an audience as possible. • Commitment to rehearsals outside of class time - including lunchtimes, evenings and at least one weekend per year of study.
ENGLISH
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.
ENGLISH LANGUAGE
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.
The aims of this qualification are to enable pupils to: • Read a wide range of texts fluently and with good understanding • Read critically and use knowledge gained from wide reading to inform and improve their own writing • Write effectively and coherently using Standard English appropriately • 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 • Listen to and understand spoken language, and use spoken Standard English effectively.
ASSESSMENT
Paper 1 60% of IGCSE (175 minutes)
Paper 2 40% of IGCSE (90 minutes) Non-fiction Texts and Transactional Writing
• 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.
• Section B: Transactional Writing
One 45-mark writing task, from a choice of two involving a given audience, form or purpose Poetry and Prose Texts and Imaginative 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
one 30-mark imaginative writing task from a choice of three
ENGLISH LITERATURE
Pupils will have the opportunity to study poetry, a novel and two plays (one modern, one Shakespearean).
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)
Paper 2 30% of IGCSE (90 minutes) Poetry and Modern Prose
• Section A: Unseen Poetry
one 20-mark essay question exploring the meaning and effects created in an unseen poem.
• 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.
• Section C: Modern Prose
one 40-mark essay question from a choice of two on each of the set texts. Closed book Modern Drama and Literary Heritage Texts
• 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)
• 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.
GEOGRAPHY
Edexcel International GCSE Geography (9-1)
Specification 4GE1
ASSESSMENT
Paper 1 40% Paper 2 60% Physical Geography 1 hour 10 minutes examination 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.
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.
Paper 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.
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.
HISTORY
EXAMINATION BOARD
Edexcel (4HI1 2017 Specification)
ASSESSMENT
Paper 1 50% of IGCSE (90 minutes)
Paper 2 50% of IGCSE (90 minutes) Two Depth Studies
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. Paper 1 is a depth study meaning precise knowledge is deployed to answer questions based on cause and effect. 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. 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.
POTENTIAL CAREERS/FUTURE
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.
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.
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.
LANGUAGE AND LEARING (LAL)
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. 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.
COMPONENT ASSESSMENT & WEIGHTING SUMMARY OF THE COMPONENT CONTENT
Reading and Use of English 40%
Writing 20%
Speaking 20% 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.
You create two different pieces of writing, such as essays, letters/emails, proposals, reports and reviews.
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.
LANGUAGES
At Harrow Hong Kong, we love languages and our mission is to develop excellent linguists and confident communicators who are passionate about learning languages. Our pupils will be able to express themselves effectively, both orally and in writing, and reach their potential in the target language. They will cultivate the necessary skills to grow as linguists and have an excellent understanding and appreciation of the language, culture and customs of the countries of the French, Spanish and Chinese speaking worlds.
CHINESE
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. • Cambridge IGCSE Chinese as a First Language (0509) • Cambridge IGCSE Chinese as a Second Language (0523) • Edexcel International GCSE specification (9-1)
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 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.
The First Language course content covers the following topics in Year 10 and Year 11: • 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
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.
Assessment overview
Paper 1
Reading, Directed writing and Classical Chinese (2 hours 15 minutes ) 50%, 60 marks
Section 1: Comprehension and Use of Language (23 marks)
This comprises a series of questions and sub-questions requiring candidates to respond to Passage 1, a fiction text. Passage 1 will be approximately 1000 characters long and will be from either the 20th or 21st century.
Section 2: Directed Writing (25 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. 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.
Section 3 Classical Chinese (12 marks)
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.
Paper 2
Writing: 2 Essays (2 hours) 50%, 50 marks Candidates answer two questions 1) Argumentative/Discursive Writing, 400–600 characters. (25 marks) 2) Descriptive and Narrative Writing, 400–600 characters. (25 marks) 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. 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.
The main topic areas are:
Topic A:
Young people and education, education and career, peer relationships A1: School and education A2: 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
Topic D:
Cultural diversity, Life at home and in other countries D1: Festivals and celebrations D2: Customs and traditions D3: Culinary diversity
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.
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. • The Speaking test is assessed in Mandarin Chinese only.
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. Types of task include: information transfer, short-answer questions, multiplematching, functional writing and extended writing.
Paper 2: Listening (35-45 mins) 30 marks 20%
Written examination consisting of four exercises that test listening skills. Candidates listen to recordings of short and longer spoken texts. Types of task include: short-answer questions, gap-fill sentences, information correction and multiple-choice questions. All listening material is recorded in Mandarin Chinese.
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.
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.
EDEXCEL INTERNATIONAL GCSE SPECIFICATION (9-1)
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.
Course overview
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.
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
Topic 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 1 - Listening 25% (35 minutes, including 5 minutes reading time before the paper begins) (40 marks) Paper 2 - Reading and Writing 50% (1 hour 45 minutes) (80 marks)
Section A: Reading (Five questions, which are a combination of multiple-choice, note-taking, gap-fill and short-answer questions) Section B: Writing (Two writing tasks, each linked to a topic area, and a translation task of four sentences into Chinese)
Paper 3 - Speaking 25% (8-10 minutes) (40 marks)
There are three speaking tasks:
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.
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. 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.
FRENCH
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%). 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. 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. 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), Language Perfect and LanguageGym are great ways to practise the language and this is an expectation that the pupils regularly practise new vocabulary now that they 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 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.
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%). 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 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. 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. 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.
MATHEMATICS
Years 10 and 11 are a continuation of the three-year programme teaching towards the Edexcel IGCSE Mathematics A (9-1) qualification.
ASSESSMENT
Paper 1 50% (120 minutes) Summer of Year 11 4MA1 • Each paper will assess the full range of topics.
Paper 2 50% (120 minutes) Summer of Year 11 • 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. • A calculator may be used in both examinations
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. 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.
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 • Graphical
Transformations • Vectors
MAIN TOPICS OF STUDY FOR YEAR 11:
• Vectors • Review of Coordinate Geometry • More Algebraic Fractions • Algebraic Proof • Trigonometry • Differentiation
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.
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.
MUSIC
The Edexcel GCSE Music course is divided into three strands – Performing (30%), 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). 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. 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. 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.
PHYSICS
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.
THE MAIN TOPICS OF YEAR 10 PHYSICS INCLUDE:
• Advanced Forces • Electricity • Solids, liquids & Gases • Waves
THE MAIN TOPICS OF YEAR 11 PHYSICS INCLUDE:
• Astrophysics • Magnetism and Electromagnetism • Radioactivity • Fission and Fusion
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.
In Physics, pupils sit two papers: • Examination Paper 1 – 61.1 % (120 minutes) • This paper assesses all of the content of the specification, excluding some of the more in depth areas of the course content. • Examination Paper 2 – 38.9 % (75 minutes)
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.
GCSE PHYSICAL EDUCATION - SPORTS SCIENCE
Examination board: AQA (8582) 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. 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. 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
Paper 1 Unit 1: Anatomy and Physiology Unit 2: Movement analysis Unit 3: Physical training Unit 7: Use of data
Total marks: 78
Year 11
Paper 2: Unit 4: Sports Psychology Unit 5: Socio-cultural influences Unit 6: Health and fitness
Total marks: 78
Year 10 and 11
NEA Practical:
Total: 3 x sports 1 x Individual 1 x team 1 x individual or team Each marked out of 25
Year 10 and 11
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)
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 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
PHYSICAL EDUCATION & HEALTH
Our vision through PEH is to give every pupil a wide variety of opportunities to develop and strengthen their values, physical competence and confidence. This will ensure our pupils have the tools to lead a long and healthy lifestyle in a complex world. At Harrow Hong Kong, we have incorporated Health into our curriculum to give it a holistic touch. Therefore we have renamed our curriculum ‘Physical Education & Health”. This allows pupils to explore more about themselves and seek strategies to cope in our ever-changing world. The Physical Education and Health experience is integral to a Harrow Hong Kong education and is accessed in several ways. Pupils in years 10-13 have a double games lesson a week. If pupils choose GCSE Sports Science then they will have access to 5 single theory lessons in addition to games. The premise of the programme is to enable every pupil to flourish. To establish the appropriate pathway that best suits the individual and the skills they possess. The
programme aims to develop the pupil first and foremost as an athlete. From this point onwards it allows each pupil to experience and engage in a wide range of sports which allows them to develop, display and transfer their skills.
GAMES
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:
Badminton Volleyball Football Rugby Basketball Tennis
Table Tennis Wattbikes Harrow Fit Golf (off site) Horse Riding (off site) Holiday Games 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 • Develop leadership skills • Represent and contribute to competitive competition. • Stay active • Take part in a variety of sports
COMPETITIVE SPORTS PROGRAMME
Participating in sports is part of our culture here at Harrow Hong Kong. Recreation and competitive sport is catered for in fifteen sports codes across the academic year. Our competitive sports programme offers regular opportunities to play fixtures against other international and local schools in Hong Kong. We compete in the International Schools Sports Federation Hong Kong (ISSFHK) and Hong Kong Schools Sports Federation (HKSSF) leagues and annual friendly fixtures. Fixtures take place mostly mid-week and also on Saturdays, depending on the sport. Harrow Hong Kong also hosts a number of tournaments throughout the year in various sports and these are well attended by other schools. Competitive sports leagues start in Year 6 (U12) and reach their pinnacle at Year 13 (U19). Harrovians who do not consider themselves athletes when they arrive at our school discover new sports and the talent to play them with great skill and flair. Many continue to enjoy the sporting abilities they discovered at Harrow Hong Kong long after leaving us and take the lessons they have learnt with them into the world beyond school. Overseas sports tours are an important part of our sports programme. They provide the opportunity for our pupils to bond as a team and measure their progress against schools from around the world. The experience and the memories that our pupils gain will be with them for the rest of their lives. The Physical Education and Health Department are highly experienced in high performance sport. Pupils who have aspirations to achieve honours in their chosen sport are well supported by the department as pathways are available for our pupils who choose to compete at the highest level and achieve academically at the same time. All fixtures, results and team details can be found at sport.harrowschool.hk
SUPER CURRICULAR ACTIVITIES (SCA)
Sports Super Curricular Activities give pupils more opportunities to explore and challenge themselves in a sporting context. Pupils can enjoy extra time taking part in their favourite sports which will allow them to have more time on task to accelerate their learning. Pupils will apply the skills learned in SCAs in competitive fixtures and tournaments.
Rugby Harrow Fit
Tennis
Volleyball Basketball
Football
Athletics / XC
Netball
Badminton
Touch Rugby Gymnastics Indoor Cricket
Indoor Cycling
Autumn Term Spring Term Summer Term
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CO-CURRICULAR ACTIVITIES (CCA)
The Co-Curricular programme delivers extra lessons for pupils to polish their sporting skills or play recreationally. It allows pupils to stay active after a day of academic study and get in the extra work if pupils are pursuing academic and sporting goals. CoCurricular activities supplement our PEH and SCAs if pupils need to work on their skills to get ahead and achieve the targets they have been set by their teachers.
• Rugby • Use of the gym • Tennis • Volleyball • Basketball • Football • Athletics / XC • Netball • Badminton • Touch Rugby • Gymnastics • Swimming • Table Tennis
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RELIGIOUS STUDIES
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. Religious Studies challenges pupils with questions about belief, values, meaning, purpose and truth, empowering them to develop their own attitudes towards important issues. 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.
COURSE COMPONENTS:
ASSESSMENT
Paper 1 The Study of Religions
Paper 2 Thematic studies Beliefs, teachings and practices of two religions: • Buddhism • Christianity 1 hour 45 minute exam - 50% of the total grade Four philosophical and ethical studies on: • Religion and life • The existence of God and revelation • Peace and conflict • Crime and punishment 1 hour 45 minute exam - 50% of the total grade
TOPICS INCLUDE:
• 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