Years 12-13 Information Booklet by Harrow International School Hong Kong

MESSAGE FROM THE HEAD

WELCOME TO YEAR 12-13

Welcome not only to the Sixth Form, but to the final chapter of school life, where everything that you have worked so hard for throughout your school career culminates into a two-year period preparing you with the qualifications you need to embark on the next part of your educational journey.

I am positive university will be one of the most memorable and enjoyable times of your life, as it was mine. Having the freedom to choose your subjects, deciding what to wear to lectures, where to live and when to socialise with friends, are just some of the many aspects of university life you will enjoy.

You are almost at your end goal but you still have a couple of years to go and these years are crucial. At Harrow Hong Kong, life in the Sixth Form is different to the rest of the School. Most of you in the Sixth Form will have completed Year 11 at Harrow Hong Kong and will have developed strong working relationships with your teachers, which will be further strengthened by smaller class sizes and a shared passion for subjects – both of which are key to succeeding at A Level.

At Harrow Hong Kong we offer the traditional GCSE and A Level qualifications, the ‘gold standard’ of the British education system, which are recognised worldwide. We have a wide variety of subjects you can study which will prepare you for your chosen university course. You can speak to Mr Franks, Head of Sixth Form, and the Sixth Form Team as well as your House Master / House Mistress, Heads of Department and school staff, who will guide you in your decision making. I encourage you to draw on the wealth of knowledge and experience around you.

There is also a raft of Super-Curriculum and Co-curricular Activities and classes for you to participate in. They are an integral feature of your Sixth Form education and Harrow experience, and will broaden your horizons and strengthen your university applications.

I am confident by the time you leave us, not only will you be proud of your academic results, but you will also be ambitious, open minded, compassionate, creative, independent and well prepared to take on future challenges in life beyond school. I wish you well.

Ann Haydon MBE Head

INTRODUCTION TO THE SIXTH FORM

What might the world look like in five, ten or twenty years’ time? Will the phenomenal pace of technology – artificial intelligence, autonomous vehicles, genetic modification – improve our lives for the better or present new ethical and societal challenges? How can our political and economic institutions adapt to combat misinformation, reduce inequality and care for an ageing population? Can we prevent the worst effects of climate change? And what role might you play in answering these and other questions?

The Sixth Form at Harrow Hong Kong will help you build strong academic foundations and develop your personal qualities so that you can succeed, lead and find fulfilment in the future, no matter what challenges may lie ahead.

Whether you have been at Harrow Hong Kong for some time or are joining us as a new pupil, the Sixth Form years are the most exciting of your school career. In the Sixth Form, you have the satisfaction of choosing the subjects that you want to study and the confidence gained by taking your first public examinations. Lessons are different in the Sixth Form: you will be taking the lead in discussion; you will be conducting your own research outside of the classroom; and you will be active – questioning, thinking, taking responsibility – not passively receiving information. Naturally we hope that you enjoy the subjects that you eventually choose to study and that you achieve the very best grades you can – but studying A Levels isn’t all about the final result. It is about igniting a love of learning that stays with you for the rest of your life, and you’ll find this in your lessons, in SCAs and CCAs, through the study of an EPQ, in societies, essay competitions, lectures and conferences, and more.

In the Sixth Form your responsibilities in House and in school change. You will take the lead in helping to run aspects of the House, organising sports teams, music groups and societies, and co-ordinating major whole-House or wholeSchool events. At the top of the school you set the tone and are role models for younger pupils. Your support and enthusiasm matter and you have real influence throughout the School.

One of the most rewarding aspects of your time in the Sixth Form will be forming new friendships - with smaller classes and a greater range of activities just for Sixth Formers, you’ll find that you will engage more closely with a diverse group of peers and make new connections, as well as deepening those friendships of many years.

At some point you will also turn your thoughts to your future beyond Harrow Hong Kong. For many of you, that will mean a course at a leading university in the UK. Others will be looking to the US, Europe, Hong Kong, mainland China or Australia. Some of you may want to attend a leading Art, Music or Drama school, and others may prefer to take a gap year before committing to a course. The Sixth Form team are hugely experienced in helping you navigate this range of options and helping you put together the strongest application you can.

The opportunities in the Sixth Form are vast. Your academic achievement is of course important but we want you to be so much more than a string of impressive grades. We want you to be leaders in your House, in the School, and eventually in your own fields. We want you to have the intellectual curiosity to understand some of the world’s problems, the ambition to solve them, and the confidence to go out and do it.

In short, the Sixth Form is about realising the vision of all Harrow Schools, of Educational Excellence for Life and Leadership. We look forward to seeing you excel in a myriad of ways over the next two years.

Mr Jonny Franks Assistant Head (Sixth Form)

THE SIXTH FORM TEAM

The Sixth Form team consists of:

• Mr Jonny Franks, Assistant Head (Sixth Form)

A Level subject combinations, University guidance, Academic guidance

• Mr James Roscoe, Head of Year 13

Oxbridge applications

• Ms Jess Darke, Head of Year 12

US college applications

• Mrs Sheriza Samtani, Head of EPQ

EPQ guidance

Each House has two Sixth Form Tutors

We are fortunate at Harrow Hong Kong to have a wealth of experience and expertise relevant to the Sixth Form across our staff body. The following members of staff also contribute to our Sixth Form provision.

• Mr James Brewer, Deputy Head (Academic)

A Level option choices, Academic guidance

• Mrs Sabrina Peck, Deputy Head (Co-curricular and Organisation)

SCA and CCA guidance

• Heads of Department and Subject Teachers

Subject specific guidance

• Housemasters, Housemistresses and House Patrol Teams

Academic and pastoral concerns

Harrow has a proud tradition of supporting our pupils to gain admission to the most prestigious colleges and universities in the world. The advice in this booklet is drawn from this tradition.

CHOOSING A LEVEL SUBJECTS

The vast majority of pupils in the Sixth Form at Harrow Hong Kong study three A Levels and the EPQ (Extended Project Qualification). A small number of pupils study four A Levels and the EPQ; this is usually due to the high entry demands of certain courses at Hong Kong universities (or others worldwide), and must be agreed in advance with the Deputy Head (Academic) and Assistant Head (Sixth Form).

All UK universities make offers on the basis of three A Levels. In some cases, universities will lower the A Level grade requirements for a course if an applicant achieves an A grade or higher in their EPQ.

All US colleges and universities accept candidates who apply with three A Levels and an EPQ. US Admissions Officers take into account an applicant’s courseload as part of their evaluation: three A Levels and an EPQ is a highly competitive courseload for applications to selective US colleges.

You should consider the following factors when choosing your A Level subjects:

YOUR LEVEL OF INTEREST IN THE SUBJECT

You should choose to study subjects that you are interested in and have enjoyed thus far in your academic career. For new options, like Economics, Psychology or Politics, you will need to do additional research through reading, talking to teachers and pupils, and attending taster sessions, in order to be as confident as you can be that you will enjoy the subject at A Level.

Consider not only the content of your A Level subjects but also how they are assessed - extended writing, coursework, practicals, etc. Remember, no A Levels are any easier or harder than any others – but some will suit you better than others.

YOUR LEVEL OF ACHIEVEMENT IN THE SUBJECT

For many A Level courses, the content assumes a strong foundation in the GCSE knowledge and skills in the same subject. This is obviously not the case for subjects that are new at A Level; however, certain fundamental knowledge will still be required for success.

It is for these reasons that we have a set of entry requirements for all A Level subjects at Harrow Hong Kong. These requirements are based on historical data and on our

teachers’ years of experience. They reflect our knowledge of the level of achievement that needs to be evidenced in order to succeed at A Level. Generally Arts, Humanities and Languages A Levels require a minimum of a 7 in the subject at GCSE; Science and Maths A Levels require a minimum of an 8, with Further Maths A Level requiring a 9 in GCSE Maths. Overall, a pupil must pass seven GCSEs at a 4 or above, including English Language and Maths.

THE REQUIREMENTS FOR YOUR UNIVERSITY COURSE (IF YOU KNOW WHAT YOU WANT TO STUDY)

Even if you do not know what you want to study at university yet (and many pupils do not early in Year 12), it is important that you understand that whatever your choice of A Levels, you will close some doors and open others in terms of your degree choice in the UK and for some other countries’ systems too.

In the UK, most Science degrees require or at least prefer two A Levels from Biology, Chemistry, Computer Science, Physics, Maths and/or Further Maths, with Psychology usually accepted for Psychology-related courses.

In the Arts and Humanities, there is usually more flexibility. An English Literature, History or Modern Foreign Language degree usually requires the corresponding A Level. A degree that will cover material new to all undergraduates – Anthropology, Law or Philosophy, for example – generally has no specific A Level requirements, though some universities suggest helpful combinations.

If you don’t find yourself drawn especially to the Arts or to the Sciences, there are a number of degree courses at leading UK universities that straddle this traditional divide, such as Liberal Arts or Arts and Sciences.

The excellent Informed Choices site – informedchoices.ac.uk – contains more information about A Level choices for Russell Group universities.

For applications to the US, candidates do not need to declare a major or concentration until their second year of a four-year degree in most cases. Applicants to particular Schools within a university system (e.g. the School of Engineering) or to specialist Art, Music or Drama schools will likely have particular requirements or recommendations for A Level choices.

THE EPQ

All pupils at Harrow Hong Kong are required to complete the Extended Project Qualification (EPQ). The EPQ provides an opportunity for pupils to study a topic of their choice in considerable academic depth, and to enhance their university application by demonstrating a true passion and by gaining additional UCAS points. UK universities look favourably on the EPQ for its rigorous academic content as well as the self-discipline and independent research involved; indeed, some universities will lower their usual A Level entry requirements for certain courses if the applicant achieves an A grade or higher in the EPQ. US Admissions Officers value the EPQ for its scholarly content, academic integrity and as evidence of a demanding courseload.

For applications to the most competitive courses, there is evidence that a very good EPQ can be a definite advantage in helping to select the best pupils as it demonstrates intellectual curiosity. The pattern emerging in the UK is for pupils to take three A Levels plus the EPQ. We need our pupils to be able to compete with those UK pupils for places at top universities.

Pupils are supported in completing their EPQ through the delivery of a set of taught skills such as independent learning, time management, project proposal, project management and presentation skills. They also have a project supervisor to guide them through the process, meeting them regularly and responding to feedback.

Previous EPQ projects include:

• Rewriting a scene from Shakespeare’s King Lear from a feminist perspective. Investigating the manufacture of biodegradable starch-based plastic in LEDCs

• An overview and evaluation of the RSA cryptosystem

• Examining the controversy over testing cosmetics on animals

• Evaluating the extent to which foreign aid in the Kingdom of Swaziland has increased access to modern day healthcare

Pupils begin studying for their EPQ at the start of Year 12 and submit the finished projects at the end of Year 12 or beginning of Year 13.

UNIVERSITY PREPARATION AND BEYOND HARROW

Our bespoke University Preparation programme is taught in two periods a week. We invite Admissions Officers from universities across the world to present to you; we show you how to conduct deep research into universities, colleges and courses to maximise your chances of success, and we give you time to prepare your application materials well ahead of deadlines.

Beyond Harrow is the Sixth Form equivalent of Facing Challenges, taught for one period a week. Built around major themes including Relationships, Career Preparation and Global Citizenship, the course aims to equip pupils with the essential skills needed for success and fulfilment after the completion of a Harrow education.

STUDY PERIODS

You will find that you have several study periods on your timetable once you join the Sixth Form. You will be given guidance at the beginning of Year 12 about how to maximise the use of this time. The Sixth Form Zone has a silent working area, a collaborative working area and space to socialise, as well as a regular supply of snacks and coffee!

A LEVEL ENTRY REQUIREMENTS

A Level study is more rigorous and challenging than GCSE. For pupils to be successful at A Level they require a prior level of subject understanding. Harrow Hong Kong A Level candidates must demonstrate a grasp of subject content and evidence of skills throughout the GCSE course and in their GCSE exam results. A Level entry requirements ensure pupils have the skills and knowledge to succeed in their A-Level studies.

Historical data and experience show that pupils need a level of GCSE achievement to progress successfully into A Level study. Therefore, A Level candidates at Harrow International School Hong Kong must pass seven GCSEs with grade 4 or above (or equivalent), including GCSE English Language and GCSE Mathematics. In addition, successful candidates must achieve a minimum of a grade 7, or 8, in the subject that they wish to undertake at A Level. Below is a list of the additional A Level subject entry requirements that must be met before commencement of study in that subject.

A LEVEL ENTRY REQUIREMENT

Art & Design

Biology

Chemistry

Chinese

Computer Science

Economics

English Literature

Art GCSE Grade 7

Biology GCSE Grade 8

Double Award Science Grade 9

Chemistry GCSE Grade 8

Double Award Science Grade 9

Chinese Second Language Grade B or

Chinese Foreign Language Grade 8

Computer Science GCSE Grade 7

English and Mathematics GCSE Grade 7

English Language and Literature GCSE Grade 7

EPQ n/a

French

Geography

History

Mathematics

Further Mathematics

Music

Physics

Politics

PRS

Psychology

Spanish

French GCSE Grade 7

Geography GCSE Grade 7

History GCSE Grade 7

Mathematics GCSE Grade 8

Mathematics GCSE Grade 9

Music GCSE Grade 7

Physics GCSE Grade 8 and Mathematics

GCSE Grade 8

Double Award Science Grade 9

English GCSE Grade 7

Religious Studies GCSE Grade 7

English and Biology / Double Award Science

GCSE Grade 7

Spanish GCSE Grade 7

CURRICULUM OVERVIEW

ART

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

Picasso

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 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 pupils’ 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 Year 12 course culminates in the summer term when pupils produce a final piece during the Mock exam session which forms part of summer assessments in the summer

Pablo

term. During this project, pupils are encouraged to pursue highly personalised and independent ideas, guided and facilitated by their teachers, they will explore artists and materials appropriate to their intentions in order to fully resolve their project work in the form of a final piece that will be produced during a 15-hour period of sustained focus.

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 task 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 at the start of the Summer Term.

YEAR 12 PROJECT THEME PATHWAYS

Spring

Autumn Decay Fine Art painting and drawing

Textiles and STEAM

Final Piece preparation

Final Piece

Summer

Personal Investigation

Personal Study

Initial Ideas and exploration

YEAR 13 COURSEWORK TOPIC MATERIALS EXPLORED

Autumn Internally set assignment 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.

Spring Externally Set assignment

ASSESSMENT

Component 1: Personal Investigation (Coursework) and Personal Study Essay. 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 60% of the total marks awarded of component 1. The Personal Study essay is worth 20% of the marks available in component 1.

Component 2: Externally Set Assignment (Exam project)

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 for component 2.

The final piece for this project will be produced under exam conditions for a total of 15 hours spanning a period of 3 days.

ASSESSMENT

Percentage of final mark: 60%

Percentage of final mark: 40%

In A Level 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.

ESSENTIAL SKILLS

The A Level 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 A Level 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 A-Level 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 recognise 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.

ACADEMIC HONESTY

Academic honesty is an essential component of the A Level 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 A Level 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

The Edexcel A (Salters-Nuffield) A Level Biology course is a broad and varied, exciting, challenging, and rigorous exploration of the living world. It covers essential biological principles and emphasises the way in which scientists work and their contributions to modern society.

The course is context-led, using real-life scenarios and investigative methods to form the basis of learning. This allows pupils to learn new skills and develop others. The course is also challenging, requiring pupils to think critically and solve problems.

Pupils who study Biology will gain a deep understanding of the living world and the scientific method. They will also develop skills that are essential for further study or employment in science-related fields.

During the two-year A Level course, pupils complete the following;

Year 12

TERM TOPICS COVERED CORE PRACTICALS

Autumn 1. Lifestyle, Health and Risk

2. Genes and Health

Spring 3. Voice of the Genome

4. Biodiversity and Natural Resources

• Investigate the effect of caffeine on heart rate in Daphnia

• Investigate the vitamin C content of food and drink

• Investigate membrane structure, including the effect of alcohol concentration or temperature on membrane

• Investigate the effect of enzyme and substrate concentrations on the initial rates of reactions

• Prepare and stain a root tip squash to observe the stages of mitosis

• Identify sclerenchyma fibres, phloem sieve tubes and xylem vessels and their location within stems through a light microscope

• Investigate plant mineral deficiencies

Summer 5. On the Wild Side

6. Immunity, Infection and Forensics

• Determine the tensile strength of plant fibres

• Investigate photosynthesis using isolated chloroplasts (the Hill reaction)

• Investigate the antimicrobial properties of plants, including aseptic techniques for the safe handling of bacteria

• Use gel electrophoresis to separate DNA fragments of different length

• Investigate the effect of different antibiotics on bacteria

Year 13

TERM TOPICS COVERED CORE PRACTICALS

Autumn 1. On the Wild Side

2. Immunity, Infection and Forensics

Spring 3. Run for your Life

4. Grey Matter

Summer Exam preparation

• Carry out a study on the ecology of a habitat, such as using quadrats and transects to determine distribution and abundance of organisms, and measuring abiotic factors appropriate to the habitat

• Investigate the effect of temperature on the rate of an enzyme-catalysed reaction, to include Q10

• Investigate the effects of temperature on the development of organisms (such as seedling growth rate, brine shrimp hatch rates)

• Investigate rate of respiration practically

• Investigate the effects of exercise on tidal volume, breathing rate, respiratory minute ventilation and oxygen consumption using data from spirometer traces

• Investigate habituation to a stimulus

ESSENTIAL SCIENTIFIC SKILLS

Pupils develop strong investigative skills, such as:

• Devising a method to test an investigative question

• Identifying variables

• Collecting data

• Analysing results

• Drawing conclusions

Pupils also develop mathematical skills through accurate graphing, describing results, and carrying out calculations, including statistical analysis.

PRACTICAL ACTIVITIES

Pupils complete 18 core practical activities and are assessed against 11 Core Practical Assessment Criteria (CPAC) statements. If they complete 12/18 core practicals and show evidence of meeting the 11 skills statements, they will pass their Practical Endorsement.

ASSESSMENT

Pupils are assessed through informal knowledge and skills checks, end-of-topic tests, and examinations. Both formative and summative assessments will be followed up with stepping up activities to ensure further progress is made. The final grade awarded at the end of the course is 100% externally assessed through examinations (three papers).

INTERCULTURAL LEARNING

Biology is taught through a multicultural lens. For example, when studying cystic fibrosis, pupils learn about the genetic disorder and how it affects people from different cultures.

ENTRY REQUIREMENTS FOR A LEVEL BIOLOGY

Triple Award Biology: 8 or 9

Double Award Science: 9,9

CHEMISTRY

“I

would rather have questions that can’t be answered than answers that can’t be questioned.”

Jules Verne

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. A requirement of a grade 8 in IGCSE Chemistry and grade 8 in IGCSE Mathematics will be expected to study A Level Chemistry at Harrow.

TERM Y12 TOPICS COVERED

Autumn Topic 2: Bonding and Structure

Topic 1: Atomic Structure and the Periodic Table

Topic 5: Formulae, Equations and Amounts of Substance

Topic 6a/b/c: Organic Chemistry I

Spring Topic 3: Redox I

Topic 4: Inorganic Chemistry and the Periodic Table

Topic 6d/e: Organic Chemistry I

Topic 8: Energetics I

Topic 9: Kinetics I

Summer Topic 7: Modern Analytical Techniques I

Topic 10: Equilibrium I

Topic 11: Equilibrium II

Topic 13: Energetics II (Born Haber)

Topic 18A: Organic Chemistry IIIArenes

Y13 TOPICS COVERED

Topic 12: Acid-Base Equilibria

Topic 13: Energetics II

Topic 16: Kinetics II

Topic 17: Organic Chemistry II

Topic 18B: Organic Chemistry IIIAmines, amides, amino acids and proteins

Topic 19: Modern Analytical Techniques II

Topic 14: Redox II

Topic 15: Transition Metals

Topic 18B: Organic Chemistry IIIAmines, amides, amino acids and proteins

Topic 19: Modern Analytical Techniques II

Topic 18C: Organic Chemistry IIIOrganic Synthesis

ESSENTIAL SKILLS

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 Level Chemistry learning builds on fundamental chemical concepts and develops essential skills, including collaborative problem-solving, creativity, critical thinking, cultural competency, digital literacy, effective communication, and leadership. Group work and lab experiments foster collaboration, while designing experiments and interpreting results promotes creativity. A Level Chemistry challenges pupils to analyse complex data and information, evaluate evidence, and draw logical conclusions, promoting critical thinking skills. The subject covers chemical concepts and principles with global relevance, promoting cultural competency and understanding of chemistry’s impact on different cultures and societies. Pupils learn to use digital tools and resources for research, data analysis, and simulation modelling, promoting digital literacy skills. Effective communication skills are developed through writing reports and delivering oral presentations. Group work and lab experiments foster leadership skills through effective communication and decision-making.

INTERCULTURAL LEARNING

A Level Chemistry involves the study of chemical concepts and principles that have global relevance, making it a subject that promotes global citizenship and cultural competency. Through the study of chemistry, pupils gain a deeper understanding of the global challenges related to energy, food, health, and the environment, and how chemical solutions can help address them. Additionally, pupils learn about the cultural contexts in which chemical applications have been developed and used and the ethical considerations related to these applications. The study of A Level Chemistry promotes intercultural awareness and understanding, helping pupils become responsible global citizens who can contribute positively to the world.

PRACTICAL SKILLS

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).

ENTRY REQUIREMENTS FOR A LEVEL CHEMISTRY

Triple Award Chemistry: 8 or 9

Double Award Science: 9,9

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

CIE A-LEVEL COMPUTER SCIENCE (9618)

The aim of this course is to enable pupils to develop:

• an understanding of the main principles of solving problems using computers.

• an understanding of the component parts of computer systems and how they interrelate, including software, data, hardware, communication and people.

• 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 up Computer Science at A Level, are not expected to have studied Computer Science or have an experience of Programming before. The A Level course is designed to cater to pupils of all levels, especially the ones that 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.

YEAR 12 KEY CONCEPTS TOPICS

Autumn Information

Representation

Communication

Hardware and

Software

Security Privacy and

Data Integrity

Databases

Spring

Summer

Algorithm Design and Problem Solving

Data Types and Data

Structures

Programming

Software development

• Data Representation, Multimedia and Compression

• Computers and components

• Logic Gates

• CPU, Assembly Language and Bit

Manipulation

• Database normalisation, DDL and DML

• Algorithms using structured English, pseudocode and flowcharts.

• Coding in JAVA

• Networks

• Operating Systems and Language

Translators

• Data Security and Integrity

• Coding in JAVA

• Ethics and Ownership

• Program Development Lifecycle

• Design, Testing and Maintenance

YEAR 13 KEY CONCEPTS TOPICS

Autumn Data Representation

Hardware and Virtual

Machines

Communication and

Internet tech

System Software

Artificial Intelligence

Spring

Computational

thinking and Problem

Solving

Further Programming

ASSESSMENT STRUCTURE

• User defined data types and Floating Point Rep

• File Organization and Access

• File Processing and Exception Handling

• Protocols and Switching Technologies

• Boolean Algebra and Logic Circuits

• Programming Paradigms – JAVA, PROLOG

• OS and Translation Software

• Parallel Processing and Virtual Machines

• Encryption Protocols and Digital Certificates

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)

POTENTIAL CAREERS

Studying Computer Science helps gain many technical and non-technical skills which are highly valued by employers, from leadership to programming. The increasing scope of computer science means you have plenty of choice in a wide variety of highly specialised areas. Some careers where your 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 so on. The list is endless.

ESSENTIAL SKILLS

Taking an A Level Computer Science class allows pupils to develop a wide range of valuable skills. Firstly, they gain a strong foundation in programming languages, such as Java, enabling them to write efficient and effective code. They learn how to analyse problems and break them down into smaller, more manageable parts, enhancing their problem-solving and critical thinking abilities. Furthermore, they acquire the skills necessary to design and develop algorithms, allowing them to solve complex tasks and improve their logical reasoning skills. Additionally, pupils learn about computer hardware and software, enabling them to understand the inner workings of computers and make informed decisions when it comes to technology. Finally, the class fosters

creativity and innovation by encouraging pupils to develop their own software and experiment with different programming concepts.

INTERCULTURAL LEARNING

The A Level curriculum is designed to incorporate diverse perspectives, ensuring that pupils are exposed to different cultures and their contributions to the field of computer science. This includes studying the work of computer scientists from various cultural backgrounds and exploring the impact of different cultures on technological advancements. Additionally, collaborative projects are structured in a way that encourages pupils to work in diverse teams, bringing together individuals with different cultural backgrounds, experiences, and perspectives. Through these projects, pupils gain insights into how culture influences problem-solving approaches, communication styles, and decision-making processes. Classroom discussions and activities further encourage pupils to share their cultural perspectives and engage in respectful dialogue, fostering empathy and understanding among classmates. By integrating intercultural learning into the Computer Science curriculum, pupils develop not only technical skills but also a global mindset that prepares them to navigate an increasingly interconnected world.

ECONOMICS

‘’Economics is about questioning everything - questioning assumptions you don’t even know are assumptions.’’

Esther Duflo

What is Economics?

Many pupils hear the word “economics” and think it is all about money. Economics is not just about money. It is about weighing different choices or alternatives. Some of those important choices involve money, but most do not. Most of your daily, monthly or life choices have nothing to do with money, yet they are still the subject of economics. You might also think economics is all about “economising” or being efficient–not making foolish or wasteful choices about how you spend or budget your time and money. That is certainly part of what economics is about. However, that’s just the tip of the iceberg. We sometimes don’t choose the most efficient options. Economics is about plumbing the depths of why we sometimes do and sometimes don’t make what seem like the most economizing or economical choices. It aims to provide the tools to understand personal, national and international issues. These types of issues will include:

• Why do some countries remain poor?

• What strategies can we use to try to alleviate climate change?

• What makes the prices of stocks rise and fall?

• Why do footballers get paid more than nurses?

• Are Facebook, Google and Amazon good for society?

• How big a role should the government play in the economy?

• Does a trade war between the USA and China have any winners?

This gives a flavour of what will be studied over the two year A Level Edexcel Economics course. Economics isn’t just an A Level subject—it’s a gateway to understanding and shaping the world around us.

Summary of the course

The course is linear and split into four themes: two dealing with micro-economic issues and two dealing with macro-economic issues.

Theme 1 - Introduction to markets and market failure

• Nature of economics

• Economic systems

• How markets work

• Market failure

• Government intervention

Theme 2 - The UK economy - performance and policies

• Measures of economic performance

• Aggregate demand

• Aggregate supply

• National Income

• Economic growth

• Macroeconomic objectives

• Macroeconomic policy making

Theme 3 - Business behaviour and the labour market

• Market structures

• Government competition policy

• The labour market

Theme 4 - A Global perspective

• International economics

• Poverty and Inequality

• Emerging and developing economies

• The financial sector

• The role of the state in the macroeconomy

ASSESSMENT

Throughout the course, you’ll hone essential skills in critical analysis and evaluation through regular assessments, preparing you for the rigorous three 2-hour long papers at the end of Year 13.

Paper 1 Markets and Business Behaviour: 35% of the total grade.

Paper 2 The National and Global Economy: 35% of the total grade.

Paper 3 Microeconomics and Macroeconomics: 30% of the total grade.

SKILLS

Proficiency in both mathematical and linguistic aptitudes is essential for A Level Economics, necessitating satisfactory grades in Mathematics and English Language GCSEs. The course fosters a mindset characterised by critical thinking and meticulous logical reasoning. Engaging in constructing and analysing models within defined parameters encourages aspiring economists to deliberate thoughtfully before reaching conclusions. For example, while demonstrating the potential benefits of tariffs on domestic industries may seem straightforward, assessing their overall impact on the US economy requires more nuanced analysis.

INTERCULTURAL LINKS

While the course primarily emphasises the UK and the EU, it is imperative to draw insights from a global perspective. Exploring diverse international examples is essential for a comprehensive understanding of the subject matter. For instance, we analyse why nations such as Singapore and Hong Kong, despite limited natural resources, have achieved economic prosperity, while the Democratic Republic of Congo, abundant in resources, grapples with poverty. Year 13 delves into Development Economics, with regular case studies enriching pupils’ comprehension. Recent investigations have included countries like Chile, Indonesia, Rwanda and Zambia, offering multifaceted insights into economic dynamics.

OPPORTUNITIES OUTSIDE THE CLASSROOM

Beyond the classroom, pupils will be encouraged to engage actively with current affairs, participate in co-curricular discussions, and even compete in prestigious competitions like the International Economics Olympiad or World Economics Challenge. Whether pondering the impact of AI or exploring the significance of microfinance, you’ll be equipped to navigate the complexities of the modern economic landscape with confidence.

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 the Edexcel A Level in English Literature. It is a linear course and includes a coursework component. The course requires pupils 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.

Autumn Shakespeare (e.g. Othello or Hamlet) - Paper 1

Poetry (compare prepared and unseen) - Paper 3

Drama (e.g. A Streetcar Named Desire) - Paper 1

or post-19th Century Poetry - Paper 3

Assessment – Paper 4 13 Spring Prose comparison - Paper 2

or post-19th Century Poetry - Paper 3

ESSENTIAL SKILLS

Critical thinking, effective communication and collaborative problem solving are further developed through learning how to evaluate different critical perspectives. 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 will use digital technology with confidence to evaluate the reliability of sources, research and create controlled arguments and increasingly sophisticated essays.

INTERCULTURAL LEARNING

Throughout the course, pupils study texts from different cultures and different time periods with the Shakespeare play and some classic poetry. By exploring different beliefs, values and attitudes in texts, pupils develop their ability to evaluate the social and cultural contextual factors in the production and reception of texts.

ASSESSMENT

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, for example, Never Let Me Go and Frankenstein or The Picture of Dorian Gray and Dracula. Unit 3 requires pupils 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.

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%

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 1: Drama

UNIT 2: Prose

UNIT 3: Poetry

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.

2 hours and 15 minutes.

UNIT 4: COURSEWORK

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.

30% 20%

GEOGRAPHY

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

In Years 12 and 13, pupils embark on the study of the Edexcel International A Level (IAL) syllabus in Geography. This comprehensive course deepens pupils’ understanding of places, processes, and people-environment interactions, highlighting the key challenges faced by the world today. The A Level syllabus equips pupils with the knowledge and skills necessary to analyse and address these global issues effectively.

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

Assessment in the subject of Geography at A Level comprises both formative and summative methods to evaluate pupils’ progress and understanding. These assessments aim to assess pupils’ knowledge, critical thinking skills, application of geographical concepts, research abilities, and effective communication of findings. The assessments include:

Formative Assessment:

• Ongoing class activities, discussions, and quizzes to assess understanding, reinforce learning, and identify areas of improvement.

• Peer assessments and feedback to foster collaboration, critical thinking, and reflection.

Summative Assessment:

• Written examinations that test pupils’ knowledge, understanding, and application of geographical concepts and theories.

• Geographical investigations that require pupils to research, collect data, analyse findings, and present their conclusions.

• Research-based assessments that evaluate pupils’ ability to apply geographical theories, conduct in-depth analysis, and support arguments with evidence.

• Fieldwork-related questions that assess pupils’ fieldwork planning, data collection, and analysis skills.

J.R.R. Tolkien

World At Risk

Going Global

Unit 2: Geographical Investigations Crowded Coasts

Urban Problems

Atmosphere and Weather Systems

Biodiversity Under Threat

Unit 3: Contested Planet

Energy Security

Bridging The Development Gap

Unit 4: Researching Geography Tectonic Activity and Hazards

Investigating physical geography and people-environment interactions, particularly focusing on natural hazards and their relationship to global warming.

Exploring themes related to human geography, including globalisation, migration, and urbanisation.

Studying the physical and human characteristics of coastal environments, with a particular focus on Hong Kong’s coasts.

Investigating the challenges of urbanisation and regeneration, including an international field trip to practice fieldwork skills.

Exploring the generation of climate zones and weather systems across the Earth’s surface.

Examining how our urban world poses threats to ecosystems and global biodiversity.

Analysing the challenges and considerations related to meeting future energy demands while minimising environmental damage.

Investigating the concept of development, the causes, consequences and solutions for uneven development worldwide.

Undertaking individual research to build a portfolio of material about tectonic activity and hazards. This includes detailed knowledge of processes and case studies from countries at different stages of development.

ESSENTIAL SKILLS

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

• Critical thinking and analysis: Pupils learn to think critically, evaluate information, and analyse complex geographical issues.

• Research skills: Pupils develop research abilities, including data collection, data analysis, and the application of geographical theories and concepts.

• Effective communication: Pupils enhance their ability to effectively communicate their findings, arguments, and ideas using appropriate language and presentation methods.

• Fieldwork skills: Through fieldwork experiences, pupils acquire skills in planning, conducting, and analysing field investigations.

• Digital Literacy: Pupils learn to collect, interpret, and analyse data using a range of geographical techniques, including GIS tools.

• Creativity: Developing new research questions and hypotheses to investigate coastal and urban environments. Using multiple forms of data collection, including qualitative and quantitative methods, to gain a more complete understanding of a phenomenon. Developing innovative solutions to complex spatial problems, such as those related to hazard management, climate change, urbanisation and population growth.Communicating findings in engaging ways, through maps, visualisations, or multimedia presentations.

• Collaborative Problem Solving: Working with other pupils during research tasks to consider solutions to different challenges facing our planet.

• Cultural Competency: A variety of case studies are covered developing pupils’ understanding of different cultures.

• 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 promotes intercultural learning by exposing pupils to diverse regions, perspectives, and global issues. Through the study of global challenges, pupils gain cultural awareness, empathy, and a broader understanding of global interconnectedness. They recognise the importance of sustainable development, reflect on the impact of human activities on the environment and societies worldwide, and develop a global mindset.

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

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

EXAMINATION BOARD - Edexcel (9HI0, 2015)

ASSESSMENT STRUCTURE

Breadth study with interpretations (30% of total A level).

Paper 1

Paper 2

Paper 3

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 examination at the end of the two-year course.

Themes in breadth with aspects in depth (30% of total A level). 2 hours 15 minutes examination at the end of the two-year course.

Coursework Enquiry (20% of total A Level). No examination.

12 - Autumn

Breadth Study: Russia, 1917-1991: From Lenin to Yeltsin

Communist government in the USSR

Industrial and agricultural change

12 - Spring Breadth Study Control of the People

Depth Study: Mao’s China 1949-76

Establishing Communist Rule

Agriculture and Industry 1949-1965

Depth Study

The Cultural Revolution and its aftermath 1966-1976

Hilary Mantel

12 - Summer Breadth Study

Social Developments.

Themes in Breadth with aspects of depth: Poverty, public health and the state in Britain, c1780-1939

Paupers and Pauperism 1780-1832

Depth Study

Social and Cultural Changes 19491976

13 - Autumn

13 - Spring

Less Eligibility: the Poor Law Amendment Act and its impact.

The Government Self Help and Charity 1832-47

Social Welfare Reforms and Action 1880-1914

Themes in Breadth with aspects of depth

Depression and the dole: poverty in the interwar years 1920-1939

The impetus for public health reforms

Changes in public health

ESSENTIAL SKILLS

Independent Study

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 One Note, 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 course covers several very different cultural histories. It will give pupils an understanding of Chinese history; the difficulties of statecraft in the United Kingdom and a society living through revolution.

LANGUAGE AND LEARNING (LAL)

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

Ludwig Wittgenstein

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 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 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

In Year 12 and 13 A level pupils 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 culture; to inspire pupils to appreciate the Chinese language, literature, film and culture of the Chinese-speaking world; and to learn and apply important practical and analytical skills and transferable skills in critical thinking.

Pupils also practise presenting and justifying viewpoints, developing logical arguments, using a wide range of terminology and to persuade through in-depth textual study. They will study four engaging themes and two literary texts. The final examinations are open book.

Y12 - Autumn Change of society and its literature representation

• Contemporary short story and comparative study

• Practise critical reading, personal interpretation and detailed analyses

Y12 - Spring Independent research on pre-1949 texts and cultural understanding/ appreciation

Y12 - Summer Tradition, social transformation and today’s world: discussion of social issues, political and artistic culture as well as trends

Y13 - Autumn Story comparison Paper 1-3

Y13 - Spring Prose comparison and detailed study Paper 1-3

• 《故乡》

• Study of prose

• Reading comprehension

• Writing responses and viewpoint justification

• Textual interpretation

• Translation and accuracy

• Group project and presentation

• Revision

• Detailed reading and response

• Appreciation of literary features

• Translation and accuracy

• Non-examined course work

• Structure, grammar, vocabulary and presentation

• Critical analysis and logical arguments

• Convincing interpretations and persuasive ideas

Y13 - Summer Revision

ESSENTIAL SKILLS

• Revision

Pupils will continue to improve their level of reading, writing, listening and speaking. The course further develops pupils’ abilities to communicate accurately, appropriately and effectively in speech and writing. Critical thinking and collaborative problem solving are the focus of the course. Pupils are encouraged to share their perspectives and ideas independently and appropriately with convincing evidence. Pupils will also use digital technology to conduct research and to make their arguments more sophisticated.

INTERCULTURAL LEARNING

Throughout the course, pupils will study a combination of selected texts to expand their knowledge about Chinese culture, history and literature. Through research and project-based study, pupils will further their language skills as well as their cultural awareness, especially their understanding toward the rapid social transformation in contemporary China. By exploring different beliefs and ideas in texts, pupils will understand the importance of cultural contextual factors when examining social and cultural issues.

ASSESSMENT

There will be summative assessments throughout the course in all four skills of speaking, listening, reading and writing. Final examinations will include 3 papers.

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 content from the four themes studied)

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.”

Pupils in Years 12 and 13 have chosen to study the language to Advanced Level and will be following the AQA Advanced Level in French. They will have two class teachers, each delivering six topics. Additionally, pupils will study one literary text and one film in French.

Year 12

TERM TOPIC

Autumn

Spring

• Cybersociety

• Changing families

• Contemporary Francophone music

• The role of volunteer work

CONTENT AND FOCUS

• How technology facilitates daily life

• What dangers does cyber-society pose ?

• Life as a couple – new tendancies

• Single-parent families, same-sex families

• The diversity of contemporary Francophone music

• Who listens to and appreciates francophone music ?

• How to save Francophone music

• Who volunteers and what do they do

• What is the value of volunteer work for those who are helped

• What is the value for those who help

• Why the « seventh art » ?

Summer

• Cinema

• Cultural heritage

• Film: La haine

• The evolution of cinema

• Cinema – a national passion

• National, regional and local heritage

• Heritage and tourism

• How heritage reflects culture

Nelson Mandela

Year 13

TERM TOPIC

Autumn

• Positive aspects of a diverse society

• Marginalised social groups

• Protests and strikes

• Text: Un sac de billes

CONTENT AND FOCUS

• nrichment due to ethnic diversity

• Diversity, tolerance and respect

• Diversity – lifelong learning

• Who is marginalised?

• What help is there for the marginalised ?

• Attitudes towards marginalised groups

• The power of syndicats, protests and strikes

• Different attitudes towards political tension

• For or against the right to vote ?

Spring

Summer

• Young people, the right to vote and political engagement

• Politics and immigration

• Revision and exam prep

ESSENTIAL SKILLS

• Young people and political engagement

• The future of politics

• Political solutions to immigration

• Immigration and political parties

• The political engagement of immigrants

• All modules

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.

INTERCULTURAL LEARNING

In Year 12, aspects of the social context and artistic culture of Francophone countries are studied. In Year 13, there is a focus on current social and political issues in the Francophone world.

ASSESSMENT

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 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).

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.

YEAR 12

TERM TOPIC AREA

Autumn Aspects of Hispanic society

Spring Artistic culture in the Hispanic world

Summer Cinema dossier: “A case study of El laberinto del Fauno”.

IRP preparation

YEAR 13

TERM TOPIC AREA

Autumn Multiculturalism in Hispanic society

Spring Aspects of political life in the Hispanic world

Literature dossier: “La casa de Bernarda Alba”

Summer Past papers and revision

TOPIC AREA COVERAGE

• Modern and traditional values

• Cyberspace

• Equal rights

• Modern day idols

• Spanish regional identity

• Cultural heritage

• Writing an essay about a movie.

TOPIC AREA COVERAGE

• Immigration

• Racism

• Integration

• Today’s youth, tomorrow’s citizens

• Monarchies and dictatorships

• Popular movements

• Writing an essay about a literary work.

• Past papers and general revision of all past topics

ESSENTIAL SKILLS

The A Level course constitutes an integrated and in depth study of Spanish language with a focus on 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.

INTERCULTURAL LEARNING

In the first year, aspects of the social context are studied, together with aspects of the artistic and cultural life of the 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.

ASSESSMENT

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)

A LEVEL 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

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

As these are linear courses, 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.

MATHEMATICS

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.

EXTERNAL ASSESSMENT

Pure Mathematics (Paper 1)

33.33%

2-hour

written examination 100 marks Summer, Year 13

Pure Mathematics (Paper 2)

33.33%

2-hour

written examination 100 marks

Summer, Year 13

9MA0/01

9MA0/02

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.

Statistics and Mechanics

33.33%

2-hour

written examination 100 marks

Summer, Year 13

9MA0/03

Section A: Statistics

1. Statistical sampling;

2. Data presentation and interpretation;

3. Probability;

4. Statistical distributions;

5. Statistical hypothesis testing.

Section B: Mechanics

6. Quantities and units in mechanics;

7. Kinematics;

8. Forces and Newton’s laws;

9. Moments.

Each teacher uses various means to regularly test the understanding of all of their pupils during lessons. Throughout the year, we hold a wide variety of formative and summative assessments which inform and guide future learning. Following on from all forms of assessment, feedback and stepping up activities are incorporated into lessons and prep to ensure that every pupil makes excellent progress.

TEXTBOOKS

Pupils are provided with 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: 978-1-292-18339-8)

• Edexcel A Level Mathematics Pure Mathematics Year 2 Textbook (ISBN: 978-1-29218340-4)

• Edexcel AS and A Level Mathematics Statistics & Mechanics Year 1/AS Textbook (ISBN: 978-1-292-23253-9)

• Edexcel A Level Mathematics Statistics & Mechanics Year 2 Textbook (ISBN: 9781-4469-4407-3)

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-991CW CLASSWIZ

These are available to purchase through the School which will ensure they have the functionality needed for the course. 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 Numworks calculator or the Casio FX-CG50.

ESSENTIAL SKILLS

In the Sixth Form, we build upon the skills developed in Prep school and IGCSE. Pupils will hone their communication skills through developing rigorous arguments and formal proof. During the A Level programme they will continue to build their critical thinking and problem solving skills through making links to different topics and evaluating different approaches in unfamiliar contexts. Pupils will be taught how to use technology to analyse the Large Data Set and use statistics to justify their thoughts. There will be many opportunities to work collaboratively and develop resilience during lessons and through international competitions.

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.

FURTHER MATHEMATICS

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.

ASSESSMENT

Core Pure Mathematics (Paper 1)

25%

1-hour 30 minutes written examination

75 marks

Summer, Year 13

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

9FM0/01

Further Mechanics 1 25% 1-hour 30 minutes

written examination

75 marks

Summer, Year 13

9FM0/02

Proof;

Complex numbers;

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;

9FM0/3C

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;

9FM0/4D

3. Elastic string and springs and elastic energy;

4. Elastic collisions in one dimension; 5. Elastic collisions in two dimensions.

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-991CW CLASSWIZ

TEXTBOOKS

• Edexcel AS and A Level Further Mathematics Core Pure Mathematics Book 1/AS Textbook (ISBN: 978-1-292-18333-6)

• Edexcel A Level Further Mathematics Core Pure Mathematics Book 2 Textbook (ISBN: 978-1-292-18334-3)

• Edexcel AS and A Level Further Mathematics Further Statistics 1 Textbook (ISBN: 978-1-292-18337-4)

• Edexcel A Level Further Mathematics Further Mechanics 1 Textbook (ISBN: 9781-292-18331-2)

ESSENTIAL SKILLS

In the Sixth Form, we build upon the skills developed in Prep School and IGCSE. In Further Mathematics the rigour and challenge increase and pupils will learn to critique mathematical arguments, proofs and justifications of methods and formulae, developing their critical thinking and communication skills. During the A Level programme they will continue to build their critical thinking and problem solving skills through making links to different topics and evaluating different approaches in unfamiliar contexts. There will

be many opportunities to work collaboratively and develop resilience during lessons and through international competitions.

INTERCULTURAL LEARNING

MUSIC

“Where Words Fail, Music Speaks”

Hans Christian Andersen

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.

YEAR 12 COMPOSITION

Autumn Introduction to Bach Chorales and advanced harmony and counterpoint. Pupils to undertake Bach Chorale harmonisations. In addition, introduction to series of ‘restrictive’ short compositional challenges (eg. Must use non-regular time sig. can only use one note, can only use one note value etc.). Dry run of short composition to a brief by end of term.

Spring Continued work on Bach Chorale harmonisation exercises. Work on extended compositional techniques such as form, structure, development of material, orchestration, idiomatic instrumental writing etc. Second free composition to be completed by end of term.

PERFORMANCE APPRAISING (SET WORKS)

Pupils working with instrumental teachers.

• J. S. Bach, Cantata, Ein feste Burg

• Beatles, Revolver

• Stravinsky, The Rite of Spring

• Courtney Pine, Back in the Day

Pupils working with instrumental teachers.

• Kate Bush, Hounds of Love

• Vaughan Williams, On Wenlock Edge

• Clara WieckSchumann, Piano Trio in G minor, Op. 17: movement 1

Summer Continued work on Bach Chorale harmonisation exercises. Assessed longer form composition to be completed to previous year’s briefs as part of Yr 12 End of Year Exam (30%).

Pupils working with instrumental teachers. Assessed performance in class as part of Yr 12 End of Year Exam (30%).

• Danny Elfman, Batman Returns

• Berlioz, Symphonie Fantastique

• Bernard Herrmann, Psycho

• Yr 12 Listening and Appraising Exam (40%)

• Kaija Saariaho, Petals for Violoncello and Live Electronics

YEAR 13 COMPOSITION (ONE COMPOSITION ONLY - 25%, 30%, OR 35% WEIGHTING)

Autumn Continued work on Bach Chorale harmonisation exercises. Free choice composition to be completed by end of term.

PERFORMANCE

(One composition only - 25%, 30%, or 35% weighting)

Vicky to choose performance programme (2.5-3.5 minutes with 25%35% weighting) and work toward a mock performance in class time.

APPRAISING (SET WORKS)

• Debussy, Estampes

• Anoushka Shankar, Breathing Under Water

Spring Refinement and continued stylistic honing of Bach Chorale harmonisations. Timed assessments from past papers to practise working under pressure.

Summer Technical Study Controlled Assessment

A2 Performance Recital after March 2021 (deadline 15 May)

• Revision of Set Works & Exam Practice

Revision of Set Works & Exam Practice

Listening and Appraising Exam

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.

ESSENTIAL SKILLS

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 via 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 In Music creativity can be explored in many different ways through Composition, Interpretation in Performance through Improvisation and Set work analysis. The use of improvisation and instrumental experimentation when performing different music styles is also present. Effective Communication is practised via the use of 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. Effective communication in 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.

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. 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

Singing

Bass Guitar Harp (for up to ABRSM Grade 5 level) Trombone

Cello Orchestral Percussion Trumpet

Classical Guitar Tuba

Clarinet

Drum Kit

Organ (Pupil must have passed ABRSM Piano Grade 5 at the time of application.) Ukulele

Electric Guitar Piano Viola

Flute Saxophone Violin

* This fee total is correct for 2023/24.

PHILOSOPHY & RELIGIOUS STUDIES

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

Albert Einstein

The AQA A Level Religious Studies course ensures that pupils have a thorough understanding of diverse philosophical and ethical viewpoints. The course incorporates thought-provoking content, prompting engaging classroom discussions. Pupils will gain an appreciation of how religion, philosophy and ethics form the basis of global culture.

A LEVEL COURSE COMPONENTS

A: Philosophy of religion

• Arguments for the existence of God

• Evil and suffering

• Religious experience

• Religious language

• Miracles

• Self, death and the afterlife

B: Ethics and religion

• Ethical theories

• Issues of life and death

• Meta-ethics

• Free will and moral responsibility

• Conscience

• Bentham and Kant

C: Study of religionChristianity

D: Dialogues

• Sources of wisdom and authority

• Good conduct and key moral principles

• Expressions of religious identity

• Gender and sexuality

• Religion and science

• Secularisation

• Religious pluralism

• Dialogues between religion and ethics

• Dialogues between religion and philosophy

RELIGIOUS STUDIES SKILLS

The course encourages pupils to develop analytical and critical thinking skills, the ability to work with abstract ideas, show leadership, debate issues and research independently. Pupils also gain critical and evaluative skills sought by higher education and employers – particularly in law, education, social work, politics, medicine, administration and the media.

RELIGIOUS STUDIES ASSESSMENT

Pupils are formatively assessed using a variety of quizzes, presentations, essays and creative tasks. Pupils will be summatively assessed via in-class timed answers for each topic. All assessment is followed by ‘stepping up’ activities, which encourage pupils to address misconceptions and build theory skills further.

PHYSICS

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

Albert Einstein

This is the subject for pupils who want to understand the physical laws governing the world around them.

ESSENTIAL SKILLS

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.

YEAR 12

TERM TOPICS COVERED

Autumn 1. How Science works (uncertainties, measurement techniques)

2. Mechanics, ‘suvat’, vectors, determining g by freefall

3. Waves, types of wave, superposition, interference, standing waves, polarisation, scanning

Spring 4. Nature of Light (photon energy, photoelectric effect, line spectra)

5. Electricity (I-V graphs, transport Equation, Potential dividers,

Summer 6. Materials (fluids, types of flow, Stokes’ Law, Hooke’s law, Young modulus

7. Further Mechanics (momentum, circular motion)

SKILLS COVERED

Video analysis, software analysis, data analysis, practical skills, designing experiments.

Modelling, data analysis, building electrical circuits, following instructions, use of data loggers and sensors.

Data analysis, practical skills, designing experiments, calculations, graph drawing and interpretation.

YEAR 13

TERM TOPICS COVERED

Autumn 1. Electric and Magnetic fields (electric fields, electrical potential, Capacitors, Magnetic fields, Motor Effect, Faradays law, Lenz’s law)

2. Thermodynamics (specific heat capacity, Latent heat, Wien’s law, Stefan-Boltzmann law, Gas laws)

3. Nuclear Radiation (type of radiation, ionising ability, half thickness, half life)

Spring 4. Nuclear and particle particles (alpha scattering, types of particles, accelerators, particle detectors, standard model)

5. Oscillations (Simple, Harmonic Motion, Damping)

6. Gravitational fields and Space (Newton’s Law of gravitation, kepler’s laws, Gravitational potential, orbits, lifecycle of a star, fate of the universe)

SKILLS COVERED

Data analysis, practical skills, designing experiments, exponential and logarithm calculations, graph drawing and interpretation, measuring techniques; safe use of nuclear materials.

Calculations, forming models data analysis, practical skills, designing experiments, calculations, graph drawing and interpretation, use of data loggers,

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.

ASSESSMENT

Regular internal assessment takes place throughout the two years of study, after each topic, enabling close tracking of every pupil’s progress. 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.

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)

INTERCULTURAL LEARNING

The A Level 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.

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.

IGCSE Entry requirements for A level Physics

Triple GCSE Award Physics: 8 or 9

Mathematics: 8 or 9

POLITICS

“Liberty cannot be preserved without a general knowledge among the people, who, have a right …and a desire to know”

John Adams

Years 12-13 (AQA Politics - Specification Code 7152)

Politics is a contemporarily-focused course concerning both the ideas and structures of government as well as the political ideas that underpin political behaviour

TERMS TOPICS

UK Politics + UK Government

Autumn

Spring

Democracy and Participation; Political Parties; The Constitution; Parliament

Electoral Systems; Voting Behaviour and the Media; Prime Minister and the Executive; Relations between other branches

Summer Liberalism; Socialism; Conservatism; Feminism

US Politics + US Government

SUBSTANTIVE KNOWLEDGE

An understanding of constitutional arrangements of the UK and UK politics

Autumn

Spring

US Constitution; Constitutional Comparisons with UK; US Supreme Court; Judicial Comparisons with UK

US Presidency; Executive comparisons with UK; US Congress; Executive comparisons with UK; US Democracy and Participation; Comparison with UK

An understanding of constitutional arrangements of the UK and UK politics.

An understanding of four political ideas and 21 specific key philosophical thinkers.

An understanding of constitutional arrangements of the USA and USA politics.

Comparative similarities and differences between the USA and the UK’s political systems.

An understanding of constitutional arrangements of the USA and USA politics.

Comparative similarities and differences between the USA and the UK’s political systems.

ASSESSMENT

The exam board is AQA. 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. Pupils study three main modules – UK Government and Politics; US and Comparative Politics; and Political Ideologies in order to complete the A Level.

ESSENTIAL SKILLS

Pupils will gain cultural competency from engaging with two political systems and four different political ideas.

INTERCULTURAL LEARNING

The comparative nature of A-Level politics means that the pupils will understand the cultural differences between the UK and USA explicitly. Moreover, the study of the four dominant political ideas will give pupils a global understanding of modern political thought.

PSYCHOLOGY

“The purpose of Psychology is to give us a completely different idea of the things we know best”

Paul Valery

The Psychology board is Pearson Edexcel and the qualification is linear. The pupils take the full A Level at the end of Year 13. All units are assessed by examination and there is no coursework element. Pupils complete all 3 papers at the end of Year 13. Paper 1 focuses on the key approaches in Psychology which include the social, biological, cognitive and learning approach. Paper 2 focuses on the Clinical and Criminological approach and Paper 3 consists of a synoptic paper which covers research methods, classic studies and Issues and Debates. The exam structure consists of short and long questions which test knowledge and understanding of the content, application of knowledge as well as evaluating theories and studies in the approaches.

Year 12 - Foundations in Psychology (Paper 1)

TERMS APPROACH TOPIC

Autumn Social Approach

This approach looks at how the environment and groups influence our behaviour.

Cognitive Approach

This approach focuses on memory processes and how they affect recall.

Spring Biological Approach

This looks at the role of the brain as well as the idea of survival and hormones in explaining aggression..

Learning Approach

This looks at how individuals may develop a phobia and theories of learning which look at association, reward and punishment and learning through others.

• Theories and factors affecting obedience and prejudice and studies. Knowledge of self-reports, data, sampling and ethics.

• Memory models, brain damage patients and studies within the cognitive approach. Experiments, case-studies, variables and statistics

• Key question relevant to today’s society and Practical investigation.

• Central nervous system and recreational drugs, Structure of the brain, evolution and aggression, hormones and Freud’s psychodynamic explanation of aggression

• Correlational research, brain scanning techniques, statistics, twin and adoption studies.

• Operant Conditioning, Classical Conditioning and Social Learning theory. Observations, animal research, and statistics

• Key question relevant to today’s society and Practical investigation

• Key question relevant to today’s society and Practical investigation.

Summer Issues and Debates

Covers a range of issues and debates which will be used in all 3 papers.

• Ethics, Practical issues, Socially sensitive research, Social Control, psychological knowledge, Development overtime, Culture and gender issues, nature and nurture, reductionism and holism and Psychology: a science.

Year 13 - Applications in Psychology (Paper 2) and Psychological Skills (Paper 3)

TERMS APPROACH

Autumn Clinical Psychology (Paper 2)

This approach looks at different ways of explaining and treating mental health issues. Individual differences and developmental psychology is considered, and nature and nurture explanations are looked at in relation to mental disorders.

Spring Criminology (Paper 2)

This approach looks at causes of crime and anti-social behaviour as well as treatments for offenders. Individual differences and developmental psychology are also considered when looking at causes of criminal behaviour.

Psychological Skills (Paper 3)

Summer Revision of all 3 papers

ASSESSMENT

TOPIC

• Symptoms and features of schizophrenia and depression, explanations of both and treatments. Classification systems, studies as well as research methods within the Clinical Approach.

• Explanations of crime, case formulation, factors affecting eye-witness testimony and jury decision making, treatments and research methods within criminology. Key questions and practical projects within both approaches.

• Research methods, review of classic studies and approaches in relation to Issues and Debates.

• Timed practice, knowledge retrieval exercises, exam papers.

• 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)

Pupils will be tested after completing each topic in class through examination style questions which are short and long. They will also have mock examinations on all 3 papers as part of their summative assessments. They will be regularly assessed through quizzes, exam style questions in class and timed essays on the topic as part of their formative assessment. Feedback and the opportunity for pupils to ‘step up’ will be provided at each stage.

ESSENTIAL SKILLS

In Psychology, pupils will demonstrate collaborative problem-solving where they brainstorm topics and go through exam questions together. This will also help them critically analyse the topics within Psychology. Effective communication and leadership can be further shown through presentations and discussing psychological ideas in class as well as writing model answers and explaining this to the class. Creativity is also encouraged by role playing studies and treatments as well as displaying content in a variety of different ways.

INTERCULTURAL LEARNING

Pupils learn about cross-cultural research within topics such as obedience, prejudice, mental disorders and criminology. This helps them evaluate theories and studies from a variety of perspectives, demonstrating critical analysis.

DRAMA AND THEATRE STUDIES

‘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 A Level Drama and Theatre specification we follow is AQA.

There are three main components of the A level Drama and Theatre qualification:

• Component 1: Drama and Theatre

• Component 2: Creating original Drama (Devising)

• Component 3: Making Theatre (Scripted)

Throughout their lessons they will be given verbal and written feedback from their teacher. Pupils will be assessed formatively on a range of practical and written work. Pupils will complete Component 2 in Year 12.

TERM TOPIC

Autumn Introduction to A Level Drama and Theatre

Theatre History, Genre, Styles and Practitioners

Component 2 - Creating Original Drama: Remembrance Day Assembly performance

Pupils will perform in the Remembrance Day assembly. This has become a tradition at Harrow Hong Kong where each Year 12 class devise a new piece of theatre based on the themes of the assembly. In previous years this has included WW1 letters and Hong Kong in WW2.

Component 1Drama and Theatre (Section C)

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.

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 - Creating Original Drama:

Worth 30% of the overall GCSE Drama grade.

• Working Notebook

• Devised performance

Pupils will be given a range of stimuli to create a devised Drama performance in the style of their chosen practitioner. This will be performed to a live audience.

They will write Section 1 of their Working Notebook. .

Component 1 - Drama and Theatre (Section C)

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. P

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 - Creating Original Drama:

They will write Section 2 of their Working Notebook.

Component 1 - Drama and Theatre (Section C)

Component 3 - Making Theatre (Scene Lab)

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.

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 12 this cultural competency is specifically developed through the resources used as stimuli to inspire Devised Drama pieces. The Drama department selects current affairs and culturally diverse stimuli to suit each year group and class, thereby providing opportunities for pupils to explore and engage with different cultural perspectives. This not only broadens the pupils’ understanding of the world but also fosters empathy and respect for people and communities from different cultural backgrounds.

The A Level Drama and Theatre specification we follow is AQA.

There are three main components of the A level Drama and Theatre qualification:

• Component 1: Drama and Theatre

• Component 2: Creating original Drama (Devising)

• Component 3: Making Theatre (Scripted)

Throughout their lessons they will be given verbal and written feedback from their teacher. Pupils will be assessed formatively on a range of practical and written work. TERM TOPIC ESSENTIAL SKILLS PERFORMANCE SKILLS

Autumn Component 2Creating Original Drama:

Final draft of Working Notebook

Component 3Making Theatre

Extract 1 & 2 and Reflective Reports

Component 1Drama and Theatre (Section C)

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:

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 3 - Making Theatre (30% of A Level)

Extract 3 - live performance to external examiner

Finish Reflective report

Component 1 - Drama and Theatre (Section A, B & C)

ESSENTIAL SKILLS PERFORMANCE SKILLS

Cultural Competency:

Digital Literacy:

TERM TOPIC

Summer Component 1 - Drama and Theatre (Section A, B & C) (40% of A Level)

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 13, 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.

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 upper 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 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-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

INDIVIDUAL NEEDS

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

Aheodore Roosevelt

The Individual Needs Department at Harrow Hong Kong works alongside Language & Learning, 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 12 and 13 are regular 1:1 or small group sessions focused on revision strategies, organisation, time management, reflection, review, and consolidation.

Examples of the Individual Needs provision for pupils in Year 12 and 13 are regular 1:1 or small group sessions focused on revision strategies, organisation, time management, reflection, review, and consolidation.

ASSESSMENTS 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 12 and 13, pupils are expected to take ownership of their learning by actively reviewing and consolidating what they have learned, seeking help when needed, and communicating effectively. Pupils are supported in developing the skills needed for them to serve as global citizens such as managing their leadership roles and balancing their commitments.

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

KELLER

SHAFTESBURY

GELLHORN

ANDERSON

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 Prep School should be the HM. HM’s 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) which are managed by the Upper School Office. It is, therefore, essential for every parent and guardian to have access to email and to ensure that the School has the current email address of all parents. Any problems with email should be addressed to the Director of ICT, Mr. Dinesh Alwani via dalwani@harrowschool.hk

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.

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 6th 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 6th 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 supper for our Boarders. There are three choices of hot food at lunch and supper 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

HARROW INTERNATIONAL SCHOOL HONG KONG

38 Tsing Ying Road, Tuen Mun, New Territories, Hong Kong

Tel: (+852) 2824 9099

Fax: (+852) 2824 9928

harrowschool.hk