Years 10-11 Information Booklet by Harrow International School Hong Kong

WELCOME TO YEAR 10-11

I am delighted to welcome your child into their 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. 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 and House Pastoral Teams are experienced at looking after pupils in their care. These relationships are key and staff are there to listen, advise and help our pupils manage their progression through Harrow. They also act as the primary contact for parents. We know that a true education can only be gained by a strong and trusted partnership between teachers and parents.

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 help create a structure where pupils can allocate dedicated time to their studies and 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.

Learning is a process and our teaching facilitates this, generating a spark to embark upon this journey as well as providing those all essential skills which will ensure that our pupils are prepared for their GCSE and A Level examinations, as well as university and future life. We value every boy and girl as a unique individual and ensure that all relationships are based on mutual respect. All staff take special care to ensure that children settle down quickly and happily into their new year group.

The School’s vision, ‘Educational Excellence for Life and Leadership’ 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 we are committed to providing opportunities to extend learning beyond the curriculum and we encourage our pupils to take advantage of the activities on offer in our Harrow Horizons Programme.

Harrow Hong Kong is an extraordinary place where pupils are offered support and encouragement to develop their potential to the full and 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.

Ann Haydon MBE Head

CURRICULUM OVERVIEW

ART

“Every child is an artist. The problem is how to remain one once we grow up”

Pablo Picasso

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. Following this initial phase of skills development and visual recording pupils will then explore a range of techniques and processes to develop their ideas through a process of independent enquiry and discovery.

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 and empowering pupils in their ability to independently explore a theme and develop personal ideas and responses from an initial starting point. 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 end of the autumn 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.

YEAR 11 COURSEWORK TOPIC

Autumn Internally set assignment

Spring Externally set assignment

MATERIALS EXPLORED

Pupils will have the opportunity to select materials, artists and contextual inspiration based on their own ideas and interests as guided by their classroom teacher.

At the end of the course, pupils will be assessed on:

ASSESSMENT

Component 1 (Personal Investigation): Pupils will produce a series of projects throughout their GCSE course. For each project, pupils will create a sketchbook portfolio of work which shows their observations, explorations, critical contextual studies and development towards a final piece. For each project, the sketchbook makes up 75% of the total marks awarded.

Component 2 (Externally Set Assignment): For their final project in Year 11, Pupils produce an exam project inspired by a theme which is set by the exam board. For this project, pupils will create a sketchbook portfolio documenting their observations, explorations, critical contextual studies and development towards a final piece. Again, for this project, the sketchbook makes up 75% of the total marks awarded.

ESSENTIAL SKILLS

Percentage: 60% of final grade.

Percentage: 40% of final grade.

The GCSE Art curriculum is designed to develop a range of essential skills that are highly valued in higher education and the workforce. Collaborative problem solving is taught through group exploration where pupils are encouraged to work together to solve complex artistic problems and explore new media and techniques. Critical thinking is developed through the analysis of artworks and the exploration of different artistic techniques and concepts. Cultural competency is fostered through the study of diverse artistic traditions and practices from around the world, which helps pupils to understand and appreciate different cultural perspectives. Digital literacy is taught through the use of digital tools and technologies in the creation and presentation of art. Creativity is encouraged through the exploration of different media and techniques, and the development of original artistic ideas. Leadership skills are developed through projects where pupils are encouraged to use their artistic voices to address, explore and raise awareness of issues that they feel are important. Effective communication is taught through the presentation of artwork and the ability to articulate and explain artistic concepts and ideas. These essential skills are not only important for success in the field of art, but also for success in higher education and the workforce, making the GCSE art curriculum a valuable and relevant choice for pupils who want to develop a wide range of skills.

INTERCULTURAL LEARNING

Intercultural learning is a key component of the GCSE Art curriculum, as it encourages pupils to explore the cultural, social, and historical contexts in which art is created. Through the study of diverse artistic traditions and practices from around the world, pupils will develop a deeper understanding of the ways in which art reflects and shapes society. They will also learn to appreciate the richness and diversity of different cultures, and to recognize the ways in which their own cultural background influences their artistic perspective. This intercultural learning is taught through a variety of approaches, including the analysis of artworks, research into cultural contexts, and engagement with artists from different backgrounds. The impact of this approach on pupils is significant, as it fosters a greater appreciation and respect for diversity, encourages critical thinking and analysis, and deepens their understanding of art as a means of communication and expression. Through intercultural learning, pupils are able to develop a more nuanced and sophisticated artistic practice, which will serve them well in their future academic and professional pursuits.

ASSESSMENT

In GCSE Art, the sketchbook is a vital tool for developing ideas and exploring techniques. It is important to note that all elements of the sketchbook are counted towards the final grade for Component 1 and 2. This includes sketches, notes, annotations, and any other work that demonstrates pupils’ creativity and thought processes. Regular assessment and feedback on sketchbooks will be provided by the classroom teacher, who will also engage in one-to-one dialogue with pupils to support learning and progress.

EXTRA-CURRICULAR OPPORTUNITIES

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.

ACADEMIC HONESTY

Academic honesty is an essential component of the GCSE Art curriculum. As part of the qualification, pupils will be expected to produce original work that reflects their own ideas and abilities. It is important that they do not plagiarise or copy the work of others, as this goes against the principles of academic integrity and can have serious consequences for their grades and future academic pursuits. Pupils must also ensure that any sources used within their work are properly cited and referenced, and that all work submitted has been seen to be worked on during class time. The Art Department takes academic honesty very seriously, and any instances of plagiarism or academic misconduct will be dealt with in accordance with school policy. By upholding the principles of academic honesty, pupils will not only be demonstrating their own integrity and respect for the work of others but also contributing to the overall credibility and value of the GCSE Art qualification.

BIOLOGY

“Only if we understand, will we care. Only if we care, will we help. Only if we help, shall all be saved”

Jane Goodall

Biology is the study of life. Our aim, through the delivery of the Biology curriculum, is to equip pupils with a deeper understanding of how life works. By fostering a better understanding of themselves and the living world they inhabit, we strive to cultivate in our pupils a caring, empathetic attitude towards all living things.

Pupils commence the Edexcel International GCSE Biology (9-1) course in Year 9. Here at Harrow Hong Kong, the course is divided into three years of study with Years 10 and 11 having six lessons per fortnight. We divide the course into 16 topics, which are distributed across the three years of study. Year 10 pupils will complete the following topics:

The following topics are covered in Year 11:

ESSENTIAL SCIENTIFIC SKILLS

Throughout the course, pupils develop strong investigative skills, including:

• Devising a method to test an investigative question

• Identifying the variables involved

• Collecting accurate and reliable data with consideration to safety

• Analysing their results by drawing a conclusion and evaluating their investigation

Pupils also develop mathematical skills through accurate drawing of graphs, describing results and carrying out calculations based on data.

PRACTICAL ACTIVITIES

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.

ASSESSMENT

The pupils’ progress will be monitored through each topic through the use of informal knowledge and skills checks in the form of preps, quizzes and in-class questioning. Each topic has a Common Assessed Task which will assess a chosen skill, such as graph drawing or investigation design.

Regular internal assessment takes place throughout the three years of study, enabling close tracking of every pupil’s progress. These will be in the form of end of topic tests and end of year assessment and will consist of exam questions taken from our specification, they can include multiple choice, short response questions, long response questions, skills questions and calculation questions. Both formative and summative assessments will be followed up with stepping up activities to ensure further progress is made.

The course is 100% externally assessed at the end of Year 11 by examination and pupils will achieve a grade 9-1. A few pupils will complete the double award course.

PAPER COVERAGE

Paper 1

61.1 % (110 minutes)

Paper 2

38.9 % (70 minutes)

This paper assesses all of the content of the specification, excluding the Triple award content (as indicated by the statements in bold on the specification)

This paper assesses all content of the specification, including some of the Triple award content (as indicated by the statements in bold on the specification)

INTERCULTURAL LEARNING

Biology is taught through a multicultural lens. For example, when studying yeast, pupils discuss breads around the world and bake hot cross buns. When studying genetics, pupils learn about genetic differences and similarities.

CHEMISTRY

“Science, my lad, is made up of mistakes, but they are mistakes which it is useful to make, because they lead little by little to the truth.”

Jules Verne

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 catchup 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.

Rates

Spring Group 1 and 7

Moles

Alkanes and Alkenes

Summer Making Salts

Gas and Ion Tests

Organic

Energetics

Electrolysis and Metal Extraction

Equilibria

ESSENTIAL SKILLS

IGCSE learning develops essential skills, including collaborative problemsolving, creativity, critical thinking, cultural competency, digital literacy, effective communication, and leadership. Group work and lab experiments foster collaboration, while experimentation promotes creativity. Analysing complex data develops critical thinking, and exploring relevant chemical concepts promotes cultural competency. Using digital tools promotes digital literacy, and presenting findings develops effective communication. Group work and lab experiments foster leadership skills through effective communication and goal achievement.

ASSESSMENT

Regular internal assessment in the form of topic tests also takes place throughout Year 10 and 11, in the form of progress preps, common assessed tasks and end of topic tests. These enable 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.

INTERCULTURAL LEARNING

IGCSE Chemistry explores chemical concepts applicable to various cultures and societies worldwide. It covers crucial topics such as energy conservation and matter behaviour, relevant to fields like engineering and medicine. Studying IGCSE Chemistry can provide a deeper understanding of chemistry’s role in shaping our world and increase appreciation for scientific knowledge’s intercultural relevance.

COMPUTER SCIENCE

“Coding is today’s language of creativity. All our children deserve a chance to become creators instead of consumers of computer science.”

Maria Klawe

TERM TOPICS COVERED SKILLS COVERED (COMMON ASSESSED TASK)

Autumn 1. Problem Solving and Algorithmic thinking.

2. Programming.

3. Data Representation.

4. Computer Concepts.

5. Impact of Technology

Spring

Summer

• Data Representation in Binary and Hexadecimals

• Data Storage and Compression

• Developing algorithms using pseudocode and flowcharts.

• Program Code using operators and constructs.

• String Manipulation

• Data structures - 1D arrays

• Searching Algorithms

• ·Data Encryption

• Subprograms – Functions and Procedures

• Computational Models

• Computer Hardware

• Sorting Algorithms

• Impact of Technology – Environment , Ethical and Legal.

• Current and emerging trends-Quantum computing, DNA computing, artificial intelligence, AI, nanotechnology. TERM

Autumn

Spring

• Problem Solving and Algorithmic thinking.

• Programming.

• Data Representation.

• Computer Concepts.

• Impact of Technology

• Data Structures including 2D arrays and Record structure.

• Searching and Sorting Methods

• File and Error Handling

• Systems Software and Application Software

• Debug and Test Strategies

• Network types

• Network security

ESSENTIAL SKILLS

In an IGCSE Computer Science class, pupils acquire a diverse set of skills that empower them to navigate the digital world with confidence and competence. First and

foremost, they develop strong logical thinking skills, learning programming languages such as Python. They gain a deep understanding of algorithms, data structures, and problem-solving techniques, enabling them to design and implement efficient and robust solutions. Moreover, pupils develop critical thinking skills, as they learn to analyse and evaluate the ethical implications and societal impacts of technology.

ASSESSMENT STRUCTURE

The Edexcel International GCSE in Computer Science consists of 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. The assessment comprises of the following papers:

Paper 1: Written - Principles of Computer Science (2 hours)

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

INTERCULTURAL LEARNING

The IGCSE curriculum is designed to provide pupils with exposure to diverse cultures and perspectives, reflecting the interconnected nature of our globalised world. Through collaborative projects, pupils are encouraged to work in diverse teams, incorporating different cultural backgrounds and experiences. This encourages them to appreciate the value of different viewpoints, communication styles, and problemsolving approaches. Additionally, the class incorporates case studies and real-world examples from various cultures, highlighting the different ways in which technology is applied and understood worldwide. Pupils are also exposed to coding and programming practices from different countries, enabling them to understand how cultural factors can influence technological innovations. Furthermore, guest speakers and field trips to local tech companies with diverse workforces are organised to expose pupils to professionals from various cultural backgrounds, promoting dialogue and understanding.

EDEXCEL IGCSE COMPUTER SCIENCE (4CP0)

The aim of this course is 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.

• 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

REQUIREMENTS

The course is designed to cater to pupils of all abilities. Most important is a keen interest in computers and technology. Pupils who have a logical mindset, do well in Maths and find solving problems exciting are the right candidates for taking up this course.

DRAMA

‘All

the world’s a stage’

William Shakespeare

Our vision is to ignite creativity, foster self-expression, and cultivate a lifelong appreciation for the performing arts. We strive to create a dynamic and inclusive environment where pupils can explore the transformative power of drama, develop their artistic skills, and grow into confident, empathetic individuals. By integrating theoretical knowledge with practical experience, we aim to empower our pupils to become skilled performers, critical thinkers, and collaborative team players.

The GCSE Drama specification we follow is AQA. There are three main components of the GCSE Drama qualification:

• Component 1: Understanding Drama

• Component 2: Devising Drama

• Component 3: Texts in Practice

Throughout their lessons they will be given verbal and written feedback from their teacher. They will be assessed on a range of practical and written work. Pupils will complete Component 2 in Year 10.

TERM TOPIC

Autumn Introduction to GCSE Drama

Component 3 -

Texts in practice: Blood Brothers by Willy Russell

Component 2Devising Drama: Devinins from a Stimulus - Blood Brothers by Willy Russell

Component 3

Texts in Practice: Christmas performance

Pupils will perform in the Christmas Carol concert.

This has become a tradition at Harrow Hong Kong where each Year 10 class performs an interpretation of Christmas themed text (previous years have seen ‘A Christmas Carol’, ‘Oh What A Lovely War’ and ‘The Polar Express’)

ESSENTIAL SKILLS

Creativity:

Pupils will develop the skills required to create innovative performances. They will develop the ability to interpret, create and perform a character as appropriate to the demands of the performance. Pupils can consider all elements of a performance including the role of the designer and director.

Collaborative Problem Solving:

Pupils will be able to work with all members of the class effectively and respectively. They will be able to articulate ideas and contribute to the development of small group performances.

Critical Thinking:

Pupils will be able to use the given circumstances to develop an opinion and interpretation which is sensitive to context. They will develop skills to enable them to challenge the ideas of their peers and teachers in a respectful way.

PERFORMANCE SKILLS

Pupils will learn how to commit dialogue to memory for devised performances and/ or learn text they are performing for textbased performances

Pupils will develop a range of vocal skills and techniques

Pupils will develop a range of physical skills and techniques

Pupils will develop an appropriate performer/ audience relationship and ensure sustained engagement throughout the performance

TERM TOPIC

Spring Component 2 - Devising Drama

Worth 40% of the overall GCSE Drama grade.

Devising Log (60 marks)

Devised performance (20 marks)

Pupils will be given a range of stimuli to create a devised Drama performance. This will be performed to a live audience.

They will complete section 1 of their log book ‘Response to Stimulus’ and keep a rehearsal record for section 2 ‘Development and Collaboration’.

ESSENTIAL SKILLS PERFORMANCE SKILLS

Cultural Competency:

Pupils will have a clear understanding of the social, cultural, historical and political context of a text or stimulus and develop this through further research and reading. Pupils will be sensitive to context, understanding and valuing the beliefs and opinions different to their own. Pupils will develop their understanding of the characters they explore.

Digital Literacy:

Pupils will be introduced to elements of technical theatre to enhance performance (lighting, sound, projection etc). They will watch pre-recorded performances on streaming platforms such as Digital Theatre+.

Pupils will watch recordings of their own performances and can self-evaluate their own work, setting targets to help progress. Pupils will use online resources to develop their understanding of a topic.

TERM TOPIC

Summer Component 2 - Devising Drama

Pupils will complete section 2 and section 3 ‘analysis and evaluation’ of their log books.

Component 3 - Text in Practice: Scene Lab

Pupils will work in small groups exploring various text’s chosen by their teachers to prepare for their Component 3 performance (in Year 11)

INTERCULTURAL LEARNING

ESSENTIAL SKILLS PERFORMANCE SKILLS

Effective Communication:

Pupils are able to share verbal feedback which is respectful and supportive. Pupils can articulate evaluative comments in written form. They can vocalise ideas, whilst successfully listening to the ideas of their peers. Through the sharing of performances, they can effectively communicate dramatic intentions. When answering questions, pupils can articulate responses clearly.

Leadership:

Pupils can lead their peers in small group work.

Cultural competency is a vital aspect of education that aims to cultivate an understanding and appreciation of diverse cultures. In Year 10, cultural competency involves exposing pupils to a variety of stimuli and texts that reflect different cultural perspectives, beliefs, and practices. Each academic year we carefully select resources that inspire Devised Drama pieces. In Year 10, for instance, the Drama department chooses current affairs and different stimuli to suit each year group and class. By engaging with these stimuli, pupils develop a deeper understanding of the social and cultural issues that affect different communities and learn to empathise with people from different cultural backgrounds. This process helps to broaden pupils’ perspectives and foster respect for different ways of life. Ultimately, the development of cultural competency through drama education is essential for preparing pupils to be effective communicators and collaborators in an increasingly diverse and globalised world.

The GCSE Drama specification we follow is AQA.

There are three main components of the GCSE Drama qualification:

• Component 1: Understanding Drama

• Component 2: Devising Drama

• Component 3: Texts in Practice

Throughout their lessons pupils will be given verbal and written feedback from their teacher. They will be assessed on a range of practical and written work.

TERM TOPIC

Autumn Component 2: Devising log book final drafts

Component 1Understanding Drama: Section A and Section B

Section A:

Section B: Study of set text ‘Blood Brothers’

Component 3Texts in Practice (monologues)

ESSENTIAL SKILLS

Creativity:

Collaborative Problem solving:

Pupils will be able to work with all members of the class effectively and respectively. They will be able to articulate ideas and contribute to the development of small group performances.

Critical thinking:

PERFORMANCE SKILLS

Pupils will learn how to commit dialogue to memory for devised performances and/ or learn text they are performing for textbased performances

Pupils will develop a range of vocal skills and techniques

Pupils will develop a range of physical skills and techniques

Pupils will develop an appropriate performer/ audience relationship and ensure sustained engagement throughout the performance

TERM TOPIC

Spring Mock Examinations

Component 1 -

Understanding Drama:

Section A & B

Pupils will complete Section A & B of the Component 1 paper for their Mock examinations

Component 3 - Text in practice performances

Pupils will perform two monologues for their final performance to an external examiner (20% of the overall GCSE Drama grade)

Component 1 -

Understanding Drama:

Section A, B and C

Section A:

Section B: Study of set text ‘Blood Brothers’

Section C: Live Theatre Production

ESSENTIAL SKILLS PERFORMANCE SKILLS

Cultural Competency:

Digital Literacy:

TERM TOPIC

Summer Component 1Understanding Drama:

Examination

Worth 40% of final grade

ESSENTIAL SKILLS PERFORMANCE SKILLS

Effective Communication:

Leadership:

Pupils can lead their peers in small group work.

INTERCULTURAL LEARNING

Through the exploration of diverse cultural stimuli and texts, pupils develop their cultural competency and gain exposure to a range of ideas, customs, and beliefs from various cultures. In Year 11 this cultural competency is particularly emphasised through the range of texts which pupils explore for Component 1 and 3, where they engage in texts from different cultures. This not only broadens the pupils’ understanding of the world but also fosters empathy and respect for people and communities from different cultural backgrounds. By developing cultural competency, pupils are better equipped to critically analyse and understand the complexities of literary and linguistic expression across cultures, and to navigate an increasingly diverse and interconnected world.

ENGLISH

‘Reading is the sole means by which we slip, involuntarily, often helplessly, into another’s skin, another’s voice, another’s soul.’

Joyce Carol Oates

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

ENGLISH LANGUAGE IGCSE

Throughout the course, pupils will study the texts from Parts 1 and 2 of 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. Pupils will learn how to write effectively and coherently, use grammar correctly, and punctuate and spell accurately. In Year 10, pupils also complete a Spoken Language Endorsement (reported separately) to prove their spoken language proficiency.

ESSENTIAL SKILLS

Critical thinking, effective communication and collaborative problem solving are developed through teaching methods when exploring a variety of texts. Pupils are encouraged to share their ideas, experiences and knowledge through discussion and writing, balancing the ability to work independently and collaboratively when appropriate. Pupils are increasingly able to use digital technology with confidence to evaluate the reliability of sources, research and write essays, whilst also balancing this with the need to take care with their quality of handwriting.

INTERCULTURAL LEARNING

Pupils study texts from different cultures in the non-fiction, prose and poetry units. By exploring different beliefs, values and attitudes in texts, pupils develop their understanding of the importance of social and cultural contextual factors in the production and reception of texts.

ASSESSMENT

Paper 1 is Non-fiction Texts and Transactional Writing (60%, 175 minutes). Section A is 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. In Section B, there is a choice of two questions involving a given audience, form and purpose. For example, pupils might be asked to write a speech, a magazine article or a guide.

Paper 2 is Poetry and Prose Texts and Imaginative Writing (40%, 90 minutes). In Section A, there is one essay question on a poetry or prose text from the Edexcel International GCSE English Anthology. The text is provided. In Section B, there is an imaginative writing task from a choice of three.

ENGLISH LITERATURE IGCSE

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. They also develop an appreciation of the ways in which writers achieve their literary effects, exploring, through literature, the cultures of their own and other societies. This course also enables pupils to find enjoyment in reading literature and understand its influence on individuals and societies.

ESSENTIAL SKILLS

INTERCULTURAL LEARNING

Pupils study texts from different cultures in the modern prose and some contemporary poetry, and different time periods with the Shakespeare play and some classic poetry. By exploring different beliefs, values and attitudes in texts, pupils develop their understanding of the importance of social and cultural contextual factors in the production and reception of texts.

ASSESSMENT

Paper 1 is Poetry and Modern Prose (60%, 120 minutes). In Section A, there is one 20mark essay question exploring the meaning and effects created in an unseen poem. In Section B, there is one 30-mark essay question from a choice of two, comparing two poems from Part 3 of the Pearson Edexcel International GCSE English Anthology. For Section C, Modern Prose, there is one 40-mark essay question from a choice of two on each of the set texts, and this section is closed book (e.g. Of Mice and Men).

Paper 2 is Modern Drama and Literary Heritage Texts (40%, 90 minutes). Both sections are open book and pupils answer two questions: there is one 30-mark essay question from a choice of two on each of the set texts (e.g., An Inspector Calls, A View From the Bridge and Macbeth or Romeo and Juliet).

GEOGRAPHY

“The world is not in your books and maps, it’s out there.”

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 embark on their journey of studying the Edexcel International GCSE syllabus in Geography. This comprehensive course builds upon the geographical knowledge and skills developed in previous years, allowing pupils to delve deeper into the world around them. The syllabus covers a diverse range of topics, equipping pupils with a solid foundation in both physical and human geography. Throughout the course, pupils will develop essential skills and engage in intercultural learning, fostering a deeper understanding of the world and their place within it.

Units of study:

PAPER TOPIC

Paper 1 Coastal Environments

GEOGRAPHICAL CONTENT

• Coastal processes

• Formation of coastal landforms,

• Coastal Ecosystems

• Coastal Management

• Conflicts at the coast

• Causes of coastal flooding Hazardous Environments

• Causes of natural hazards

• Distribution of natural hazards

• Reasons why people live in areas at risk

• Vulnerability to hazards

• Short and long term impacts of hazard events

• Hazard management

• Preparation

• Short term responses and relief

• Long term responses

J.R.R. Tolkien

PAPER TOPIC

Paper 1 Coastal Environment Fieldwork

Paper 2 Economic Activity and Energy

GEOGRAPHICAL CONTENT

Pupil investigation:

• To what extent is longshore drift the primary process affecting Cheung Sha Beach

Many of the key theories and concepts from the Coastal Environment unit 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.

Key Skills

• Accurate and reliable data collection

• Mapping their fieldwork data using ArcGIS

• Using GIS to analyse data

• Classification of employment by economic sector

• Factors affecting the location of economic activity in each economic sector and how these factors can change over time.

• Positive and negative impacts of economic sector shifts in developed and developing countries.

• Informal employment

• Population theories and resource management

• Types of energy

• Energy demand vs energy production

• Sustainable management of energy

Urban Environments

• Trends in urbanisation over the last 50 years

• Factors affecting the rate of urbanisation and the emergence of megacities

• Problems associated with rapid urbanisation

• Factors affecting urban land use patterns

• Urban challenges facing a developed country and a developing country

• Strategies to make urban living sustainable

PAPER TOPIC

Paper 2 Urban Environment Fieldwork

Globalisation and Migration

GEOGRAPHICAL CONTENT

Pupil investigation:

• How does the urban environment change between Central and Sham Shui Po

Many of the key theories and concepts from the Urban Environment unit will be brought to life for the pupils when they attend a local field trip. The pupils will gain experience in a variety of data collection techniques, which are used to investigate urban environments.

Key Skills

• Using Survey123 to collect fieldwork data

• Accurate and reliable data collection

• Mapping their fieldwork data using ArcGIS

• Using GIS to analyse data

• Factors encouraging the rise of the global economy

• The role of global institutions in creating a globalised world

• Costs and benefits of globalisation

• Impacts of migration

• Different approaches of managing migration

• Impacts of tourism

• Different approaches to make tourism sustainable

• The influence of geopolitical relationships

ESSENTIAL SKILLS

The study of Geography develops essential skills that are vital for pupils’ academic and personal growth. Throughout the course, pupils will develop the following skills:

• Data analysis and interpretation: Pupils learn to analyse and interpret data collected from various sources, enabling them to draw meaningful conclusions.

• Critical thinking and evaluation: Pupils are encouraged to think critically, evaluate different perspectives, and make informed judgments about geographical issues.

• Collaborative Problem Solving: Group projects and fieldwork activities foster collaboration, effective communication, and teamwork skills.

• Effective Communication: Pupils enhance their presentation skills, ensuring they can effectively communicate their findings and ideas.

• Fieldwork planning and data collection: Through fieldwork experiences, pupils learn to plan investigations, collect data, and apply geographical techniques.

• Geographic information system (GIS) analysis using ArcGIS: Pupils gain proficiency in using GIS tools to analyse and present spatial data effectively.

• Creativity: Developing new research questions and hypotheses to local based fieldwork investigations. Using multiple forms of data collection, including qualitative and quantitative methods, to gain a more complete understanding of coastal and urban environments. Communicating findings in engaging ways, through maps, visualisations, or presentations.

• Cultural Competency: Studying different case studies to develop their awareness of different cultures.

• Digital Literacy: Collecting and analysing spatial data using a variety of digital tools and platforms, such as geographic information systems (GIS), remote sensing, and spatial analysis software. Creating and sharing digital maps of fieldwork data and visualisations to identify key patterns and trends.

• Leadership: Collaborating with others through fieldwork groups to investigate complex spatial problems. Communicating effectively with others and fostering productive and respectful relationships.

INTERCULTURAL LEARNING

Geography plays a crucial role in promoting intercultural learning by exposing pupils to diverse regions, perspectives, and global issues. Through topics such as globalisation, urban environments, and economic activity, pupils gain cultural awareness, empathy, and a broader understanding of global interconnectedness. They recognise the importance of collective responsibility, reflect on their actions’ impact on the environment and people worldwide, and contribute to building a more sustainable and inclusive future.

VALUE AND IMPACT

In Years 10 and 11, pupils deepen their understanding of global challenges and develop the skills needed to address them. By exploring geographical themes and engaging in intercultural learning, pupils become critical thinkers, global citizens, and agents of positive change. They are empowered to analyse complex issues, contribute to sustainable development, and make informed decisions that shape the world around them. The study of Geography in Years 10 and 11 prepares pupils to tackle the challenges of the future and become active participants in creating a more sustainable and inclusive world.

ASSESSMENT

Assessment in the subject of Geography comprises both formative and summative methods to evaluate pupils’ progress and understanding. These assessments are designed to measure their knowledge, application of geographical skills, data analysis abilities, and effective communication of findings. The assessments include:

Formative Assessment:

• Ongoing class activities, discussions, and quizzes to gauge understanding and identify areas of improvement.

• Peer assessments and feedback to encourage collaboration and critical thinking skills.

Summative Assessment:

• Written tests that assess factual knowledge, understanding of concepts, and application of geographical principles from each unit on the specification.

• Collaborative group work, where pupils research, analyse data, and present their findings as a team.

• Presentations that showcase research, analysis, and effective communication skills.

• Individual research projects on selected geographical topics, requiring in-depth investigations and structured reporting or presentations.

• Fieldwork assessments that evaluate pupils’ planning, data collection, and analysis skills during a local field trip or investigation.

HISTORY

“History is not the past – it is the method we have evolved of organising our ignorance of the past.”

Hilary Mantel

EXAMINATION BOARD

Edexcel (4HI1 2017 Specification)

HISTORY GCSE

Autumn Term

Spring Term

A world divided Superpower Relations 1943-72 (Depth)

Reasons for the Cold War

Early Developments in the Cold War

The Cold War in the 1950s

Three crises: Berlin, Cuba and Czechoslovakia

The Thaw and moves towards Detente

Russia and the Soviet Union (Investigation and Breadth Studies)

Tsarist Rule in Russia 1905-1914

Opposition to Tsarist Rule 1914-17

Provisional Government and Bolshevik Revolution

The Bolshevik consolidation of power and the Civil War

War Communism and the New Economic Policy (NEP)

Summer Term

A divided Union: civil rights in the USA, 1945-74 (Depth)

The Red Scare and McCarthyism

Civil Rights in the 1950s

The Impact of Civil Rights protests 1960-74

Other protest movements: pupils, women, anti-Vietnam

Autumn Term

Nixon and Watergate

The Middle East: Conflict and Change 1917-2012 (Investigation and Breadth Studies)

Build up in Palestine, 1917-1946

The Creation of Israel and the War of 1948-49

Tension and Conflict, 1956-73

Spring Term

Diplomacy, peace then wider war, 1973-83

Changing methods of warfare at the beginning of the 21st century, 2000-2011

ASSESSMENT

Paper 1

50% of IGCSE (90 minutes)

Paper 2

50% of IGCSE (90 minutes)

ESSENTIAL SKILLS

Two Depth Studies

Historical Investigation and a Breadth Study in Change

The pupils will gain cultural competency from engaging with different historical settings. Lessons will regularly involve collaborative discussions, in pairs or small groups. Pupils will engage with technology via OneNote but also to privately research for historical projects which will develop digital literacy. Developing oracy and literacy will help pupils effectively communicate. Pupils’ critical thinking will develop as they learn how to answer short and long form answers and learn to work with historical sources.

INTERCULTURAL LEARNING

The GCSE course is the first look at international relations and societies in the process of transformation. The Civil Rights unit in particular allows pupils to examine the negative consequences of racism and that societies can improve and transform themselves.

LANGUAGE AND LEARNING (L&L)

“The limits of my language are the limits of my world.”

Ludwig Wittgenstein

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 study a high level, in-depth, advanced Academic English course following the Cambridge C1 Advanced programme from Cambridge English Qualifications, which they will sit on-site in School in Year 11. In Year 10, pupils will consolidate previous learning while advancing to the more challenging aspects of the C1 syllabus. Pupils who are not yet at the standard of C1 by the end of Year 11 can opt to sit the B2 examination instead.

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.

Reading Identifying the writer’s opinions and experiences

Focusing on the correct part of a text

Vocabulary Jobs and work

Education

Grammar

Relative clause, reduced

relative clauses, participle clauses

Phrasal verbs; idioms; testing different word endings

Reported speech; reporting verbs

Working out meaning from context

Matching by tense and topic

Travel

Phrasal verbs; word formation; guessing what comes next

Comparative and superlative structures; so, such, too, enough

Gradable and ungradable adjectives; adjectives and adverbs

Phrasal verbs; word formation; Guessing what comes next

Health and fitness

Wishes

Other ways of talking about unreal situations

Negative inversion

Phrasal verbs; health expressions; recognising grammar structures

Listening Focusing on the questions

Difficult words and phrases

Speaking Organising your answer

Dealing with difficult questions

Writing Giving your opinions in an article

Writing an article

Reading Multiple choice (Part 5)

Multiple matching (Part 8)

Vocabulary Collocations

Changes

Grammar Modal verbs; spelling

Word formation: nouns

Word formation (Part 3)

Talking about the past

Nouns in formal English

Open cloze (Part 2)

Multiple choice cloze (Part 1)

Working with adverbs of degree and frequency

Real-life listening

Organising a long turn

Prompts and tenses; conveying emotions

Writing a story

Gapped text (Part 7)

Cross-text multiple matching (Part 6)

Smell Body idioms; time

Hypothetical past situations

Present and future conditionals

Word formation: adjectives and adverbs

Word formation (Part 3)

Open cloze (Part 2)

Key word transformation (Part 4)

Punctuation

Gerunds and infinitives

Dealing with a difficult partner

Using the right language

Deciding what to write about

Gapped text (Part 7)

Multiple choice (Part 5)

Verb + noun collocations; relationships

Intelligence & ability

Sleep

Reference and ellipsis

Relative clauses

Multiple choice cloze (Part 1)

Open cloze (Part 2)

Passives

Word formation (Part 3)

Key word transformation (Part 4)

Listening

AUTUMN TERM

Multiple choice (Part 1)

Sentence completion (Part 2)

Multiple matching (Part 4)

Speaking Long turn (Part 2)

Collaborative task (Part 3)

Writing Formal letter (Part 2)

Review (Part 2)

COMPONENT ASSESSMENT & WEIGHTING

Use of English 40%

Writing 20%

Speaking 20%

Listening 20%

SPRING TERM

Multiple choice (Part 1)

Multiple choice (Part 3)

Multiple matching (Part 4)

Long turn (Part 2)

Collaborative task (Part 3)

Report (Part 2)

Essay (Part 1)

SUMMER TERM

Multiple choice (Part 3)

Multiple choice (Part 1)

Multiple matching (Part 4)

Sentence completion (Part 2)

Long turn (Part 2)

Collaborative task (Part 3)

Further discussion (Part 4)

Proposal (Part 2)

Review (Part 2)

SUMMARY OF THE COMPONENT CONTENT

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.

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 International School Hong Kong, our vision is to develop confident and communicatively efficient language learners who can convey their ideas and understand others in a range of contexts. Our curriculum prioritises communicative fluency and the development of practical, high-frequency language skills, enabling our pupils to build the vocabulary, grammar and functional abilities needed for effective communication. Our curriculum promotes cultural competency, and we aim to develop an appreciation for the linguistic and cultural diversity of the Chinese, French and Spanish speaking worlds.

CHINESE

“They who love it are better than those who know it and they who delight in it are better than those who love it. To complete a good task, an artisan needs the best tools.”

Confucian Analects

Year 10 and 11 Chinese is a continuation of the three-year programme towards the IGCSE Chinese examination. The course allows pupils to develop the ability to communicate clearly, accurately and effectively in speaking and writing, to expand upon their wide range of vocabulary and perfect their grammar, character formation and punctuation, and boost their awareness of the audience being addressed. The course is accepted by universities and employers as proof of knowledge and understanding of the language. Based on pupils’ prior knowledge of the language, three streams of Chinese are offered: native, near-native and non-native. Pupils in each stream will develop appropriate reading, speaking and writing skills. Alongside language study, pupils will engage in a range of activities to develop their inter-cultural competency, as well as global awareness. In addition, digital literacy is part of pupils’ learning experience. This further enhances pupils’ problem-solving and ability to conduct academic research in future.

•

• Creative writing

• Discursive and argumentative writing

• Descriptive writing

• Narrative writing

• Imaginative writing

ESSENTIAL SKILLS

Pupils will continue to improve their native level of reading, writing, listening and speaking. The course develops pupils’ abilities to communicate accurately, appropriately and effectively in speech and writing, develops their comprehension, inference and analysis skills, whilst also promoting pupils’ knowledge of how the Chinese language can be used and enjoyed. The course will also help pupils to develop their critical thinking and problem-solving skills. Pupils will have the opportunity to do various presentations, demonstrations as well as idea-sharing in and outside the class. The course will promote the personal development and understanding of oneself as well as others. In addition, digital literacy is one of the key skills to be focused upon throughout the course.

INTERCULTURAL LEARNING

Pupils will study a combination of selected texts to expand their knowledge about Chinese culture and history. Through project-based study, pupils will further their language skills as well as their cultural awareness. As a result, they will gain more understanding of the importance of social and cultural contextual factors in the study of literary texts.

ASSESSMENT

There will be summative assessments throughout the course in all four skills of speaking, listening, reading and writing. Pupils will also be assessed on their skills of reading, directed writing and classical Chinese as directed by the Cambridge IGCSE course (0509).

Society

• Communication and technology

• The world

• Geographical surroundings

• Urban and rural life

• Travel

•

• Recycling

• Global warming 11 Spring Cultural diversity

• Festivals and celebrations

• Customs and traditions

• Culinary diversity

Preparation of the oral exam and past paper practice

11 Summer

ESSENTIAL SKILLS

• Past papers and revision

• IGCSE examination

Pupils will continue to improve their near-native level of reading, writing, listening, and speaking. The course develops pupils’ abilities to communicate accurately, appropriately and effectively in speech and writing, develops their comprehension, inference and analysis skills, whilst also promoting pupils’ knowledge of how the Chinese language can be used and enjoyed. The course will also help pupils to develop their critical thinking and problem-solving skills. Pupils will have opportunities to do various presentations and demonstrations as well as idea sharing in and outside of the classroom. The course will promote the personal development and understanding of oneself as well as others. In addition, digital literacy is focused upon throughout the course.

INTERCULTURAL LEARNING

Pupils will study a combination of selected texts to expand their knowledge of Chinese culture and history. Through project-based study, pupils will further their language skills as well as their cultural awareness. As a result they will gain more understanding of the importance of social and cultural contextual factors in the study of literary texts.

ASSESSMENT

There will be summative assessments throughout the course on all four skills of speaking, listening, reading and writing. Pupils will also be assessed on their skills of reading, directed writing and classical Chinese as required by the Cambridge IGCSE course (0523).

•

• Holiday, tourist information and directions

• Customs

• Everyday life, traditions and communities

• House and home

• Daily routine and helping at home

• Relationships with family and friends

• Childhood

• Role models

• Environmental issues

• Weather and climate

• Travel and transport

• The media

• Information and communication technology

Social activities, fitness and health

• Special occasions

• Hobbies, interests, sports and exercise

• Shopping and money matters

• Food and drink

• School life and routine

• School rules and pressures

• School trips, events and exchanges

• Work, careers and volunteering

• Future plans

• IGCSE examination

ESSENTIAL SKILLS

Pupils will continue to improve their level of reading, writing, listening and speaking. Pupils need to develop their ability to read and write a range of Chinese characters. The course is an integrated study of language and culture and focuses on issues related to pupils’ every-day life and the world around them. The course aims to develop pupils’

abilities of recognising basic Chinese characters, communicating accurately on simple daily matters and also their interpersonal skills. Through various class activities, the course will promote the personal development and understanding of oneself as well as others. In addition, digital literacy is focused upon throughout the course.

INTERCULTURAL LEARNING

Through topic study, pupils will explore aspects of self, family, school and social matters. Pupils will make the connections between language and culture and develop their understanding of the world around them. Through classroom activities, pupils will further their language skills as well as their cultural awareness.

ASSESSMENT

There will be summative assessments throughout the course on all four skills of speaking, listening, reading and writing. Pupils will also be assessed in class by their teachers to receive regular written and verbal feedback. Formative assessment will be conducted regularly in class in the form of quizzes, vocabulary tests, individual or group projects, oral presentations as well as short written tasks. At the end of Year 11, pupils will take the Edexcel International GCSE examination in Chinese.

FRENCH

“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.”

Nelson Mandela

Pupils in Year 10 and 11 will be following the Edexcel International GCSE specification (19). Year 10 pupils will learn increasingly complex and varied vocabulary to communicate about some familiar topics, while Year 11 pupils will tackle more challenging topics such as environmental issues and technology.

YEAR 10

TERM TOPIC

• Sport

Autumn

• Reading

• TV and cinema

Spring

• Food and festivals

CONTENT AND FOCUS

• Talking about sports

• Saying the benefits of doing sports

• Talking about books and reading

• Talking about TV shows and films

• Talking about films and actors

• Talking about what you eat

• Talking about special meals

• Describing family occasions

• Describing festivals and traditions

• Describing your town/neighbourhood

Summer

• Town

• Holidays

• Talking about what you do on holiday

• Talking about your ideal holiday

• Making hotel reservations

YEAR 11

TERM TOPIC

Autumn

• School and education

• The world of work

CONTENT AND FOCUS

• Talking about your school and school in the French-speaking world

• School rules

• Success and pressure at school

• Exchanges

• Future plans and jobs and job applications

• The importance of languages

• Volunteer work

Spring

• Internet

• Technology

Summer

• The environment

ESSENTIAL SKILLS

• Talking about technology and your phone

• Saying what I do online

• Health problems and accidents

• Environmental issues and other problems faced by the planet

• Protecting the planet

The IGCSE course constitutes an integrated study with a focus on language and culture. It fosters a range of transferable skills including communication, critical thinking, research skills and creativity, which are valuable to the individual and society.

INTERCULTURAL LEARNING

At IGCSE level, the pupils will continue to explore and engage with the culture and society of countries and communities where French is spoken, such as festivals and traditions, film, and the French school system.

ASSESSMENT

There will be summative assessments throughout Years 10 and 11 in all four skills and formative assessments such as quizzes and vocabulary tests. 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%).

SPANISH

“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.”

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.

YEAR 10

TERM TOPIC AREA

Autumn Topic Area C Personal life and relationships

Spring Topic Area A Home and abroad

TOPIC AREA COVERAGE

• House and home

• Daily routines and helping at home

• Relationships with family and friends

• Childhood

• Life in the town and rural life

• Holidays, tourist information and directions

• Services

• Customs

• Everyday life, traditions and communities

Nelson Mandela

Summer Topic Area E Social activities, fitness and health

YEAR 11

• Special occasions

• Hobbies, interests, sports and exercise

TERM TOPIC AREA TOPIC AREA COVERAGE

Autumn Topic Area E Social activities, fitness and health

Spring Topic Area D The world around us

• Shopping and money matters

• Accidents, injuries, common ailments and health issues

• Food and drink

• Environmental issues

• Weather and climate

• Travel and transport

• The media

• Information and communication technology

Summer Past papers and revision

ESSENTIAL SKILLS

• Past papers and general revision of all past topics

INTERCULTURAL LEARNING

In IGCSE, the pupils will continue to explore and engage with the culture and society of countries and communities where Spanish is spoken.

ASSESSMENT

There will be summative assessments throughout Year 10 in all four skills of speaking, listening, reading and writing and formative assessments, such as quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways. 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%).

MATHEMATICS

“Mathematics is not just about numbers, equations, and computations. It is about understanding the world around us and uncovering the hidden patterns that shape our universe.”

Maryam Mirzakhani

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

The scheme is linked to the Pearson Edexcel Mathematics (9-1) Book 1 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

AUTUMN TERM

• Sequences and series

• Recurring decimals

• Proportionality (algebraic)

• Further Quadratic Equations, Manipulation and Graphs

• Linear Transformations

• Circle Theorems

• Sketching and Using Graphs

• Inequalities (Linear and Quadratic)

• Further Simultaneous Equations

SPRING TERM

• 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

SUMMER TERM

• Function Notation

• Vectors

• Algebraic equations

MAIN TOPICS OF STUDY FOR YEAR 11

AUTUMN TERM

• Trigonometry

• Graphical Transformations

• Algebraic Proof

• Further Coordinate Geometry

• Differentiation

SPRING TERM

SUMMER TERM

• Revision, extension and consolidation of all topics.

• A bespoke revision program has been set up to enhance pupil fluency in all topics as well as develop the crucial problem solving techniques needed to tackle the most challenging questions on the Mathematics examination. Mathematics ‘exams skills’ are explicitly taught and equips pupils with strategies to deal with questions in an unfamiliar setting under timed conditions.

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.

ASSESSMENT

Each teacher uses various means to regularly test the understanding of all of their pupils during lessons. We regularly hold a wide variety of formative and summative assessments which inform and guide future learning. Throughout the year, feedback and stepping up activities are incorporated into lessons and prep.

EXTERNAL EXAMINATION

All pupils will sit the higher IGCSE Mathematics at the end of Year 11. They will sit two, 2 hour examinations, with both having a 50% weighting on the final grade. The assessment objectives and weightings of the particular subjects within mathematics are outlined below.

% in International GCSE

AO1 Demonstrate knowledge, understanding and skills in number and algebra:

• numbers and the numbeing system

• calculations

• solving numerical problems

• equations, formulae and identities

• sequences, functions and graphs

57% - 63%

A02 Demonstrate knowledge, understanding and skills in shape, space and measures:

• geometry and trigonometry

• vectors and transformation geometry

AO3 Demonstrate knowledge, understanding and skills in handling data:

• statistics

22% - 28%

• probability 12% - 18%

Total 100%

ESSENTIAL SKILLS

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 adopting an enquiry approach by challenging their understanding, seeking links between topic areas and applying their knowledge to new and unfamiliar problems. Pupils are given strategies to hone their problem solving abilities in a collaborative way, which in turn enhances their critical thinking skills. Pupils will also be given the opportunity to show leadership in class and learn how to effectively and competently communicate their mathematical thoughts in succinct and elegant ways. Pupils will demonstrate courage by adopting a ‘can-do attitude’ and enjoy learning from their mistakes. We ensure a high level of understanding and provide challenge beyond the confines of the curriculum.

INTERCULTURAL LEARNING

Throughout the year we will aim to recognise and respect the diverse cultural background and experiences of pupils and teachers. We will investigate and value the mathematical perspectives and appreciate the contributions of individuals from different cultural and ethnic backgrounds.

MUSIC

“Where Words Fail, Music Speaks”

Hans Christian Andersen

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.

MAIN TOPICS OF STUDY FOR YEAR 10

YEAR 10 COMPOSITION

Autumn Theory foundation course (time signatures, key) and fundamentals of harmony, counterpoint and melody-writing, supported by technical exercises and short (twoor three-week) composition projects.

Spring Series of threefour week short composition projects based on different topics in Areas of Study 1 and 2 in preparation for coursework in Yr 11. In this term, these include melodic variations, Ground Bass, Serialism and Minimalism.

Summer Introduction to more advanced composition techniques including timbre, texture, spacing, scoring and idiomatic instrumental writing. Continuation of composition projects, covering Impressionist harmony and Song writing. Revision of concepts in preparation for exam. After exams, Composition to set brief.

PERFORMANCE APPRAISING (SET WORKS)

Pupils working with instrumental teachers Instrumental Music 1700–1820

Purcell & Bach

Pupils working with instrumental teachers

Vocal Music Queen & Beethoven

Pupils working with instrumental teachers

Assessed performance in class as part of Yr 10 End of Year Assessment

Music for Stage and Screen

Schwartz & Williams

MAIN TOPICS OF STUDY FOR YEAR 11

YEAR 11 COMPOSITION

Autumn Composition to be completed by end of term

PERFORMANCE APPRAISING (SET WORKS)

Start to record performances that are ready on ad hoc basis (TW)

Spring Performance day and effective deadline late January (After Mocks) Use this for mopping up any solo reruns.

Summer

ESSENTIAL SKILLS

Fusions Afro Celt & Esperanza Spalding

Revision of Set Works & Exam Practice

Critical thinking can be done through analysis on a variety of world music styles, set works and essay writing. Open-ended composition tasks involve the ability to analyse, evaluate evidence, identify problems, create different perspectives and generate potential solutions. Digital Literacy is encompassed by the use of a myriad of tech platforms, such as OneNote, Sibelius, GarageBand, Logic, Musition, Auralia, MuseScore, SeeSaw, YouTube, Spotify, Teams and iPads. Each of these platforms will provide different skills for the pupils’ music development. Creativity can be explored in many different ways through Composition. Interpretation in Performance is seen through Improvisation and set work analysis, whilst the use of improvisation and instrumental experimentation when performing different music styles is also present. Effective communication is practised via verbal and non-verbal communication through performance tasks. Written communication is demonstrated by using the unit books’ various questions or in the forms of essays. Music also involves listening.

INTERCULTURAL LEARNING

Pupils visit the world through their music lessons and develop the understanding, perspective and appreciation of the similarities and differences of various cultures. For example African, Asian, Indian, Country music, Jazz, Classical Western music tradition, Rock & Roll and Pop.

COLLABORATIVE PROBLEM SOLVING AND LEADERSHIP

Group compositions and performance tasks take place as a soloist or as part of an Ensemble. Every pupil has to take responsibility (hence, adopt a leader mentality) in

performances and for the learning of a variety of music styles. It involves suggesting solutions for specific problems, sharing ideas, and listening to others. Pupils work collaboratively in teams/pairs to analyse, evaluate and assess a variety of set works and world music. All pupils also have access to the vibrant Co-Curricular Music programme which runs throughout the year. Individual music tuition is available in a variety of studies from the trombone to the guitar, 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

“The most incomprehensible thing about the universe is that it is comprehensible”

Albert Einstein

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.

ESSENTIAL SKILLS

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:

Autumn 1. Advanced Forces (Momentum, Newton’s 3rd Law of Motion, Newton’s 2nd law of motion), car safety features

2. Electricity (static electricity, uses of static electricity, current electrical, I-V graphs, electrical safety)

Spring 3. Solids, Liquids and Gases (density, specific heat capacity, static pressure, gas pressure, Boyle’s law, Thermodynamics Scale

Summer 4. Waves (types of wave, Electricity reflection, refraction, TIR, sound)

• Circuits building

• Use of data loggers

• Modelling of circuits

• Conducting experiments using scientific method to determine specific heat capacity of metals,

• Conducting experiments to show relationship between pressure and temperature, graph drawing

• Conducting experiments to determine refractive index of perspex, longer response questions, graph drawing

THE MAIN TOPICS OF YEAR 11 PHYSICS INCLUDE:

TERM TOPICS COVERED

Autumn 1. Astrophysics, review of the lifecycle of stars, orbital calculations, red shift

2. Magnetism and Electromagnetism (magnets, domain theory, magnetic fields around currents, electromagnetic devices, transformers

Spring 3. Radioactivity (types, detection, background, half life, uses of radiation)

4. Fission and Fusion, (looking at nuclear power stations, stars and nuclear fusion)

Summer Revision

ASSESSMENT

SKILLS COVERED

• Performing calculations from large sets of data

• Building simple devices like DC electric motors, requiring fine motor skills, buzzers

• Modelling and sequencing of concepts

• Modelling of concepts, calculations, graph drawing.

• Evaluating statements for accuracy

• Data analysis

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 in-depth 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.

INTERCULTURAL LEARNING

Being a global citizen is at the heart of the Physics curriculum through developing an understanding of issues affecting the world from electricity transmission to understanding local contexts. As pupils explore topics such as nuclear energy, and the use of technology in society, they are encouraged to think about the ethical implications

of these advancements on a global scale. They develop an understanding of the responsibility scientists and engineers have towards society and the importance of making informed and ethical decisions that benefit humanity as a whole. This cultivates a sense of global citizenship by encouraging pupils to consider the broader impacts of their actions and contributions to the scientific field. Overall, the IGCSE Physics syllabus actively promotes and includes elements of global citizenship. By fostering an understanding of global interconnectedness, addressing global issues, encouraging ethical considerations, and promoting collaborative learning experiences, it equips pupils with the knowledge, skills, and attitudes necessary to become responsible global citizens who are aware of their impact on the world and actively contribute towards positive change.

GCSE PHYSICAL EDUCATION - SPORTS SCIENCE

“An active mind cannot exist in an inactive body”

George S Patton Jr

The GCSE PE syllabus provides an innovative and practical-enriched Academic PE programme to create a lifelong interest in Sports Science. Core principles are to:

• Highlight and problem solve contemporary issues surrounding sport

• Develop a range of core and advanced skills within a variety of sporting activities

• Bridge the gap between theoretical understanding and practical performance

• Inspire pupils to pursue avenues involving physical activity and sport

• Encourage pupils to maintain an interest and curiosity for further education with physical education

Examination Board: AQA (8582)

Sports Science is an exciting course that empowers pupils to deepen their understanding of how their bodies function, enhance their lifestyle, and optimise sports performance across diverse backgrounds.

In Year 10, pupils delve into the fascinating realm of exercise physiology, exploring the science behind movement and uncovering various training methods to elevate their sports capabilities. They also analyse the unique demands of different sports and perform fitness tests in various contexts, equipping them with practical skills to immediately enhance their own training and performance development.

In Year 11, pupils embark on a captivating journey that explores the psychological factors influencing sports performance, the media’s role in shaping the sporting landscape, the impacts of drugs in sport, and the crucial role of nutrition in maintaining a healthy lifestyle and influence on sports performance. This year not only emphasises individual growth through sport but also enables pupils to draw from their past experiences, implementing strategic changes for future performances.

Throughout the two-year course, pupils showcase their aptitude by being assessed on their top three sports, selected from a pre-approved list by AQA. Additionally, they engage in a captivating written coursework, critically analysing their own performance or that of another athlete.

Join us in the world of Sports Science, where pupils’ knowledge and passion for sports intertwine, paving the way for remarkable personal and athletic growth.

Year

Paper 1

Unit 1: Anatomy and Physiology

Unit 2: Movement analysis

Unit 3: Physical training

Unit 7: Use of data

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

Total marks: 75

ESSENTIAL SKILLS

Total marks: 78

Year 10 and 11

NEA Coursework:

A written piece of work analysing the pupils strongest sport

Total marks: 25

60% = Theory / 40% = NEA Practical

Total marks: 260 (after scaling)

Pupils engage in group activities, team sports, and practical scenarios that require collaboration and problem-solving. They learn to evaluate performances, identify strengths and weaknesses, and make informed decisions for improvement. The curriculum also promotes understanding diverse cultures in sports, digital literacy through technology integration, and encourages creative thinking within the boundaries of sports. Pupils develop leadership skills through captaincy or event organisation, and enhance communication abilities for effective expression and feedback.

INTERCULTURAL LEARNING

Intercultural learning in GCSE PE broadens pupils’ perspectives by exposing them to diverse sporting traditions and practices from around the world. It promotes cultural appreciation, inclusivity, and challenges stereotypes. Through this learning, pupils develop empathy, cultural competency, and a global mindset, fostering respect for cultural diversity and creating a more inclusive environment in sports and beyond.

Pupils who wish to study Sports Science should:

1. Demonstrate a sincere passion for sports, fitness and health and a genuine desire to enhance personal performance through the acquisition of Sports Science knowledge.

2. Possess a diverse background in competitive sports, having participated actively in a variety of disciplines.

3. Engage consistently in the School’s SCA (Super Curriculum Activities) and CCA (Co-Curricular Activities) programs, exhibiting a willingness to compete both for Harrow and external clubs.

4. Exhibit a proactive approach towards personal development by taking ownership of practical performances, reflecting on progress, and actively seeking guidance from dedicated teachers and coaches to refine skills in chosen sports.

PHYSICAL EDUCATION & HEALTH

“An active mind cannot exist in an inactive body”

George S Patton Jr

Our curriculum aims to establish Harrow International School Hong Kong as a leading independent coeducational sports school in Asia. We provide equal opportunities for all pupils to participate in various sports at appropriate levels. Our primary goal is to develop a structure that helps each pupil reach their physical potential while promoting lifelong commitment to health, fitness, and overall well-being. We strive to foster a positive sporting attitude based on leadership, excellence, sportsmanship, and fair play. While we value success in competitions, we also emphasise using sports as a platform for learning important life lessons. We recognise that winning, although important, is not the sole focus but a means to develop essential skills and values. This curriculum aims to provide a well-rounded sports education that equips our pupils with the skills and mindset for success in both sporting endeavours and all areas of their lives.

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 our curriculum is called ‘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 senior section of the School, after experiencing the Prep and Lower School PEH 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. Another 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. 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 Basketball Table Tennis

Football Rugby Tennis Gymnastics

Harrow Fit Golf (off site) Horse Riding (off site) Athletics

Netball Pickleball Cross country

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 and Badminton. House sport competitions are opportunities to:

• Build a cohesive house culture

• Develop camaraderie, friendships & trust

• Provide leadership opportunities

• Represent a team and contribute to competitive competition

• Stay active

• Take part in a variety of sports

COMPETITIVE SPORTS PROGRAMME

Participating in sports is part of our culture here at Harrow Hong Kong. Recreation and competitive sport is catered for in fifteen sports codes across the academic year. Our competitive sports programme offers regular opportunities to play fixtures against other international and local schools in Hong Kong. We compete in the International Schools Sports Federation Hong Kong (ISSFHK) and some Hong Kong Schools Sports Federation (HKSSF) leagues and annual friendly fixtures. Fixtures take place mostly mid-week with occasional weekends, 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 (U20). 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 life 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 is 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-CURRICULUM ACTIVITIES (SCA)

Sports Super Curriculum 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 Cross Country

Netball Badminton Touch Rugby Gymnastics

Indoor Cricket Pickleball

CO-CURRICULAR ACTIVITIES (CCA)

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

Rugby Use of Fitness Room Volleyball

Basketball

Football Athletics Cross Country Netball

Badminton Toch Rugby Gymnastics Swimming

TableTennis

For the latest photo updates follow us on Instagram and Twitter

Instagram: @harrowhksport

Twitter: @HarrowHKSport

RELIGIOUS STUDIES

“It is the mark of an educated mind to be able to entertain a thought without accepting it.”

Aristotle

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

Pupils 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

Paper 1: The Study of Religions

Beliefs, teachings and practices of two religions:

• Buddhism

• Christianity

1 hour 45 minute exam - 50% of the total grade

Paper 2: Thematic studies

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

RELIGIOUS STUDIES SKILLS

• 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

Critical thinking is central to the Religious Studies course, not only nurturing pupils’ ability to explain and analyse beliefs and theories, but also to evaluate them and reach justified conclusions. Pupils practise debating ideas, providing evidence to support points and carrying a line of argument. Religious Studies also provides a vital tool for the development of cultural competency by providing opportunities for pupils to engage with diverse perspectives, including Christian, Buddhist and non-religious worldviews. The study of religion is also a creative pursuit, as pupils are encouraged to come up with unique perspectives and responses to complex philosophical problems. As well as using digital technologies to enhance learning, pupils are encouraged to think deeply about the ethical and social implications of their use. Leadership is developed through nurturing the critical thinking skills needed to evaluate complex ideas and make decisions based on this. Communication skills are developed through debates and discussions, focusing on argumentation and persuasion. Religious Studies lessons can also develop collaborative skills through group discussions, debates, and projects that require pupils to analyse complex philosophical and ethical questions as a team.

INTERCULTURAL SKILLS

Religious Studies can be a powerful tool for intercultural learning through the study of diverse beliefs and practices within and between the Christian and Buddhist faiths, as well as non-religious and philosophical traditions. Thematic studies allow for an examination of the intersection of philosophy, ethics, religion, and culture, engaging with diverse perspectives, reflecting on personal biases and assumptions, and providing opportunities for cross-cultural and interfaith dialogue.

INDIVIDUAL NEEDS

“Pupils don’t care how much you know until they know how much you care.”

Theodore Roosevelt

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 pupil progress, and providing professional development.

Examples of the Individual Needs Provision for pupils in Year 10 and 11 are in-class support in Mathematics and Sciences, and weekly check-in support focused on revision strategies, organisation, and time management.

ASSESSMENT AND PUPIL PROGRESS

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. As pupils prepare for their external examinations, new or updated specialist documentation may be requested in order to understand pupil needs and formally put in place access arrangements. Pupil and teacher input are an integral part of this process in order to ensure that pupils are given appropriate accommodations.

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.

Pupil progress is determined using teacher feedback and observations, subject tracking and reports, internal assessments, and communication with educational stakeholders. There are no set formal assessments used by the Individual Needs Department as pupil needs are diverse. Pupils who receive support from the Individual Needs Department and have a reduced academic load may also have an Individualised Education Programme that is used to measure and monitor progress.

ESSENTIAL SKILLS

All pupils supported by the Individual Needs Department are encouraged to use critical thinking and creativity in order to reflect on their learning and how their individual needs and profile impact and shape their learning approaches, revision strategies, and interests. Pupil input is valued when identifying effective strategies to be implemented. In Year 10 and 11, pupils are encouraged to take ownership over their learning by taking responsibility for their learning and commitments, reflecting on their learning and using effective strategies, and advocating for their needs.

INTERCULTURAL LEARNING

Intercultural learning takes place within the various contexts that the Individual Needs Department supports pupils in, such as within the curriculum of other subjects as part of in class support. The relationship between cultures and perspectives is also explored through reflection time with pupils and when considering communication with various educational stakeholders.

USEFUL INFORMATION

THE SCHOOL DAY

CALL OVER

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

PERIODS

Lessons are called ‘periods’ at Harrow Hong Kong; they 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

AM - 10.35 AM Break

AM - 11.30 AM Period 3

AM - 12.30 PM Period 4

PM - 1.30 PM Lunch 1.35 PM - 2.30 PM Period 6

2.35 PM - 3.30 PM Period 7

3.35 PM - 4.30 PM Period 8

4.45 PM Co-Curricular Activities

4.45 PM Buses for Day Pupils depart

MID-MORNING BREAK

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

LUNCH

Lunch is a formal meal when the House Master or House Mistress, usually accompanied by one or more of the House Pastoral Team, eats with the House in their designated area in the Dining Hall. High standards of behaviour and manners are expected, but lunch is an important break in the middle of the day and an opportunity for building the strong sense of House community with both boarders and day pupils. Occasionally, lunch is ‘free-seating’ which allows pupils to socialise with friends from other Houses and Year groups.

ASSEMBLY

On Monday morning, there is an Assembly for the Upper School at 8.20am in the Queen Elizabeth II Hall. There is a shortened Tutor time before this.

HOUSE ETHOS

The House’s primary function is to provide a secure, happy and nurturing environment, in which all pupils thrive. Under the House Master’s/ House Mistress’ (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 and tutor are 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 House newsletter every fortnight with an update of recent events and forthcoming dates.

THE HOUSES

At Harrow Hong Kong, pupils in Years 9-13 are allocated to one of the eight Senior School Houses. Alongside the House Master/House Mistress and Assistant HMs, we also have a Matron and team of tutors to support pupils.

SENIOR HOUSES YEAR 9-13

BOYS’ HOUSES

CHURCHILL

GIRLS’ HOUSES

GELLHORN

KEY PERSONNEL

HOUSE MASTER/HOUSE MISTRESS

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

HOUSE TUTOR

Most 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 (HPT), which 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 pupils, helping with running evening prep and activities, and helping to facilitate House discussion meetings).

CONSULTANT SCHOOL PSYCHOLOGIST

Dr. Rachel Gregory is an experienced clinical psychologist who 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. Dr Gregory is the mental health lead for the School.

SCHOOL COUNSELLOR

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

ILLNESS

The School Health Care Centre is open at all times pupils are in school and is staffed by a team of experienced and dedicated bilingual nurses. If your child is unwell, please contact the School and let us know about the absence by phone on 2298 9099 or by email to us-info@harrowschool.hk

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

COMMUNICATION WITH THE SCHOOL

There are a number of ways in which parents can communicate with the School in order to work together in the best interests of their child and the School community.

THE HOUSE MASTER/HOUSE MISTRESS

The first point of contact for a parent in the Senior 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, by phone, 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. Parents can also make enquiries to the Health Care Centre (hcc@harrowschool.hk.)

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). 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

HONG KONG SOCIAL MEDIA PAGES

At Harrow Hong Kong, we understand that parents like to keep informed of school events in different ways. We are also well aware that parents have online access and many use social media regularly. With this in mind the School has created a presence on Facebook, X and Instagram. Below are some recommended social media addresses to follow.

Facebook Page

Harrow International School Hong Kong /HarrowHK

@Harrow_HK @HeadHarrowHK @HarrowHKLS

Instagram /harrowhongkong /harrowhksport

We always recommend using social media as a secondary source of obtaining information as important messages will always be communicated to you via email through Consolidated Communications.

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. 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 Heads (Tom Hicks and Laura Yandell) thicks@harrowschool.hk and lyandell@harrowschool.hk, 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. Prep should be able to be completed independently (without adult support) and should be appropriately challenging, whilst also being manageable within the time suggested. Prep is set on Teams, but pupils should use a physical or digital planner to track prep deadlines and completion.

The amount of time that a pupil is expected to spend on prep varies by year group and by day of the week. Pupils are encouraged to work without distractions and to stick to the allocated time, but may sometimes need to and/or want to find extra time to develop or finish their work. They are discouraged from working late at night or regularly spending more time on prep than is suggested. If they find that this is often the case, they should speak to their tutor or House Master / Mistress who can help them identify strategies for managing their workload.

Prep School

Pupils in Year 6-8 have no prep on a Wednesday evening, when there is Tuesday afternoon extended school or when there is a Parents’ Evening for their year group. Otherwise, prep is set as follows:

• Year 6 - 40 minutes.

Pupils will be set prep for two subjects per night and should spend around 20 minutes per prep. This time should be focused and free from distractions.

• Year 7 - 60 minutes.

Pupils will be set prep for three subjects per night and should spend around 20 minutes per prep. This time should be focused and free from distractions.

• Year 8 - 75 minutes.

Pupils will be set prep for three subjects per night and should spend around 25 minutes per prep. This time should be focused and free from distractions. Independent reading is very important for developing a range of skills and, as a result, is incorporated into the schedule in the Prep School.

Senior School

Years 9 to 11

Pupils in Year 9 and above are set daily prep.

• Year 9 - 90 minutes

Pupils will be set prep for three subjects per night from Monday to Friday and should spend around 30 minutes per prep. The time spent on each prep should be focused and free from distractions.

• Years 10 and 11 - 90 minutes

Pupils will be set prep for three subjects per night and should spend around 30 minutes per prep. They are also set an additional 90 minutes of weekend prep. The time spent on each prep should be focused and free from distractions.

Sixth Form: independently guided

In the Sixth Form, pupils are expected to spend between 2 and 4 hours per week on set prep for each subject. In addition to this, pupils should dedicate two more hours to wider reading, reviewing and consolidating notes for each subject, as well as further research when time permits. This independent study is crucial for achieving success in A Level courses.

CONFIDENTIALITY AND CONSENT

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

The School will normally share all relevant information with the parents of a pupil who is having academic, disciplinary or personal difficulties. However, while pupils are legally children until the age of 18, they have many rights of their own to confidentiality. It may be, therefore, that pupils have control over the confidentiality of certain medical or personal matters that they choose to share with people such as their Class Teacher, the Consultant School Psychologist and the School Health Care Cenre staff. However, the School will always encourage pupils to consent to the sharing of such information and concerns with parents.

RECORDS

A written record is kept of the following:

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

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

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

• Any safeguarding allegations or suspicions of abuse.

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

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

CHANGE IN DETAILS

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

MEDICAL CARE

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

Parents are required to complete a medical form for their child on entry to the School and provide relevant health information, including details of drug reactions, major allergies and notable medical conditions. When a child makes a visit to the Health Care Centre, the visit is noted in the child’s medical record along with any treatment given. The Health Care Centre will call the child’s parents to explain what has happened and the treatment that was given; they will also inform the Class Teacher of any concerns.

MEDICATION

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

WELLBEING

Our PSHE 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 programme is supplemented by expert external speakers.

In the Sixth Form, Facing Challenges is replaced by the Beyond Harrow programme, with a shift in emphasis towards the needs of older pupils and with an eye on life beyond school, including careers and university advice. There is a weekly designated university preparation programme for all Sixth formers in the school timetable.

HARROW HORIZONS PROGRAMME

Harrow Horizons is our outstanding enrichment programme, which complements and extends beyond the School’s academic and pastoral provision.

Our diverse range of regular weekly activities – in Sport, Music, Drama, Creative Arts, Charity and Academic Extension and more – encourage pupils to develop new skills, hone existing ones further, and build friendships across year groups and Houses. Pupils are expected to take two Super Curriculum Activities (SCAs) a week each term; they may also take as many optional Co-Curricular Activities (CCAs) as they like in the periods before school, at lunchtime and after school.

With a staggering 250 activities on offer every week, including many founded and led by pupils, there is truly something for everyone.

Alongside the SCA and CCA programme, Harrow Horizons also encompasses the following annual events and opportunities:

• Leadership in Action Week, where pupils develop leadership skills and contribute to service projects in Hong Kong and in countries across South-East Asia

• Our full programme of trips and expeditions throughout the year

• Our regular work with our School Charities, culminating in Long Ducker

• Our pupil-led Societies

• The Duke of Edinburgh’s Award, offered at Bronze and Silver levels

• Our Speakers’ Forum series, where prominent experts in their fields – economics, medicine, art, sustainability and more – present to invited pupils

• Our School Publications, edited, designed and written by pupils

More details of each activity and how to book them can be found on the school website.

REPORTS TO PARENTS

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

Pupils will receive two types of report:

• Progress Report (PR): In the Prep School, this contains Attainment and Engagement in Learning Grades, and in the Senior School, this contains Current Achievement Grades (CAG), Current Aspirational Grades (CASG) and Engagement in Learning Grades

• Full Report: This contains Attainment and Engagement in Learning Grades, Subject Reports, House Tutor Targets, a comment from the House Master or House Mistress and information on attendance and rewards.

Full Reports and Progress Reports will be issued at different points in the academic year, with one set of Full Reports published for each year group each year.

PARENTS’ EVENINGS

These evenings are an opportunity for parents to discuss in detail their child’s academic attainment and engagement in learning. They should be consultative and constructive; parents and pupils should feel supported; they should also gain a clear understanding of targets and next steps. These evenings are positioned at strategic points during the academic year to ensure teachers are providing effective feedback at appropriate or critical times in a pupil’s education. We encourage pupils to attend along with parents.

SPEECH DAY

Speech Day (also known as ‘Speeches & Prizes’) is held on the final day of the Summer Term and is a formal celebration of pupils’ 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 re-enactment of the traditional Harrow School Bill ceremony. Every pupil files past the Head, raising their hat and saying “Here, Ma’am!” as their name is called.

Academic Prizes are awarded to Prep and Senior School pupils in a range of subjects. These prizes recognise outstanding academic progress and a noteworthy level of effort and commitment. Prizes for Leadership are awarded to pupils in both Prep and Senior Schools and are given to the pupils who have most consistently demonstrated the School’s Values and Leadership Attributes in their school life over the year.

BUS ROUTES

The School runs an extensive bus routes system for all pupils. The service is operated by Chun Wo Bus, who were appointed in 2021. The services cover most areas of Hong Kong and the New Territories and should be used by all day pupils. There is also a weekly service for boarding pupils.

The School has a strict Mandatory Bus Policy to follow. All Upper School pupils should travel to School by bus or on foot.

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 shared on social media and via SMS.

Parents are advised to refer to the Parent Portal about the arrangements, which apply in all cases except when pupils are taking external examinations.

Pupils, parents and staff should check the government’s announcements regularly, but if you have any enquiries, please contact the respective Class Teacher if needed.

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

INDIVIDUAL MUSIC LESSONS

All individual instrumental music lessons take place during the school day on a rotating schedule in order that children do not have to be excused from the same class lesson each week. Hence, the lesson time is different every week. There are 30 lessons taught over the whole academic year and the termly invoices are separated 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. 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

FOOD

The School’s catering company is Epicure who were appointed in 2024. They provide a morning and afternoon snack, plus a full lunch buffet in the Dining Halls every day, as well as lunch and dinner for our Boarders. There are three choices of hot food at lunch and dinner each day (one western, one Asian and one vegetarian), as well as a salad bar, soup and sandwich option. The children choose which option they would like and may have second helpings if they wish. Fresh fruit is always available. 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, we ask that no food or snacks are brought from home.

OVERSEAS SCHOOLS’ ENTRANCE EXAMINATIONS

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

Friday 27 September 2024

Friday 18 October 2024

Friday 28 February 2025

Friday 28 March 2025

Friday 25 April 2025

Friday 30 May 2025

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@harrowschool.hk who will be happy to meet with you to discuss your child’s future education.

SCHOOL UNIFORM

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

A full uniform list can be found on the school website.

School uniform can be purchased from the online store https://www.ha.ufsonline.com.hk/ , the School Shop or the shop in Lai Chi Kok:

LAI CHI KOK UNIFORM SHOP

10.00AM - 6.00PM (Monday to Saturday)

8/F, China Pacific Industrial Building, 10 Wing Hong Street, Lai Chi Kok, Kowloon

Tel: +852 2523 2517 / +852 2742 2498

SCHOOL SHOP

Normal school days:

8.30AM - 2.30PM (Mondays, Wednesdays & Fridays)

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

PUPIL DRESS CODE

Uniform is one of the obvious links with Harrow School in the UK. Pupils are reminded of the history and tradition that comes with wearing the Bluer and Hat: they are expected to wear the uniform with pride and respect for what it represents. School uniform should be worn to all periods during the School day, apart from PE and Games periods or other prior arrangements. 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.

STAFF LIST

HEAD

SENIOR LEADERSHIP TEAM

Principal Deputy Head (Curricular)

Principal Deputy Head (Pastoral and Wellbeing)

Deputy Head (Academic)

Deputy Head (Pastoral and Wellbeing)

Deputy Head (Co-Curricular & Organisation)

Assistant Head (Sixth Form)

Assistant Head (Digital Strategy, Assessment and Tracking)

Assistant Head (Academic)

Assistant Head (Continuing Professional Development)

Assistant Head (Pastoral and Wellbeing)

Head of Lower School

Deputy Head of Lower School (Academic)

Deputy Head of Lower School (Pupil Wellbeing)

Assistant Head of Lower School (Pupil Progress)

Assistant Head of Lower School (Continuing Professional Development)

Assistant Head of Lower School (Digital Strategy and Technology)

Assistant Head (Early Years)

Director of Operations

Director of Human Resources

Director of Finance

Head of Communications

Executive Assistant to the Head and Head of Administration

Ms Ann Haydon MBE EAH ahaydon@harrowschool.hk

Ms Laura Yandell LMY lyandell@harrowschool.hk

Mr Tom Hicks TCH thicks@harrowschool.hk

Mr James Brewer JCB jbrewer@harrowschool.hk

Ms Kirsten McLintock KJM kmclintock@harrowschool.hk

Mrs Sabrina Peck SLP speck@harrowschool.hk

Mr Jonny Franks JMF jfranks@harrowschool.hk

Mr Darren Bastyan DB dbastyan@harrowschool.hk

Ms Freya Crofton FXC fcrofton@harrowschool.hk

Mrs Victoria Marshall VLM vmarshall@harrowschool.hk

Ms Kim Gration KG kgration@harrowschool.hk

Mr Brendan Shanahan BS bshanahan@harrowschool.hk

Mr Gary Hancock GMH ghancock@harrowschool.hk

Mrs Lauren Berner LMB lberner@harrowschool.hk

Ms Dawn Chambers DC dchambers@harrowschool.hk

Ms Hannah Davies HLD hdavies@harrowschool.hk

Mr James Rose JR jrose@harrowschool.hk

Mr Chris Russell CSR crussell@harrowschool.hk

Mr Jim Nightingale jnightingale@harrowschool.hk

Ms Denise West DMW dwest@harrowschool.hk

Ms Miranda Ng sfng@harrowschool.hk

Mrs Penny Hicks ph@harrowschool.hk

Ms Joanne Kar jkar@harrowschool.hk

THE HOUSES

PREP HOUSES

BANKS

House Master

Assistant House Mistress

Mr Nick Weinberg NW nweinberg@harrowschool.hk

Ms Megan Smith MVS msmith@harrowschool.hk

DARWIN

House Master

Assistant House Mistress

FRY

House Mistress

Assistant House Master

LYON

House Mistress

Assistant House Master

NIGHTINGALE

House Mistress

Assistant House Mistress

PARKS

House Mistress

Assistant House Mistress

SHACKLETON

House Master

Assistant House Master

SENIOR HOUSES ANDERSON

House Mistress

Assistant House Mistress

CHURCHILL

House Master

Assistant House Mistress

GELLHORN

House Mistress

Assistant House Mistress

Mr Tom Cameron TXC tcameron@harrowschool.hk

Ms Holly de Vies HDV hdevies@harrowschool.hk

Mr Eugene Sze ES esze@harrowschool.hk

Mrs Kirsty Wilson KHW kwilson@harrowschool.hk

Mr Chris Mclnnes CPM cmcinnes@harrowschool.hk

Mrs Connie Hu HDV chu@harrowschool.hk

Ms Rebekah Flynn CMH rflynn@harrowschool.hk

Ms Charlotte TownsendCFT ctownsend@harrowschool.hk

Ms Catherine Illsley CMI cillsley@harrowschool.hk

Mr Will Bussey WDB wbussey@harrowschool.hk

Mr Conor Hartley CRH chartley@harrowschool.hk

Mrs Swati Ray SRA sray@harrowschool.hk

Ms Amanda Lam AM amlam@harrowschool.hk

Mr Ross Stokley RAS rstokley@harrowschool.hk

Ms Laura Eastaff LFE leastaff@harrowschool.hk

Ms Naina Nightingale NRN nnightingale@harrowschool.hk

Mrs Georgia Barker GAB gbarker@harrowschool.hk

KELLER

House Mistress

Assistant House Mistress

PEEL

House Master

Assistant House Master

SHAFTESBURY

House Master

Assistant House Master

SUN

House Master

Assistant House Master

WU

House Mistress

Assistant House Mistress

MATRONS

PUPIL DEVELOPMENT & WELLBEING TEAM

Head of Individual Needs

Teacher of Individual Needs

Head of Language and Learning

Teacher of Language and Learning

Language and Learning Support Teacher

The School Psychologist

School Counsellor

Mrs Gillian Nightingale GEN gnightingale@harrowschool.hk

Ms Rachel Chicken RLC rchicken@harrowschool.hk

Mr Dom Berner DEB dberner@harrowschool.hk

Mr Dan Moss DM dmoss@harrowschool.hk

Mr Robert Powell RTP rpowell@harrowschool.hk

Mr Milo Bellamy MLB mbellamy@harrowschool.hk

Mr Oliver Paulin OP opaulin@harrowschool.hk

Mr Reece Hamon RNH rhamon@harrowschool.hk

Ms Lee Collins LSC lcollins@harrowschool.hk

Mrs Ella Loosmore ELL eloosmore@harrowschool.hk

Mrs Catherine Illsley CMI cillsley@harrowschool.hk

Mr Mark Edwards MAE medwards@harrowschool.hk

Mrs Melanie Cameron mcameron@harrowschool.hk

Ms Michelle Gedge MSG mgedge@harrowschool.hk

Ms Amanda Lam ALH amlam@harrowschool.hk

Ms Kim Gration KG kgration@harrowschool.hk

Ms Leanne Chu LXC lchu@harrowschool.hk

Ms Elaine Shek EYS eshek@harrowschool.hk

Mr Nicholas Stone NJS nstone@harrowschool.hk

Ms Yee To SYT syto@harrowschool.hk

Dr Rachel Gregory rgregory@harrowschool.hk

Ms Lauren Liu RL lliu@harrowschool.hk

KEY EDUCATIONAL SUPPORT

General Enquiries info@harrowschool.hk

Lower School Office ls-info@harrowschool.hk

Upper School Office us-info@harrowschool.hk

Bus Information bus-info@harrowschool.hk

Accounts account@harrowschool.hk

Admissions admissions@harrowschool.hk

Human Resources hr@harrowschool.hk

ICT its@harrowschool.hk

HEADS OF DEPARTMENT

ART

DRAMA

ENGLISH

ECONOMICS

GEOGRAPHY

HISTORY AND POLITICS

PRS

LANGUAGES

CHINESE

FRENCH

SPANISH

MATHEMATICS

MUSIC

PHYSICAL EDUCATION

Director of Sport

Head of Upper School Sport

Head of Lower School Sport

Academic PE

Athletics

Mrs Gemma Myles GEM gmyles@harrowschool.hk

Ms Vicky Courtis VLC vcourtis@harrowschool.hk

Mr Dom Rapley DR drapley@harrowschool.hk

Ms Charlene Doherty CMD cdoherty@harrowschool.hk

Mrs Letitia Weinberg LPW lweinberg@harrowschool.hk

Mr David Tuck DPT dtuck@harrowschool.hk

Mr Milo Bellamy MLB mbellamy@harrowschool.hk

Mr Graham Simms GS gsimms@harrowschool.hk

Dr Levi Gao LXG lgao@harrowschool.hk

Ms Lucy White LXW lwhite@harrowschool.hk

Mrs Yolanda Homs YH yhoms@harrowschool.hk

Ms Louise Ackroyd LEA lackroyd@harrowschool.hk

Mr Tom Wiggall TW twiggall@harrowschool.hk

Mr Ian Williams ILW iwilliams@harrowschool.hk

Mr Ben Loosmore BL bloosmore@harrowschool.hk

Ms Hannah Minty HLM hminty@harrowschool.hk

Mr Huw Alexander HJA halexander@harrowschool.hk

Mrs Sarah McMillan SMC smcmillan@harrowschool.hk

Football

Gymnastics

Netball

Rugby

Swimming

Tennis

PSYCHOLOGY

SCIENCE

Prep School Science Coordinator

Biology

Chemistry

Physics

LIBRARY & LEARNING LOUNGE

SIXTH FORM & CAREERS

Assistant Head (Sixth Form)

Head of Year 12/13 and Teacher of Geography

Head of Year 12/13 and Teacher of English

EXAMINATIONS

Examinations Officer

Assistant Examinations Officer

SCHOLARSHIPS

Head of Scholars and Academic Extension (Art, Drama, Music, Sport)

Head of Scholars and Academic Extension (Academic, Chinese, STEAM)

Head of Bursaries

TRIPS & EXPEDITIONS

Head of Pupil Leadership

Duke of Edinburgh’s Award Coordinator

CHARITIES & COMMUNITY

Head of Charities & Community Service

Mrs Shannon Hobbins SXH shhobbins@harrowschool.hk

Ms Hannah Minty HLM hminty@harrowschool.hk

Mr Chris Kinloch CRK ckinloch@harrowschool.hk

Mr Malcolm Green MJG mgreen@harrowschool.hk

Mr Ross Stokley RAS rstokley@harrowschool.hk

Ms Sharin Sikka SSI ssikka@harrowschool.hk

Mr Matthew Twomey MNT mtwomey@harrowschool.hk

Ms Tiffany Searle TLS tsearle@harrowschool.hk

Ms Siobhan McCrohan SOM smccrohan@harrowschool.hk

Mr Andrew Davies AJD ajdavies@harrowschool.hk

Ms Julia Davidson JLD jdavidson@harrowschool.hk

Ms Julia Besnard JAB jbesnard@harrowschool.hk

Mr Jonny Franks JMF jfranks@harrowschool.hk

Mr James Roscoe JRO jroscoe@harrowschool.hk

Ms Jess Darke JAD jdarke@harrowschool.hk

Dr Catherine Clerc CC cclerc@harrowschool.hk

Mrs Sioned Ralph SCR sralph@harrowschool.hk

Ms Olivia Coady OC ocoady@harrowschool.hk

Mr Rob Powell RTP rpowell@harrowschool.hk

Ms Jenny Mitchell JEM scholarships@harrowschool.hk

Mr Tom Carter TCA tcarter@harrowschool.hk

Mr Phil Harwood PAH pharwood@harrowschool.hk

Ms Wen-Ju Yang WJY wjyang@harrowschool.hk

Tel: (+852) 2824 9099

Fax: (+852) 2824 9928

harrowschool.hk