56 minute read
CURRICULUM OVERVIEW
Megan Siu, Year 12
ART
At Harrow Hong Kong we follow the A Level (Linear) Edexcel GCE Art and Design qualification within the ‘Fine Art’ pathway. The course builds on the skills learnt at GCSE and encourages deeper study of a wider range of creative pathways and outcomes within Fine Art including photography, 3D Design, mixed-media, installation and digital media, textiles and printmaking, as well as revisiting more traditional painting and drawing disciplines.
During the first project of Year 12, pupils will explore a range of materials, techniques and processes with the aim to nurture risk-taking, exploration and self expression. Pupils are guided to undertake extensive research and investigation which develops their confidence to engage with topics independently and explore personal themes and passions. This project aims to further enhance pupil’s technical skills in a wide range of media and this foundation of knowledge enables them to pursue more specialist pathways and processes as they progress through the course.
The final Year 12 project commences in the Spring Term with the final piece being produced during the Mock exam session which forms part of Summer Assessments in the Autumn Term. During this project, pupils are encouraged to focus on specialist techniques and themes which will enhance university applications and portfolios for those who are pursuing art-related subjects at university level.
In addition to their practical work, pupils will be required to produce a ‘Personal Study’ which is an essay of at least 1500 words of continuous prose that highlights aspects of their own work and how it relates to the artwork produced by past and contemporary artists. Pupils are encouraged to identify a topic or theme about which they are passionate and use their personal study as a means to deepen their knowledge and understanding of it within the context of art and design.
During the final year of A Level study, pupils will produce work for two projects. The first follows a personally devised theme connected to the subject of their personal study culminating in a final piece which is produced during the Spring Term Mock exam.
The final project of the course is an externally set exam project which is released at the beginning of February. For this body of work pupils are required to produce a preparatory study in the form of a sketchbook in response to the given theme with a final piece produced under exam conditions for a period of 15 hours.
ASSESSMENT
Component 1: Personal Investigation (Coursework) and Personal Study Essay
Component 2: Externally Set Assignment (Exam project) Percentage of final mark: 60% Percentage of final mark: 40%
Throughout the A Level course, pupils have the opportunity to visit galleries, museums and artist workshops and may have opportunities to attend an international art trip.
BIOLOGY
Biology is the study of life. The department is alive with animals and plants of different varieties, and while some are there to be appreciated in their living form, others enable pupils to dissect and explore. The Edexcel A (Salters-Nuffield) A Level Biology course is broad and varied and offers pupils the opportunity to learn many new skills and to develop others. It is exciting, challenging, and rigorous and Salters-Nuffield is a context-led course, where real-life scenarios and investigative methods are used to form the basis of learning. The course covers essential biological principles, emphasising the way in which scientists work and their contributions to modern society.
During the two year A Level course, pupils complete the following eight topics:
1. Lifestyle, Health and Risk 2. Genes and Health 3. Voice of the Genome 4. Biodiversity and Natural Resources 5. On the Wild Side 6. Immunity, Infection and Forensics 7. Run for your Life 8. Grey Matter
AREAS THAT ARE DEVELOPED
Throughout the course, pupils develop strong investigative skills. These include devising a method to test an investigative question; identifying the variables involved; collecting accurate and reliable data with consideration to safety and ethics; and, finally, analysing their results by drawing a conclusion and evaluating their investigation. There is also ample opportunity for pupils to further develop their mathematical skills, with many mathematical skills being embedded into the curriculum, including use of statistical testing to support conclusions made. Practical activities are integrated into the curriculum and the skills developed form part of the assessment of the course. There are many core practical activities that are covered throughout the course, as well as other suggested ones that help support teaching and learning in Biology at Harrow Hong Kong.
ASSESSMENT
Regular internal assessment takes place throughout the two years of study, enabling close tracking of every pupil’s progress. The final grade awarded at the end of the course is 100% externally assessed through examinations (three papers); however, the assessment of practical skills throughout the course is a compulsory requirement for the A Level qualification and it will appear on the pupil’s certificates as a separately reported result. To achieve the practical endorsement, pupils must carry out a minimum of 12 practical activities, which must meet a range of Common Practical Assessment Criteria (CPAC).
CHEMISTRY
Chemistry Edexcel A Level is a challenging but immensely interesting and rewarding course. Many of the concepts already introduced at IGCSE are developed further throughout the two years as pupils delve deeper into the world of chemistry. A successful chemist is inquisitive, logical and practical, and highly motivated. Pupils need to be resilient and independent learners as they approach more complex ideas and have to apply them to novel situations. Key topics encountered in the A Level include atomic structure, bonding, organic chemistry, kinetics, equilibrium, redox, aromatic chemistry, thermodynamics and analytical techniques.
AREAS THAT ARE DEVELOPED
Throughout the course, pupils learn about chemical themes and concepts and they will need to be able to apply their knowledge and understanding in familiar and unfamiliar contexts. Following on from the calculations studied at IGCSE, the pupils will continue to develop their mathematical skills from a chemistry perspective over the two years.
A number of core practical activities, such as determining the enthalpy change of a reaction using Hess’s Law and using organic synthetic routes to prepare aspirin, are embedded within the topics. Additional demonstrations and experiments will supplement the core practicals and encourage pupils to build upon their experimental and investigative skills whilst further developing their understanding of the areas being studied. Within one of the synoptic papers taken at the end of the course, pupils will be required to draw upon their theoretical knowledge and conceptual understanding of the practical procedures and techniques covered throughout the course.
ASSESSMENT
Regular internal assessment takes place throughout the two years of study, enabling close tracking of every pupil’s progress.
The final grade awarded at the end of the course is 100% externally assessed through examinations. The three papers will consist of a mixture of multiple-choice questions, short questions, open-response and extended writing questions, with a minimum of 20% of each paper being based around mathematical skills.
In addition to practical knowledge being asked upon within the written papers, the assessment of personal physical practical skills throughout the course is a compulsory requirement for the A Level qualification and it will appear on the pupil’s certificates as a separate reported result. To achieve the practical endorsement, pupils must carry out a minimum of 12 practical activities, which must meet a range of Common Practical Assessment Criteria (CPAC).
COMPUTER SCIENCE
Examination Board: Cambridge International Examinations The aim of this course is to enable students to develop:
• computational thinking skills. • an understanding of the main principles of solving problems using computers. • an understanding of the component parts of computer systems and how they relate, including software, data, hardware, communication and users. • an understanding of the different methods of communication and the functionality of networks and the internet. • the skills necessary to apply this understanding to develop computer-based solutions to problems.
REQUIREMENTS
Candidates taking Computer Science at A-Level are not expected to have studied Computer Science or have any experience of programming. The A-Level course is designed to cater to pupils of all levels, especially those who are new to the subject or to programming. 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 without giving up, are the right candidates for taking up this course.
KEY CONCEPTS
The key concepts for CIE A-level Computer Science are:
• Computational thinking
Computational thinking is a set of fundamental skills that help produce a solution to a problem. Skills such as abstraction, decomposition and algorithmic thinking are used to study a problem and design a solution which can be implemented. This may involve using a range of technologies and programming languages.
• Programming paradigms
A programming paradigm is a way of thinking about or approaching problems. There are many different programming styles that can be used, which are suited to unique functions, tools and specific situations.
• Communication
Communication is a core requirement of computer systems. It includes the ability to transfer data from one device or component to another and an understanding of the rules and methods that are used in this data transfer. Communication could range from the internal transfer of data within a computer system to the transfer of a video across the internet.
• Computer architecture and hardware
Computer architecture is the design of the internal operation of a computer system. It includes the rules that dictate how components and data are organised and how data is communicated between components to allow hardware to function. There is a range of architectures with different components and rules which are appropriate for different scenarios.
• Data representation and structures
Computers use binary and understanding how a binary number can be interpreted in many ways is important. Programming requires an understanding of how data can be organised for efficient access and/or transfer.
ASSESSMENT STRUCTURE
The assessment comprises of the following papers: -
Paper 1: Written
Theory Fundamentals (1h 30m)
Paper 2: Written
Fundamental Problem-solving and Programming Skills (2hrs)
Paper 3: Written
Advanced Theory (1h 30m)
Paper 4: Practical
Program Coding and Testing (2hrs 30 mins)
Equal weighting is given to all four components.
Potential Careers
Studying Computer Science helps pupils to gain many technical and non-technical skills, from leadership to programming, which are highly valued by employers. The increasing scope of Computer Science means you have plenty of choice in a wide variety of highly specialised areas. Some careers for which a Computer Science degree would be a perfect fit are: Data Scientist, Web Developer, Systems Analyst, Network Architect, Software Engineer, Database Administrator, Cloud Computing Engineer, Artificial intelligence & Machine learning engineer and many more.
ECONOMICS
The course examines economic theories and their application to the real world; pupils will learn to think logically, draw holistic conclusions after analysing data and trends, and present their ideas coherently and effectively.
ASSESSMENT
Paper 1 35 % Paper 2 35 % Paper 3 30 % Markets and business behaviour
The national and global economy
Microeconomics and macroeconomics
Pupils wishing to take the Advanced Level GCE must sit all three papers in the Summer Term of Year 13.
COURSE CONTENT AND DESCRIPTION
Pupils follow the Edexcel Level 3 Advanced GCE Economics ‘A’ specification. This linear qualification consists of four themes and is externally assessed in its entirety at the end of Year 13. In Year 12 pupils will be introduced to core economic models. Theme 1 provides an introduction to the main microeconomic concepts, from the nature of economics, consumer behaviour, supply, demand and how prices are determined, to market failure and how governments might intervene to correct this. Theme 2 focuses mainly on the macroeconomic measures of performance and the policies that might be used to achieve government objectives such as economic growth. These ideas are examined in greater depth towards the end of Year 12 and into Year 13. Theme 3 introduces the concepts of business growth and objectives, revenue, costs and profits in a number of market structures at varying levels of contestability, and government intervention in both product and labour markets. Theme 4 introduces the role of the financial sector in the economy and applies AS macroeconomic models to global economic issues including trade, poverty and inequality, with a particular focus on developing/emerging economies.
ENGLISH
UNIT 1: Drama
Pupils study one Shakespeare play and one other Tragedy or Comedy.
Section A – SHAKESPEARE
One essay question, incorporating ideas from wider critical reading.
Section B – OTHER DRAMA
One essay question
In both sections, pupils answer one question from a choice of two on their studied text. 2 hours and 15 minutes. 30% UNIT 2: Prose
Pupils study two prose texts from a chosen theme. At least one of the prose texts must be pre-1900.
Pupils answer one comparative essay question from a choice of two on their studied theme.
1 hour and 15 minutes. 20%
UNIT 3: Poetry UNIT 4:
Pupils study: • poetic form, meaning and language • a selection of post-2000 specified poetry and • a specified range of poetry from a literary period (either pre- or post1900) or a named poet from within a literary period
Section A – Post-2000 Specified Poetry:
one comparative essay question on an unseen modern poem written post-2000 and one named poem from the studied contemporary text.
Section B – Specified Poetry Pre- or
Post-1900: one essay question The coursework component is comparative. Pupils will study texts linked by theme, movement, author or period. These may be poetry, drama, prose or literary non-fiction. Pupils produce one extended comparative essay of 2500-3000 words referring to two texts.
2 hours and 15 minutes. 30% 20%
Pupils take the Edexcel A Level in English Literature. It is a linear course and includes a coursework component. The course requires students to learn how to respond critically to literature, producing original interpretations of texts informed by critics and their understanding of the impact of contextual factors. It also focuses on comparing and evaluating literature. Pupils are expected to use a wide range of terminology in their analysis and to write coherently and analytically. All examinations are open book and pupils are provided with clean copies of the texts. Pupils will complete an extended non-examination assessment (coursework) worth 20% and will sit three exams in Year 13. Unit 1 includes a Shakespeare play (often Hamlet or Othello) and another tragedy or comedy. Unit 2 is comparative, based on a theme and texts chosen can include Never Let Me Go, The Handmaid’s Tale, War of the Worlds and Frankenstein. Unit 3 requires students to analyse a range of poetry from a selected period and to compare unseen poetry with selected poems from the Poems of the Decade anthology. English Literature A Level is highly regarded by Universities. Not only do students develop the essay-writing skills required on many degree courses, and learn to analyse the nuances of writers’ linguistic and structural choices, but they also learn how to evaluate research, to understand the impact of contextual factors and to construct arguments informed by a range of different critical perspectives.
GEOGRAPHY
ASSESSMENT: Edexcel International A-level
AS Unit 1 - 30 % Global Challenges 1 hour 45 minutes examination
AS Unit 2 - 20 % Geographical Investigations 1 hour 30 minutes examination
A2 Unit 3 - 30 % Contested Planet 2 hour examination
A2 Unit 4 - 20 % Researching Geography 1 hour 30 minutes examination
In Years 12 and 13, pupils study the Edexcel International A Level (IAL) syllabus. This course enables pupils to develop their knowledge of places, processes, peopleenvironment interactions and how they underpin some of the key issues facing the world today.
AS Unit 1: This unit provides pupils with the opportunity to investigate key global issues confronting people in a range of countries at different levels of development. The unit is divided into two topics: World at Risk and Going Global. World at Risk is focused on physical geography and people–environment interactions. It looks specifically at natural hazards and whether they are increasing in frequency due to global warming. Going Global focuses on themes related to human geography. Pupils investigate globalisation, migration and urbanisation. This unit allows pupils to apply their theoretical knowledge to the study of issues and ideas that make headlines around the world today.
AS Unit 2: This unit involves the study of two topics: Crowded Coasts and Urban Problems, Planning and Regeneration. In Year 12, there are local field trips during which pupils collect data from human and physical geographical environments around Hong Kong, in order to prepare them for the fieldwork related questions. The Coasts field trip examines the physical and human characteristics and landforms at Pui O, whilst the urban trip encourages pupils to conduct a comparison of the IFC, Kai Tak development (CBD2) and Sham Shui Po – various urban areas throughout Hong Kong at different stages of development and regeneration.
AS Unit 3: This unit involves the study of four topics: Atmosphere and Weather Systems, Biodiversity Under Threat, Energy Security and Development. Pupils develop an understanding of how physical systems generate climate zones and weather systems across the Earth’s surface. They consider how our urban world threatens ecosystems and global biodiversity. Energy security themes challenge pupils to consider how our future energy demands can be met, whilst at the same time minimising environmental damage. Finally, pupils delve into what development means, how it can be measured and the consequences of uneven development around the world.
A2 Unit 4: This unit provides an opportunity for pupils to study one topic in depth. Pupils undertake individual research to build a portfolio of material about tectonic activity and hazards. This unit builds on the understanding developed in Unit 1, but requires more detailed knowledge and understanding of processes. Pupils are expected to demonstrate an understanding of case studies from countries at different stages of development in order to produce a detailed report. This piece of work should utilise geographical theories to support a particular viewpoint.
THE FUTURE
The combination of physical and social sciences, data skills and real world application make geography a highly relevant subject, which develops attributes that are held in high regard by universities and employers alike. Due to the multidisciplinary nature of the subject, a geography degree opens up a variety of career paths. Many geographers work in the field of cartography, in government agencies responsible for hazard management, in weather forecasting or urban development. Geography is also an obvious choice for pupils who are interested in sustainability and green issues, but the subject is also an ideal entry point for those wishing to pursue careers in fields such as law, international relations and welfare.
HISTORY
EXAMINATION BOARD - Edexcel (9HI0, 2015)
ASSESSMENT STRUCTURE
Breadth study with interpretations (30% of total A-level). Paper 1 2 hours 15 minutes examination at the end of the two year course. Depth study (20% of total A-level). 1 hour and 30 minutes Paper 2 examination at the end of the two year course. Themes in breadth with aspects in depth (30% of total A-level). 2 Paper 3 hours 15 minutes examination at the end of the two year course. Coursework Enquiry (20% of total A-level). No examination.
COURSE CONTENT AND DESCRIPTION
For Paper 1, a breadth study with interpretations, pupils follow Route E: Communist states in the twentieth century. Within this theme, pupils focus on Russia, 1917-91: from Lenin to Yeltsin. Pupils are required to respond to two questions which could be based on the historical skills of cause, consequence, change, continuity, similarity, difference and significance. In a separate question, pupils then evaluate different interpretations of the reasons for the end of the Cold War. For Paper 2, pupils continue their focus on Route E: Communist states in the 20th century with a depth study focusing on Mao’s China 1949-1976. Pupils are required to answer one question asking them to analyse and evaluate two sources for how far they can be used to answer a specified enquiry. Pupils then answer one depth essay which could be based on cause, consequence, change, continuity, similarity, difference and significance. In Paper 3, a thematic and depth study, pupils explore Poverty, Public Health and the State in Britain c1780-1939. Pupils are required to analyse and evaluate one source in terms of its value to a two-part enquiry. Then, pupils answer one depth essay which could be based on cause, consequence, change, continuity, similarity, difference and significance. In a third breadth question, pupils focus on evaluating long-term change over a period of at least 100 years. The coursework component of the A Level is an independently-researched enquiry on historical interpretations. Within the topic of Vietnam 1945-1975, pupils will have a choice of exploring an issue that has caused debate amongst historians, for example, reasons for deepening American involvement in the region, the extent that the Tet Offensive of 1968 was a turning point, the significance of the anti-war movement in the USA and reasons for US withdrawal. Pupils must produce a 3,000-4,000word assignment.
POTENTIAL CAREERS/FUTURE
Pupils who study ALevel History often go on to study History or Law at university. Many go on to become journalists, lawyers, doctors, financiers, teachers, civil servants or work within the creative arts and media, although most students find that A Level History gives them core communication and analytical skills that can be used in a wide variety of careers. Indeed, in a world of information overload, it is History pupils who will be best equipped to discriminate between the credible and the incredible.
OTHER INFORMATION
It is useful for pupils studying A Level History to have studied IGCSE History (or an equivalent). It is desirable for those studying the subject to enjoy reading and writing, but also to have an independent voice, to enjoy debating and arguing either verbally or on paper and to display historical curiosity. The ability to evaluate material critically and think creatively rather than accepting evidence at face value is also useful.
INDIVIDUAL NEEDS
The Individual Needs Department at Harrow Hong Kong works alongside L&L, Counselling and House Pastoral Teams to ensure that the academic, social, and pastoral needs of pupils are met through quality differentiation, effective collaboration between educational stakeholders, and impactful staff development. The Individual Needs Department works with pupils who require extra support or extension beyond regular classroom differentiation in order to meet their learning needs. The Individual Needs Department supports pupils who enter the School with existing reports of individual needs and those who are later identified through the School’s referral system. Depending on the level of support needed, pupils may receive short-term or long-term intervention from an individual needs staff member within their regular lessons in collaboration with the class teacher, in small groups, or 1:1. The department also works with members of staff by identifying and sharing differentiation strategies based on specific pupil profiles, monitoring student progress, and providing professional development. Access arrangements for both internal and external assessments are facilitated by the department in partnership with the Examinations Officer in accordance with the guidelines from the Joint Council for Qualifications. The department is able to conduct internal assessments to aid the understanding of a pupil’s profile, and may also refer pupils to external specialists, including Occupational Therapists, Speech and Language Therapists, and Educational Psychologists if further information is required.
LANGUAGE AND LEARNING (LAL)
In the Sixth Form, the Language and Learning department provides support to all pupils who require English language support. The timetabled lessons focus on IELTS support, and the clinics and enrichment are open to pupils for drop-in sessions.
IELTS
An IELTS certificate is recognised as evidence of proficiency in English by the majority of the university destinations of our pupils, including the UK, the US, Canada, Australia and Hong Kong. It is also accepted by the UK Visas and Immigration (UKVI) as proof of English proficiency for our pupils wishing to study in the UK.
FORMAT
The IELTS test assesses abilities in listening, reading, writing and speaking. The listening, reading and writing components of all IELTS tests are completed on the same day, while the speaking component can be completed up to a week before or after the other tests. The test centre will advise. The total test time is 2 hours and 45 minutes. Test takers will be given a score from 1 to 9 for each part of the test - listening, reading, writing and speaking. The average produces an overall band score. Typically, the more competitive UK universities require Band 7.0 in all the four components.
LANGUAGES
At Harrow Hong Kong, we love languages and our mission is to develop excellent linguists and confident communicators who are passionate about learning languages. Our pupils will be able to express themselves effectively, both orally and in writing, and reach their potential in the target language. They will cultivate the necessary skills to grow as linguists and have an excellent understanding and appreciation of the language, culture and customs of the countries of the French, Spanish and Chinese speaking worlds.
CHINESE
In Year 12 and 13 A Level pupils will follow the Pearson Edexcel Level 3 Advanced GCE in Chinese (9CN0).
Course Overview
A Level Chinese (9CN0) is a linear 2-year course. The course is designed to enable pupils to develop an advanced level knowledge and understanding of the Chinese language and the culture of China and other Chinese-speaking countries; to inspire pupils to appreciate the Chinese language, literature, film and culture of the Chinesespeaking world; and to learn and apply important practical and valuable language skills and transferable skills in critical thinking and analysis. Pupils also practise presenting and justifying viewpoints, developing logical arguments to persuade, relating the work to key concepts, issues and the social context and writing a critical response. Pupils will study four engaging themes and two literary works. The four themes address a range of social issues and trends, as well as aspects of the political and artistic culture of the Chinese-speaking world. Each theme is broken into two sub-themes. These sub-themes are each exemplified further. In Year 12, they will cover two main themes: Theme 1: Changes in Contemporary Chinese Society; and Theme 2: Chinese Culture; and one literature work 《一只叫凤的鸽子》supplemented with a collection of literature works《曹文轩文集》. In Year 13, they will cover the other two main themes: Theme 3: Evolving Chinese Society; and Theme 4: China on the World Stage Post 1978 P.R) and a collection of short novels《城南旧事》or《故乡》. An independent research project will be introduced at the end of Year 12, to enable pupils to commence their research during the summer break; the project is revisited in Year 13 prior to the final preparation for the speaking examination. There will be internal formative and summative assessments throughout Year 12 and Year 13 in all four skills: speaking, listening, reading and writing, as well as a mock examination in Year 13. Pupils will take the A Level examination after two years of learning in Year 13.
Assessment Structure: Paper 1:
Listening, reading and translation from Chinese to English (2 hours) 40% (80 marks) (Paper 1 tasks will be based on contents from the four themes studied)
Paper 2:
Written response to works and translation from English to Chinese (2 hours and 40 minutes) 30% (120 marks) (Written response to works will be based on the literature works studied and the content of the translation will be a passage based on one of the four themes.)
Paper 3:
Speaking 30% (21-23 minutes, includes 5 minutes’ formal preparation time) (72 marks) Task 1: discussion on a theme Task 2: presentation and discussion on pupil’s independent research project (Paper 3 tasks will be based on contents from the four themes studied) In terms of course materials, pupils will study two literary texts or one literary text and one film from the prescribed list of works, i.e.《城南旧事》，《故乡》，《一只叫凤的鸽子》， 《请投我一票》,《天水围的日与夜》and《十七岁的单车》. For the thematic learning, they will be using Edexcel Chinese for A2, Chinese for Advanced Subsidiary Level, Chinese Made Easy 3rd Edition 6-7, 慢速中文 podcasts, magazines, news articles, films, websites and other printed materials to expand their repertoire of vocabulary and develop their understanding of grammar in new contexts. This will help to develop their global comprehension skills. Pupils are expected to become much more independent in their approach to learning.
POTENTIAL CAREERS/FUTURE
The A Level Chinese qualification offers a suitable progression route to further study at university level. The qualification may also add to an individual’s employability profile, particularly for UK organisations, trading overseas as well as with international companies based in the UK and globally. The economic development of and global interest in China has heightened the need for Chinese language skills and an understanding of Chinese culture for use in business, science and international relations. Pupils can progress to a wide range of careers in areas such as journalism and media, education, science, medicine, the civil service, sales, marketing, retail, and charities.
FRENCH
YEAR 12
Pupils in Year 12 have chosen to study the language to Advanced Level and will be following the AQA A Level in French. Pupils will continue to build on the knowledge, understanding and skills gained at IGCSE level in speaking, listening, reading and writing. This is a linear course and the pupils will be assessed at the end of Year 13. The A Level course constitutes an integrated study with a focus on language, culture and society. It fosters a range of transferable skills including communication, critical thinking, research skills and creativity, which are valuable to the individual and society. Pupils will be assessed by means of a Listening, Reading and Writing test (worth 50% of the A Level course), a Writing test based on one text and one film or two texts from the list set in the specification (worth 20% of the A Level course) and a Speaking test (worth 30% of the A Level course) Topics studied are: Social Issues and trends and Political and Artistic culture. Pupils will be building on their prior knowledge of French from the IGCSE course and continuing to develop their overall fluency of expression and understanding. They will also be required to develop their essay writing skills as this is an assessed component of the course. In terms of course materials, pupils will be using resources from the AQA A Level French course published by Hodder which will be supplemented with the accompanying online platform Kerboodle and additional extension materials to really support and challenge our learners. The approach is a focus on how French-speaking society has been shaped socially and culturally and how it continues to change. In the first year, aspects of the social context are studied, together with aspects of the artistic life of French-speaking countries. In the second year, further aspects of the social background are covered, this time focusing on matters associated with multiculturalism. Pupils also study aspects of the political landscape including the future of political life in the francophone world by focusing on young people and their political engagement. Pupils will develop their knowledge and understanding of themes relating to the culture and society of countries where French is spoken, and their language skills. They will do this by using authentic spoken and written sources in French. The choice of works (literary texts and films) offers opportunities to link with the themes. Pupils are also required to develop their independent research skills by producing an individual research project. They will identify a subject or a key question which is of interest to them relating to a French- speaking country. They will demonstrate their ability to initiate and conduct individual research by analysing and summarising their findings and presenting and discussing them in the Speaking assessment at the end of Year 13.
Throughout the A Level course, pupils are expected to become much more independent in their approaches to learning and should expect to read magazines, articles, websites and other printed materials to expand their repertoire of vocabulary and develop their understanding of grammar in new contexts. This will also help them with their overall comprehension skills as will listening to authentic materials such as films, the news and other relevant listening materials.
SPANISH
Pupils in Year 12 have chosen to study the language to Advanced Level and will be following the AQA Advanced Level in Spanish. Pupils will continue to build on the knowledge, understanding and skills gained at IGCSE level in speaking, listening, reading and writing. This is a linear course and the pupils will be assessed at the end of Year 13. The A Level course constitutes an integrated study with a focus on language, culture and society. It fosters a range of transferable skills including communication, critical thinking, research skills and creativity, which are valuable to the individual and society. Pupils will be assessed by means of a Listening, Reading and Writing test (worth 50% of the A Level course), a Writing test based on one text and one film or two texts from the list set in the specification (worth 20% of the A Level course) and a Speaking test (worth 30% of the A Level course) Topics studied are social issues and trends and political and artistic culture. Pupils will be building on their prior knowledge of Spanish from the IGCSE course and continuing to develop their overall fluency of expression and understanding. They will also be required to develop their essay writing skills as this is an assessed component of the course. In terms of course materials, pupils will be using resources from the AQA A Level Spanish course published by Hodder which will be supplemented with the accompanying online platform Kerboodle and additional extension materials to really support and challenge our learners. The approach is a focus on how Spanish-speaking society has been shaped socially and culturally and how it continues to change. In the first year, aspects of the social context are studied, together with aspects of the artistic life of Spanish-speaking countries. In the second year, further aspects of the social background are covered, this time focusing on matters associated with multiculturalism. Pupils also study aspects of the political landscape including the future of political life in the Hispanic world by focusing on young people and their political engagement. Pupils will develop their knowledge and understanding of themes relating to the culture and society of countries where Spanish is spoken, and their language skills. They will do this by using authentic spoken and written sources in Spanish. The choice of works (literary texts and films) offers opportunities to link with the themes.
Pupils are also required to develop their independent research skills by producing an individual research project. They will identify a subject or a key question which is of interest to them relating to a Spanish speaking country. They will demonstrate their ability to initiate and conduct individual research by analysing and summarising their findings and presenting and discussing them in the speaking assessment at the end of Year 13. Throughout the A Level course, pupils are expected to become much more independent in their approaches to learning and should expect to read magazines, articles, websites and other printed materials to expand their repertoire of vocabulary and develop their understanding of grammar in new contexts. This will also help them with their overall comprehension skills, as will listening to authentic materials such as films, the news and other relevant listening materials.
A-LEVEL MATHEMATICS
All pupils study either A Level Mathematics or A Level Mathematics and A Level Further Mathematics. Both courses follow the Edexcel Linear A Level (GCE) specification. The course specifications are available via this link: https://qualifications.pearson.com/en/qualifications/edexcel-A Levels/mathematics-2017.html
MATHEMATICS
ASSESSMENT
Pure Mathematics (Paper 1) 33.33% 2-hour written examination 100 marks Summer, Year 13 9MA0/01
Pure Mathematics (Paper 2) 33.33% 2-hour written examination 100 marks Summer, Year 13
Statistics and Mechanics 33.33% 2-hour written examination 100 marks Summer, Year 13 9MA0/02
9MA0/03 1. Proof; 2. Algebra and functions; 3. Coordinate geometry in the (x, y) plane; 4. Sequences and series; 5. Trigonometry; 6. Exponentials and logarithms; 7. Differentiation; 8. Integration; 9. Numerical methods; 10. Vectors.
Section A: Statistics 1. Statistical sampling; 2. Data presentation and interpretation; 3. Probability; 4. Statistical distributions; 5. Statistical hypothesis testing.
Section B: Mechanics 1. Quantities and units in mechanics; 2. Kinematics; 3. Forces and Newton’s laws; 4. Moments.
COURSE OVERVIEW
Mathematics at A Level is a challenging course that develops the foundational understanding and problem-solving skills necessary to solve a vast array of problems across many fields, as well as developing the ability to construct mathematical arguments and prove results, rather than simply learning formulae. A large emphasis is placed on really understanding underlying principles: asking oneself why a method works and considering how topic areas link together are both crucial skills to have success. As this is a linear course, it is vital that pupils are confident that they will continue with the course for the full two years. Within the first month in Year 12, the Mathematics Department will test all pupils and provide guidance as to their suitability for the course.
TEXTBOOKS
Pupils are provided copies of the Pearson textbooks (details below) and these provide a good basis for developing a sound understanding as well as an excellent source of practice material. Please note that these will be purchased by the School and so do not need to be purchased in advance. • Edexcel AS and A Level Mathematics Pure Mathematics Year 1/AS Textbook (ISBN: 129218339X) • Edexcel A Level Mathematics Pure Mathematics Year 2 Textbook (ISBN: 1292183403) • Edexcel AS and A Level Mathematics Statistics & Mechanics Year 1/AS Textbook (ISBN: 1292232536) • Edexcel A Level Mathematics Statistics & Mechanics Year 2 Textbook (ISBN: 1446944077)
CALCULATORS
All pupils must have a scientific calculator with the ability to compute summary statistics and access probabilities from standard statistical distributions. We recommend that all pupils have one of the following two calculators: • Casio fx-991ex CLASSWIZ • Casio fx-570ex CLASSWIZ The use of graphical calculators is not necessary for A Level Mathematics and can act as a hindrance to developing depth in understanding. However, some pupils opt for them, and for these pupils we would recommend either the Texas TI-nspire CX or the Casio FX-CG50.
FURTHER MATHEMATICS
ASSESSMENT
Core Pure Mathematics (Paper 1) 25% 1-hour 30 minutes written examination 75 marks Summer, Year 13 9FM0/01
Core Pure Mathematics (Paper 2) 25% 1-hour 30 minutes written examination 75 marks Summer, Year 13
Further Statistics 1 1-hour 30 minutes written examination 75 marks Summer, Year 13 9FM0/02
9FM0/3C
Further Mechanics 1 25% 1-hour 30 minutes written examination 75 marks Summer, Year 13 9FM0/4D 1. Proof; 2. Complex numbers; 3. Matrices; 4. Further algebra and functions; 5. Further calculus; 6. Further vectors; 7. Polar coordinates; 8. Hyperbolic functions; 9. Differential equations.
1. Discrete probability distributions; 2. Poisson & binomial distributions; 3. Geometric and negative binomial distributions; 4. Hypothesis testing; 5. Central limit theorem; 6. Chi squared tests; 7. Probability generating functions; 8. Quality of tests. 1. Momentum and impulse; 2. Work, energy and power; 3. Elastic string and springs and elastic energy; 4. Elastic collisions in one dimension; 5. Elastic collisions in two dimensions.
Additionally, in Year 13, pupils will have the opportunity to pursue Decision 1, Further Mechanics 2 and/or Further Pure Mathematics 1 as additional units of study.
CALCULATORS
All pupils must have a scientific calculator with the ability to compute summary statistics, access probabilities from standard statistical distributions and also the ability to perform calculations with matrices up to 3 x 3. We recommend that all pupils have one of the following two calculators: • Casio fx-991ex CLASSWIZ • Casio fx-570ex CLASSWIZ The use of graphical calculators is not necessary for A Level Further Mathematics and can act as a hindrance to developing depth in understanding. However, there are areas of the course where the graphing functionality offers some advantage for checking solutions and so if pupils opt to purchase one, we would recommend either the Texas TI-nspire CX or the Casio FX-CG50.
COURSE CONTENT AND DESCRIPTION
Further Mathematics is a very challenging course that explores advanced mathematical concepts not otherwise available to pupils taking Mathematics A Level. Ideas are assimilated quickly and an even greater emphasis placed on algebraic fluency, speed, derivation of concepts, recall of key principles and application to unfamiliar problems. All pupils find A Level Further Mathematics very difficult and as a result there is the option, after Year 12, to pursue only an AS-level in Further Mathematics, to be sat at the end of Year 13. The course content for the AS-level is similar to the A Level, but only two exams of lesser difficulty need to be sat. The typical profile would be as below:
ASSESSMENT
AS Core Pure Mathematics 50% 1-hour 40 minutes written examination 80 marks Summer, Year 13 8FM0/01
AS Further Mechanics 1 and Decision Mathematics 1 50% 1-hour 40 minutes written examination 80 marks Summer, Year 13 8FM0/2E As above, but with reduced content
As above, but with reduced content
Additionally, as with the A Level Further Mathematics course, in Year 13, pupils will have the opportunity to pursue Further Pure Mathematics 1, Further Mechanics 2 or Decision 1 as part of their ‘applied’ Mathematics unit of study, either as additional units of study or to replace Further Statistics 1 or Further Mechanics 1.
MUSIC
The A Level Music course is divided into three strands – Performing (30%), Composing and Compositional Technique (30%) and Appraising (40%). It is a linear course with no formal assessment completed in Year 12. Pupils considering Music A Level should be playing at a minimum of Grade 6 on instrument or voice by the end of Year 11. Performing: The assessed performance is based on a recital of at least 8 minutes in length, which will be delivered in front of an audience at the end of Year 13. The music played for this performance can be of any style and pupils are able to perform using any instrument or voice. Composing: Through both years of the course pupils will work on a free composition, using Sibelius Ultimate, which will be at least four minutes in length. Compositional Technique: In this element of the course, pupils will learn to harmonise a melody in the style of Bach and the method for this will be taught through Years 12 and 13. Pupils sit a controlled assessment in this discipline, which takes place in the Summer Term of Year 13. Appraising: The examination takes place in the Summer Term in Year 13. The appraising part of the course is based on six Areas of Study: Instrumental Music; Vocal Music; Music for Film; Popular Music and Jazz; 20th/21st Century Art Music; and Fusion Music. Pupils study set works from each area 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 A Level pupils are expected to take part in at least two ensembles. 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.
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 equally into three groups of 10. One term of lessons costs $3,400*. 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
Cello
Harp (for up to ABRSM Grade 5 level) Singing Orchestral Percussion Trombone
Classical Guitar
Clarinet
Drum Kit
Electric Guitar
Flute
Organ (Pupil must have passed ABRSM Piano Grade 5 at the time of application.)
Piano Trumpet Tuba
Ukulele
Viola
Violin
* This fee total is correct for 2021/22.
PHILOSOPHY & RELIGIOUS STUDIES
The Philosophy and Religious Studies qualification is a linear course and pupils take the full A-level at the end of Year 13. All units are assessed by examination and there is no coursework element.
ASSESSMENT STRUCTURE:
Linear A-level – all units examined at the end of Year 13.
• A-level Component 1 – Philosophy of Religion and Ethics (50% – 3 hours)
• A-level Component 2 – Study of Religion and Dialogues (50% – 3 hours)
Section A of Component 1, ‘Philosophy of Religion’, comprises of a study of philosophical arguments for the existence of God, evil and suffering, religious experience, religious language, miracles, self and life after death and the nature and function of religion. Section B explores in depth various ethical theories, issues of human life and death, issues of animal life and death, meta-ethics, free will and moral responsibility, and the conscience. These topics are studied with a particular focus on the ethical theorists of Bentham and Kant.
Section A of Component 2, ‘Study of Religion & Dialogues’, pupils examine a Christian and a philosophical understanding of God/Ultimate Reality, life after death, scientific challenges to religion, the nature and role of religion, and sources of wisdom and authority. They explore Christian key moral principles, religious identity and sexual identity. Sections B and C evaluate the concepts learned in the first two sections by exploring the ongoing dialogue between Philosophy & Religion and Ethical Studies & Religion.
POTENTIAL CAREERS/FUTURE:
Pupils who study A-level Philosophy and Religious Studies may go on to study Philosophy or Theology at university. Many go on to become lawyers, doctors, financiers, charity and NGO officers, teachers, academics, civil servants or work within social services and other caring professions. All pupils find that A-level Philosophy and Religious Studies gives them core communication and analytical skills that can be used in a wide variety of careers.
PHYSICS
This is the subject for pupils who want to understand the physical laws governing the world around them. There will be focus on developing pupils’ practical, analytical and problem-solving skills. They will also be able to use to dataloggers, video capturing and analysis software and then learn to manipulate the software to achieve the desired aim of the experiment they are conducting. Pupils will follow the Edexcel linear A Level specification 9PH0.
Assessment Structure
Advanced Physics I – 9PH0/01 (30% of the total qualification) Advanced Physics II – 9PH0/02 (30% of the total qualification) General and Practical Principles in Physics – 9PH0/03 (40% of the total qualification)
Course Content and Description
Advanced Physics I involves the study of Mechanics, Electric Circuits, Further Mechanics, Electric and Magnetic Fields, Nuclear and Particle Physics and Working as a Physicist.
Advanced Physics II involves the study of Materials, Waves and Particle Nature of Light, Thermodynamics, Space, Nuclear Radiation, Gravitational Fields, Oscillations and Working as a Physicist.
General and Practical Principles in Physics involves the conceptual and theoretical understanding of experimental methods (indirect practical skills) that will draw upon pupils’ experiences of the 12 core practicals. It may draw upon any of the topics listed in Advanced Physics I or II.
Pupils will sit a paper in each of Advanced Physics I, Advanced Physics II and General and Practical Principles in Physics at the end of Year 13.
Potential Careers
It is not just rocket science: Physics is widely respected and a route to many careers from predicting climate change to engineering to designing computer games. Any career that requires lateral thinking, analysis and technical innovation would benefit from an A Level in Physics. Such skills will also help pupils future proof themselves for those jobs that don’t yet exist.
POLITICS
Politics is a subject in which you are expected to take an interest in, and to be critical about, the way in which a country is run, and more broadly the world around you. We study issues concerned with who really has power in the UK, and about how the system could be improved. In addition we will also study ideologies such as socialism, liberalism, conservatism and a fourth non-core option in order to attempt to come to conclusions about what an ideal society would look like - or perhaps to come to the conclusion that an ideal society is an unrealistic fantasy. In the second year of the course we will examine how the UK system of government and political makeup of the UK compares to that of the USA. Throughout this contemporarily-focused course we will be looking at the world that surrounds us at this point in time and look at the realtime impact of the decisions that affect our immediate future. General questions that we will be seeking to answer throughout the course include: • Is the UK truly democratic? • Why do we have political parties? • How do the major political parties differ in their aims and beliefs? • Are decisions sometimes made according to “who shouts loudest”? • Does parliament run the country? Should it? • What is the relationship between states and the federal government?
FAQ – FREQUENTLY ASKED QUESTIONS:
What does the term ‘politics’ actually mean? The study of how society is or should be run and how power* is conducted or carried out.
What sorts of things are actually studied in class as part of a Politics A Level? Political institutions (bodies): eg. What is parliament? How does it work? What does the PM do? How is the USA governed? Political processes and roles: eg. How is power exercised in practice? For example, what powers does the PM have and what limits exist to PM power? What is the step-by-step process through which new laws are made? Political ideas: eg. What should an ideal society look like? Is an ideal society possible or even desirable? Are liberalism and nationalism compatible?
*Power is the ability to get others to act as you wish – either willingly or through coercion and force
EXPECTATIONS AND DEMANDS ON PUPILS:
Politics is a demanding and well-respected course; as a result, pupils are expected to meet extremely high expectations. Pupils will be: • Expected to engage proactively with the subject – you must read around the subject and follow the news. • Set regular essay writing and examination practice
HOW AM I ASSESSED AND WHAT SPECIFIC CONTENT IS ON THE COURSE?
• Pupils study four main modules – UK Politics, UK Government, Political Ideologies & the USA in order to complete the A Level. • The exam board is Edexcel. Politics is taught as a linear course which means that all exams will be taken in the summer of Year 13. • Pupils sit three exams. Each is equally weighted at 33% of the total A Level and there is no coursework at any point.
EDEXCEL POLITICS SYLLABUS - PAPER 1 (ALL UNITS HAVE FOUR MODULES/SUB-TOPICS)
Paper 1 UK Politics 2 Hours Summer Yr. 13 33% of total A-level 84 Marks Democracy & Participation: We discover what democracy is, how it works in the UK and ways in which it could be enhanced. Political Parties: We discover the nature of the different political parties, the traditions and policies behind them, divisions within them, and we compare the differences and similarities between the parties. Electoral Systems: We look at different electoral systems, the link between elections and democracy, and we consider Britain’s systems – their advantages and disadvantages. Voting Behaviour & Media: Why do people vote? What determines who they vote for? What is the role of media in this process and what are the implications? Conservatism: Conserving society as it is. Hierarchy and order matters most. Socialism: Seeking to build a more equal society. Liberalism: Opposing restrictions on people’s freedom (liberty) Section A: Political Participation One 30 mark questions from a choice of two (source based). One 30 mark question from a choice of two.
Section B: Core Political Ideas One 24 mark question from a choice of two. All questions assess AO1, AO2 & AO3.
EDEXCEL POLITICS SYLLABUS - PAPER 2 (ALL UNITS HAVE FOUR MODULES/SUB-TOPICS)
Paper 2 UK Government 2 Hours Summer Yr. 13 33% of total A-level 84 Marks The Constitution: We look at the nature of the UK’s constitution, consider where power lies and study the debates around constitutional reform. Parliament: We look at how Parliament is made up, the role of Parliament, how a law is made (step by step) and reforms to the Houses of Commons and Lords The Prime Minister And Executive: We study the role and responsibilities of the Prime Minister and Cabinet, the powers and constraints upon the Prime Minister and the manner of leadership that the Prime Minister can provide: is a PM first amongst equals or does he have far more power than his cabinet ministers and so act like an elected dictator? Relationship Between The Branches: How do the different elements interact and with what consequences? Nationalism: Should countries just look after their own self-interests over everyone else’s? Section A: Political Participation One 30 mark questions from a choice of two (source based). One 30 mark question from a choice of two.
Section B: Core Political Ideas One 24 mark question from a choice of two. All questions assess AO1, AO2 & AO3.assess AO1, AO2 & AO3.
EDEXCEL POLITICS SYLLABUS - PAPER 3 (ALL UNITS HAVE FOUR MODULES/SUB-TOPICS)
Paper 3 USA 2 Hours Summer Yr. 13 33% of total A-level 84 Marks The US Constitution & Federalism: What is the Constitution? What are its strengths and weaknesses and what relationship does it establish between the nations and states? US Congress: What is congress and what does it do? US Presidency: How are Presidents selected? What is their role and how powerful are they? US Supreme Court and Civil Rights: What role does the SC play running the US? How powerful is it and is this good? Democracy & Participation: How does politics work in the US? What forces are at work and how are systems run? Comparative Theories: How do the USA and UK compare? What are the pros/cons, similarities/differences? Section A: One 12 mark questions from a choice of two (AO1 & AO2).
Section B: One compulsory 12 mark question (AO1 & AO2).
Section C: Two 30 mark questions from a choice of three (AO1, AO2 & AO3).
PSYCHOLOGY
The Psychology qualification is linear and pupils take the full A Level at the end of Year 13. All units are assessed by examination and there is no coursework element.
Examination Board: Pearson Edexcel
ASSESSMENT STRUCTURE:
Linear A Level – all units examined at the end of Year 13. • A Level Paper 1 – Foundations of Psychology (35% - 2 hours) • A Level Paper 2 – Applications of Psychology (35% - 2 hours) • A Level Paper 3 – Psychological Skills (30% - 2 hours) Paper 1, which is the ‘Foundations of Psychology’, comprises learning about four topic areas. These include: Social Psychology, Cognitive Psychology, Biological Psychology and the Learning Perspective. In each of these areas, the pupils will cover some content in that topic area, some studies connected to that topic including one classic study and one contemporary study. They will also study a key question for society and the psychology that helps to explain it as well as some methodology looking at how psychology works. In addition, they will carry out a practical investigation in each topic area, where they will use some of the methods they have covered as well as learning how to use statistical tests.
THE FOUR TOPICS INCLUDE THE FOLLOWING:
Social Psychology: This is about how people live in groups and interact with one another. It will cover obedience to those in authority, and why someone might not obey. The pupils will cover prejudice too, looking at factors that lead us to become prejudiced and to discriminate against those in other groups. Cognitive Psychology: This is about how we process information, such as using language, using memory and problem solving. The focus in this course is on memory and how one uses their short-term memory and how they form long-term memories. Biological Psychology: This is about the brain as well as aspects of our physical make up such as genes, the idea of survival of the fittest and hormones. The course will focus on aggression, looking at what part of the brain relates to aggression and how hormones link to aggression.
Learning Theories:
This involves looking at our behaviour and what leads to specific behaviours, including how we develop a phobia, and how we respond to praise and react to punishment. We learn a lot by imitating our role models and we also look at how phobias can be treated.
Paper 2:
‘Applications of Psychology’, comprises two more topic areas which are Clinical Psychology and Criminological Psychology. Clinical Psychology looks at mental health and mental disorders. Pupils will study schizophrenia and either depression, anorexia nervosa or OCD. In Criminological Psychology, the focus will be on different aspects of crime including offender behaviour, jury decision-making and eyewitness testimony. The causes of crime are also considered as well as treatments of offenders.
Paper 3:
‘Psychological Skills’, involves pulling all the learning together. It covers all the method material that pupils have covered over the two years and a review of the classic studies that have been covered. There are also issues and debates that will be introduced in each topic area.
POTENTIAL CAREERS/FUTURE:
Pupils who study A Level Psychology may go on to study Psychology at university. Many go on to become doctors, lawyers, psychologists, teachers or work in the corporate world such as banks. Pupils who take A Level Psychology acquire critical, analytical, interpersonal and communication skills which will help them at university and their careers.
DRAMA AND THEATRE STUDIES
EXAMINATION BOARD
Pupils will study the linear AQA A Level course for Theatre Studies.
COURSE CONTENT AND DESCRIPTION
A Level Drama and Theatre offers pupils the opportunity to explore Drama as a practical art form, in which ideas and meaning are communicated to an audience through choices of form, style and convention.
Pupils will:
• Create, perform and respond to drama and theatre • Develop the creativity and independence to become effective theatre makers • Explore the relationship between theory and practice in a range of theatrical styles and periods and historical, social and cultural contexts • Learn how relevant research, independent thought and analysis of a live theatre production can inform decision making in their practical work and put this understanding into practice • Experience the ways in which theatre makers collaborate to create theatre.
The subject content for A Level Drama and Theatre is divided into three components:
COMPONENT CONTENT MARKS / PERCENTAGE
Component 1 Drama and Theatre - Written paper 80 marks 40% of GCSE
Component 2 Creating original Drama (Devising) – practical exam and log book.
Component 3 Making Theatre (Scripted) – performing two extracts from a play for a visiting examiner. 60 marks 30% of GCSE
60 marks 30% of GCSE
POTENTIAL CAREERS/FUTURE
A Level Drama and Theatre Studies sets pupils up well to continue with Theatre Studies at a higher level, either as a performer at a theatre school or at university. Careers involving theatre are numerous and include professional performers or directors, theatre designers and theatre management. Even if theatre is not to be a career choice, this subject is a valued subject for many university applications due to the focus on leadership and dynamic thinking skills developed throughout the course.
OTHER INFORMATION
Pupils are expected to have a passion for theatre and will be required to spend time watching theatre and reading plays. There will be opportunities for pupils to work with theatre practitioners and professional theatres throughout this course.
PHYSICAL EDUCATION & HEALTH
Our vision through PEH is to give every pupil a wide variety of opportunities to develop and strengthen their values, physical competence and confidence. This will ensure our pupils have the tools to lead a long and healthy lifestyle in a complex world. At Harrow Hong Kong, we have incorporated Health into our curriculum to give it a holistic touch. Therefore we have renamed our curriculum ‘Physical Education & Health”. This allows pupils to explore more about themselves and seek strategies to cope in our ever-changing world. The Physical Education and Health experience is integral to a Harrow Hong Kong education and is accessed in several ways. Pupils in years 10-13 have a double games lesson a week. If pupils choose GCSE Sports Science then they will have access to 5 single theory lessons in addition to games. The premise of the programme is to enable every pupil to flourish. To establish the appropriate pathway that best suits the individual and the skills they possess. The programme aims to develop the pupil first and foremost as an athlete. From this point onwards it allows each pupil to experience and engage in a wide range of sports which allows them to develop, display and transfer their skills.
GAMES
As the pupils progress into the upper section of the School, after experiencing the Lower School PEH curriculum, this is the appropriate time to expand the games curriculum. The consistency of sports being offered, in relation to the ISSFHK seasons, remains the same. Pupils who compete for the School teams have the opportunity to
train within games time. If pupils do not wish to be involved with team training, they have the option to pick different sports and these can be changed on a half/termly basis. A new strand for this age group is offsite activities. At this stage we also feel it is important to broaden the pupils’ horizons to some more leisure-based activities such as team activities or water sports. We feel the benefits of this allow the pupils to build positive relationships with activities which may feature in their lives after their education at Harrow International School Hong Kong. The pupils are asked to choose their games options from the following sports:
Badminton Volleyball Basketball Table Tennis
Football Rugby Tennis
Wattbikes Harrow Fit Golf (off site) Horse Riding (off site) Holiday Games Netball Beach Tennis Cricket Athletics
HOUSE SPORT
At Harrow International School Hong Kong, we have an all-inclusive House Sports Competition that allows our pupils to have another opportunity to play sport and wear their house colours with pride. House sport is a hotly-contested competition and you can see the passion in every House when they compete against one another. All Houses take part in the following sports: Sports Day (Track & Field), Cross Country, Netball, Football, Touch Rugby, Basketball, Swimming, Dodgeball, Badminton and Indoor Rowing. House Sport Competitions are opportunities to: • Build a solid house culture • Develop camaraderie, friendships & trust • Develop leadership skills • Represent and contribute to competitive competition. • Stay active • Take part in a variety of sports
COMPETITIVE SPORTS PROGRAMME
Participating in sports is part of our culture here at Harrow Hong Kong. Recreation and competitive sport is catered for in fifteen sports codes across the academic year. Our competitive sports programme offers regular opportunities to play fixtures against other international and local schools in Hong Kong. We compete in the International Schools Sports Federation Hong Kong (ISSFHK) and Hong Kong Schools Sports Federation (HKSSF) leagues and annual friendly fixtures. Fixtures take place mostly mid-week and also on Saturdays, depending on the sport. Harrow Hong Kong also hosts a number of tournaments throughout the year in various sports and these are well attended by other schools. Competitive sports leagues start in Year 6 (U12) and reach their pinnacle at Year 13 (U19). Harrovians who do not consider themselves athletes when they arrive at our school discover new sports and the talent to play them with great skill and flair. Many continue to enjoy the sporting abilities they discovered at Harrow Hong Kong long after leaving us and take the lessons they have learnt with them into the world beyond school. Overseas sports tours are an important part of our sports programme. They provide the opportunity for our pupils to bond as a team and measure their progress against schools from around the world. The experience and the memories that our pupils gain will be with them for the rest of their lives. The Physical Education and Health Department are highly experienced in high performance sport. Pupils who have aspirations to achieve honours in their chosen sport are well supported by the department as pathways are available for our pupils who choose to compete at the highest level and achieve academically at the same time. All fixtures, results and team details can be found at sport.harrowschool.hk
SUPER CURRICULAR ACTIVITIES (SCA)
Sports Super Curricular Activities give pupils more opportunities to explore and challenge themselves in a sporting context. Pupils can enjoy extra time taking part in their favourite sports which will allow them to have more time on task to accelerate their learning. Pupils will apply the skills learned in SCAs in competitive fixtures and tournaments.
Rugby Harrow Fit
Tennis
Volleyball Basketball
Football
Athletics / XC
Netball
Badminton
Touch Rugby Gymnastics Indoor Cricket
Indoor Cycling
Autumn Term Spring Term Summer Term
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
CO-CURRICULAR ACTIVITIES (CCA)
The Co-Curricular programme delivers extra lessons for pupils to polish their sporting skills or play recreationally. It allows pupils to stay active after a day of academic study and get in the extra work if pupils are pursuing academic and sporting goals. CoCurricular activities supplement our PEH and SCAs if pupils need to work on their skills to get ahead and achieve the targets they have been set by their teachers.
• Rugby • Use of the gym • Tennis • Volleyball • Basketball • Football • Athletics / XC • Netball • Badminton • Touch Rugby • Gymnastics • Swimming • Table Tennis
For the latest photo updates follow us on Instagram and Twitter
Instagram: @harrowhksport Twitter: @HarrowHKSport
Ella, 2022 Leaver
