CURRICULUM OVERVIEW

ART

The Art curriculum is designed to develop the relevant skills and experiences that pupils will need for further academic success at GCSE and A Level. This is based on 4 key areas: developing ideas, exploring materials, recording from observation and ultimately in their ability to resolve a project with one fantastic piece of work. In the Prep School we aim to develop pupils’ knowledge of the formal elements in order to enable them to develop fundamental skills in drawing and observation alongside their ability to respond to and be inspired by the work of others.

CONTROL

Year 6 pupils begin this journey by exploring the formal elements: line, shape, tone, texture, colour, pattern and form with projects aimed to inspire them and enthuse their interest in art. Our primary focus is on control and the development of fine motor skills which will enable pupils to apply materials with a greater level of refinement and precision. These essential skills gained in Year 6 will create a solid foundation of knowledge which they will continue to develop throughout their Prep School Art experience.

GLOBAL CITIZENSHIP

Art can enable pupils to explore their ideas and opinions in relation to wider world issues and encourages them to be a positive force for good in the world, as such global citizenship and intercultural learning is an integral part of our curriculum within the Art Department. We aim to raise pupil awareness of the UN Global Goals and use these as the thematic driving force for each project being studied. Year 6 pupils will study a range of projects inspired by Goal 15: Life on the Land and generate ideas and outcomes inspired by issues connected to biodiversity, deforestation and climate change in the context of plant and animal life across the globe.

COMPUTER SCIENCE

The goal of this course is to introduce pupils to the breadth of Computer Science. Pupils develop habits of creative and collaborative problem-solving. They are introduced to Computer Science as a way of thinking, relevant and applicable to a wide range of contexts. Through a problem-based curriculum, students explore the breadth of experiences and challenges that constitute Computer Science. Pupils learn by doing, constructing their understanding in collaboration with their peers. Each project is designed to be accessible at many levels, to accommodate pupils with prior experience, and pupils are encouraged to seek out the level that is appropriate for them. The Core aspects of the course will be:

• Digital Literacy and Information Technology • Computational Thinking and Programming • Creative Physical Computing

Our work will be deeply rooted in the computational thinking process, and we will cover block-based languages like Scratch used in game programming, providing solutions using Micro bits, App development and Web Design. The focus will be on learning concepts that can apply not only to computer science, but to all aspects of the pupils’ journey as a learner and beyond. Assessment takes the form of class quizzes, project work as well as group work and individual presentations that examine pupil understanding and application of the their computational thinking skills.

DRAMA

The three key components of Drama are creating, performing and evaluating. The Year 6 curriculum is designed to teach a balance of performance skills and transferable skills throughout the year. Pupils will work in a variety of theatrical genres whilst developing their creativity, teamwork, leadership, confidence and empathy. Pupils are assessed throughout the year on all three components through written and verbal feedback and peer assessment.

THE TOPICS STUDIED IN YEAR 6 ARE:

• Baseline Assessment -

The Sound Collector • Darkwood Manor • Pantomime • ‘Ernie’s Incredible Illucinations’ by

Alan Ayckbourn • ‘The Lion, The Witch and The Wardrobe’ by Nigel Williams

CREATING

Whilst creating theatre, pupils will develop their creativity, problem-solving and collaborative skills. Year 6 pupils will create improvised, devised and scripted theatre from a range of stimuli.

PERFORMING

Pupils will learn and develop a variety of performance skills such as physical theatre and mime. They will also learn to perform small sections of script. The focus is on building pupils’ confidence and the ability to express themselves clearly through the use of voice and movement to establish character.

EVALUATING

Throughout the year, pupils will evaluate their own and their peers’ performances. Evaluation is important in developing awareness of the elements that create effective performance. Pupils will be taught foundation analysis skills and theatre terminology to develop their evaluation skills.

ENGLISH

The Prep School English curriculum is designed to develop the following skills, all of which lead directly into the Edexcel IGCSEs. Pupils will focus primarily on reading and writing, but will also develop their proficiency in verbal communication and public speaking.

ASSESSMENT OBJECTIVES

RAO1

RAO2 Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives. Understand and analyse how writers use linguistic and structural devices to achieve their effects.

RAO3

Explore links and connections between writers’ ideas and perspectives, as well as how these are conveyed. WAO4 Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences. WAO5 Write clearly with appropriate paragraphing and accurate spelling, grammar and punctuation and using a range of vocabulary and sentence structures. SLAO6 Speaking and listening skills: • demonstrate presentation skills in a formal setting. • listen and respond appropriately to spoken language, including to questions and feedback to presentations. • use spoken Standard English effectively in speeches and presentations.

Year 6 English covers all the listed Assessment Objectives, enabling pupils to develop their reading, writing and oracy, all of which will be assessed at different points in the year. In the Autumn Term, pupils will begin the year by exploring the features of short stories and developing their creative writing skills. Throughout the year they will read a range of texts including a novel, poetry and extracts from Shakespeare plays as well as a selection of non-fiction texts. Pupils will have the opportunity to develop their existing inference skills and will begin to learn how to deconstruct quotations, exploring the impact of word choices and how writers create specific effects. Pupils will learn to adapt their writing for different audiences and purposes, focusing on the effect of their own word choices and use of sentence structure for effect as well as the technical accuracy of their writing. They will also develop spoken communication skills, interrogating ideas verbally and working with peers to extend their own thinking.

GEOGRAPHY

In Year 6, pupils develop core skills fundamental to the study of geography. A key unit of study is OS Map Skills. Pupils learn how to read and interpret OS maps in order to navigate successfully from one location to another. They develop an understanding of how to calculate scale and distance, as well as how to use four and six-figure grid references. Through their study of OS maps, pupils become familiar with symbols and compass directions, ultimately improving their mapping, numeracy and navigational skills. To develop a sense of place, pupils study the geography of China. They will use map skills to develop an understanding of China’s human and physical features and then use this knowledge to consider the challenges facing the country. Underpinning this is a study of the Three Gorges Dam, which enables pupils to consider the challenge of meeting China’s growing energy demands and leads into an investigation of how China’s population has changed over time. In order to develop their understanding of physical geography, pupils will study Coastal Environments. They learn how coastal processes create distinctive landforms such as headlands and bays, caves and arches. Pupils also consider how humans can defend and protect the coastline from erosion. Assessment takes the form of written tests, as well as group work and individual presentations that examine pupil understanding and application of the aforementioned skills.

HISTORY

The primary aim in the Prep School is to fire pupils’ curiosity and imagination, moving and inspiring them with the dilemmas, choices and beliefs of people in the past. History helps pupils develop their own identities through an understanding of human experience from early man to the present day. A core aim of the Prep School History curriculum is for pupils to develop a chronological overview that enables them to make connections within and across different periods and societies. Year 6 begins with an investigation into the struggles of early man, identifying what makes humans different from other creatures and understanding why homo sapiens survived when Neanderthals did not. Pupils then learn about humans’ ability to farm, domesticate animals, and the transition from hunter-gatherer to the development of early civilisations. Three to four case studies are investigated, one on Ancient Egypt, one on the Romans or Greeks, the third on China. There is a focus on the concept of expanding networks of exchange in the period circa 1200BC-1200AD. Learning involves full participation by pupils in lessons, whether in debates, class discussion, group work or occasional roleplays. The focus of class work ranges from short answer responses, presenting to others and learning how to construct paragraphs, along with a regular emphasis on handling evidence and source material. Pupils are encouraged to question: Do we know for sure? How do we know? Where is the evidence? Can the evidence be interpreted differently? Assessment in Year 6 is informal and based around the Harrow Leadership Attributes and could take the form of a group presentation, independent research, a debate, creative work or an examination of source material. We encourage collaboration, creativity, curiosity, risk-taking and independent thought. Pupils are required to reflect upon their own and others’ work. A written assessment in the Summer Term gives pupils the chance to practise skills they have developed over the course of the year. In the Summer Term, pupils visit the Hong Kong Museum of History to consolidate understanding of their unit on China.

INDIVIDUAL NEEDS

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

LANGUAGE AND LEARNING (LAL)

Language is at the very heart of the learning process and it is the mission of the Language and Learning (L&L) department to prepare our multilingual pupils fully to excel in Academic English. To achieve success across the curriculum (and beyond) our pupils are required to use Academic English for such purposes as explaining, narrating, recounting, arguing, analysing and describing across a range of subject areas and in a variety of modes. Such language does not come naturally and requires explicit teaching. Pupils need to develop their understanding of how Academic English functions in order to achieve a range of purposes that are critical to success in school and exams. Our exciting Prep School programme focuses on developing the academic skills of reading, writing, speaking, listening and pronunciation. This is delivered by specialist teachers who are highly experienced in teaching English language to multilingual pupils. We use a variety of engaging and interesting course materials and in particular, we use linguistically graded, age-appropriate story books to provide a motivating context upon which to develop academic language use in a meaningful, enjoyable and productive way. Assessment in Year 6 may take a variety of forms and will cover all aspects of academic English language development. There will be termly assessments in Speaking, Listening, Reading, Writing, Pronunciation and Presentation as well as external testing using the Oxford Online Placement Tests from Oxford University Publishing, UK.

LANGUAGES

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

CHINESE

Native stream In the native stream of Chinese, pupils study different aspects of Chinese literature. They study a range of genres including prose, non-fiction, poetry, fables and and start to learn some classical Chinese using the textbook Zhong Wen 1 & 2 (Junior Middle school edition). Pupils in the native streams are allocated into sets in the first half term and lessons are differentiated to challenge and support pupils at the appropriate level. They will learn to develop reading skills, including how to infer and summarise information drawing on evidence across a range of texts. They will begin to develop their awareness of authors’ craft, considering the effect of writers’ linguistic and structural choices and how they engage the readers. The main writing skills of drafting and proofreading are developed. Pupils will develop knowledge of narrative writing skills, and also have the opportunity to practise their descriptive writing skills focusing on using descriptive phrases and idioms to express their feelings. Alongside the language, pupils will continue to build up their knowledge and vocabulary by learning several Chinese stories, classic novels and legends.

Near-native stream For the near-native stream, pupils will use a range of textbooks, including Chinese Made Easy 3 (3rd edition) Unit 1 & Unit 2, Chinese idioms and several texts from Zhong Wen. Pupils are allocated into suitable sets in the first half term and lessons are differentiated to challenge and support pupils at the appropriate level. One summative assessment takes place per term in reading, writing and listening or speaking skills. Pupils in the near-native streams are allocated into sets in the first half term and lessons are differentiated to challenge and support pupils at the appropriate level. In Year 6, pupils will study two main topic areas: Education and Family. Within these topics, they will also study sub-topics, including school life, shopping for special occasions, family members, housework, culinary diversity and pets.

Pupils will continue to develop their four skills in listening, speaking, reading and writing in order to understand and respond to a range of spoken and written texts. In Year 6, pupils start interpreting specific information, main ideas and some detail presented in oral, visual and written language, drawing conclusions and recognising implied opinions and attitudes in texts read and viewed. In writing, pupils will write with a clear sense of audience and purpose with argumentative format and style based on the topics they have learned. In speaking, they will learn to communicate substantial information containing relevant and developed ideas and offer opinions on events, experiences and some concepts related to Chinese culture in Mandarin.

Non-native stream In the non-native stream of Chinese, pupils will learn a range of topics through a variety of fun exercises based on everyday life and experience. In Year 6, pupils will study two main topic areas: extended personal information, family and school life. Within these topics, they will also study sub-topics, including Family Members, Physical Appearance, Personalities, Hobbies, Occupations, and School Life. Functional language learning includes greetings and self-introduction. We use a range of textbooks, including Chinese Made Easy Second Edition and Easy Step to Chinese. Lessons are designed to build up pupils’ foundation of Chinese character writing, including strokes, radicals and basic phrases in Chinese. Pupils will also become more familiar with typing in Chinese by using Pinyin (the Chinese phonetic system). They will learn to use their knowledge of grammar to adapt and substitute individual words and set phrases. Key skills of grammar, four tones, character writing and typing are incorporated into every topic area. Pupils are taught to use spoken language to express their ideas clearly and in detail. They will develop their understanding of the main points from short spoken passages made up of familiar language. They will identify and articulate personal responses. Pupils learn to read the texts independently with some pinyin support and understand the main point of the texts. They will write short texts on familiar topics, adapting language that they have already learnt. In Year 6, pupils are allocated into suitable sets in the first half term and lessons are differentiated to challenge and support pupils at the appropriate level. One summative assessment takes place per term in reading, writing, listening or speaking skills. More informal assessments, including quizzes, vocabulary tests and projects will take place throughout the course. There are many opportunities for paired work, group discussions, speech and individual presentations in a class environment. We incorporate digital technology to aid learning.

FRENCH

On entry to Prep School, pupils may be beginners or more experienced learners of French and will be exposed to a range of age-appropriate topics. Topics pupils will study range from introducing self, family and friends to school life and food and drink. They may be building on their prior knowledge of French from the Lower School and beginning to develop fluency in their written and spoken responses, or, as beginners, laying the critical foundations of core vocabulary and key phrases and basic grammar. Whatever their background, our pupils will focus on accuracy in writing and speaking and will be encouraged to communicate their opinions on a range of relevant topics. Pupils will be following the interactive and differentiated Tricolore 1 French course. Beginners and more experienced pupils of French will explore the same topics, though not in the same depth. Beginners will concentrate on learning basic structures and implementing the new vocabulary and grammar concepts, and they will be supplemented with additional extension materials. More experienced learners will explore the topics in more depth and be provided differentiated tasks to challenge them and develop their linguistic skills and repertoire of vocabulary and grammatical structures. We aim to develop pupils as linguists by ensuring that they have the chance to work independently and in pairs and groups to develop their oral communication skills. There will be formal assessments throughout the course on all four skills of speaking, listening, reading and writing, and more informal assessments such as quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways. Pupils will also be given guidance and support on how to learn languages successfully in class and during prep activities. There are many online resources which can be used to support pupils both in and out of the classroom. In Year 6, Linguascope and Language Perfect are great ways to learn vocabulary and practise pronunciation. The Language Gym and Languagesonline are also excellent websites to practise and consolidate the grammar and verb tenses. The Tricolore 1 resources are also supported by the Kerboodle online resource with a digital copy of the textbook. Our classes in French tend to be streamed based on pupils’ prior knowledge of learning French, but there is sometimes a need for pupils to receive additional support and reinforcement or further challenge in a different set. There are a range of Co-Curricular Activities available in French; from Language Clinic at lunchtime where pupils can get extra help if needed, to revision classes nearer to assessment time, and activities with a French element.

SPANISH

On entry to Prep School, pupils may be beginners or more experienced learners of Spanish and will be exposed to a range of age and level appropriate topics. They may be building on their prior knowledge of Spanish from the Lower School and beginning to develop fluency in their written and spoken responses, or, as beginners, laying the critical foundations of core vocabulary and key phrases and basic grammar. Whatever their background, pupils will focus on accuracy in writing and speaking and will be encouraged to communicate their opinions on a range of relevant topics such as talking about what they do in their free time, describing their school subjects and daily routine; talking about food and shopping and describing where they live. They will also be introduced to the present and near future tenses. Pupils will be following the excellent Colega Spanish course. This course combines a fresh, colourful and fun approach with a clear progression which really helps pupils enjoy learning Spanish, and prepares them perfectly for IGCSE. It is divided into three books. The course will be supplemented with additional extension materials to further challenge our learners. We aim to develop pupils as linguists by ensuring that they have the chance to work independently and in pairs and groups to develop their oral communication skills. There will be formal assessments throughout the course on all four skills of speaking, listening, reading and writing, and more informal assessments such as quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways. Pupils will also be given guidance and support on how to learn languages successfully in class and during prep activities. There are many online resources which can be used to support pupils both in and out of the classroom: in Year 6, Linguascope, Español-extra and Language Perfect are great ways to learn vocabulary and practise pronunciation. Classes tend to be streamed based on pupils’ prior knowledge of learning Spanish, but there is sometimes a need for pupils to receive additional support and reinforcement or further challenge in a different set. Set movements will only take place at the end of a term unless there is a very good reason for the change. There are a range of Co-Curricular Activities available in Spanish; from a Language Clinic one lunchtime per week where pupils can get extra help if needed, to revision classes nearer to assessment time, and activities to develop a pupil’s language skills further. In the past there have been activities offered on Hispanic Crafts, Spanish newspapers, Spanish Drama and Latin dance for beginners. Pupils have also been able to take part in the Hong Kong Hispanic Culture Festival, performing in Spanish in a variety of artistic genres.

MATHEMATICS

Prep School Mathematics at Harrow Hong Kong is when we build upon pupils’ prior knowledge and deepen their understanding, with a mind to develop an enjoyment of this fascinating and varied subject. These are vital years for pupils of mathematics when, amongst other topics, they will be introduced to the power and versatility of algebra, the key building blocks of geometry, and the logic required to become resourceful and confident problem solvers.

MAIN TOPICS OF STUDY FOR YEAR 6:

• Integer calculations • Introduction to algebra • Transformations • Factors and multiples • Data collection and processing • Fractions • Classifying shapes • Decimals • Angles • Substitution • Probability • Percentages • Measures • Solving equations • Presenting data • Ratio and proportion • Perimeter and area • Sequences

In Year 6, there is also a large emphasis on building and maintaining strong numeracy skills and, as such, times table practice features in our testing and we have a ‘no calculators’ policy for this year group. Regular times tables practice is a valuable activity that can be completed at any time and can also be a fun game with parents! Alongside a focus on developing understanding in the topic areas and building numeracy skills, curriculum time is dedicated to what we call the Creative Curriculum. During these sessions, pupils are given the opportunity to experience mathematics in a different way from normal. These lessons work to develop problem-solving and reasoning skills, as well creativity and collaboration. Throughout these sessions the emphasis is placed on how the pupils choose to approach the tasks and reflect upon their choices afterwards, rather than focusing on content and on the solution alone. All pupils are split into two bands for their learning of mathematics in the Prep School, and within these bands they are further divided by ability into a ‘support,’ ‘core’ or ‘extension,’ group, with movement between the groups as and when appropriate. All groups will cover the same core work over a six-year period, as all pupils at Harrow Hong Kong will be prepared for the IGCSE Edexcel examination in Year 11.

MUSIC

This year of practical music-making begins with a focus on the elements of music, and pupils emerge with an understanding of melody, harmony, rhythm and pulse. This knowledge is applied to two composition tasks: the first is based on the concept of the Ostinato (repeating patterns) and the second falls within the framework of Programme Music (pictorial music). Pupils also learn about the instruments of the orchestra. There are also two performance-focused projects in Year 6. In the Summer Term, pupils will prepare for the annual cross-curricular performance, and they will also embark on a keyboard skills project, during which every member of the year group will perform to their class. Summative assessment in Year 6 is based on several performances and compositional projects undertaken through the year; this includes a group composition project and GarageBand compositions. Singing and listening skills are also assessed throughout the course of the year. 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.

PHYSICAL EDUCATION & HEALTH

Our vision through PEH is to give every pupil a wide variety of opportunities to develop and strengthen their values, physical competence and confidence. This will ensure our pupils have the tools to lead a long and healthy lifestyle in a complex world. At Harrow Hong Kong, we have incorporated Health into our curriculum to give it a holistic touch. Therefore we have renamed our curriculum “Physical Education & Health”. This allows pupils to explore more about themselves and seek strategies to cope in our ever-changing world. Pupils in Years 6 to 9 have one PEH lesson per week, and a double games lesson, and cover six different units of work to increase physical competence and develop the confidence to be able to take part at participation level and live a long and healthy lifestyle. The premise of the programme is to enable every pupil to flourish and 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, allowing them to develop, display and transfer their skills.

GAMES

The PEH department is continuously striving to ensure we are delivering the most relevant programme. The main drive behind games is to ensure we have a programme which places pupil development at the centre and ensures it enables all our pupils to flourish. It is important to acknowledge that all pupils associate with sport and physical activities in different ways. The PEH Department’s goal is to tailor a programme that suits the needs of our pupils whilst allowing them to experience a wide range of sporting activities. We want our pupils, as they move into the Prep School, to think of themselves as ‘athletes’ and to understand that so many of the fundamental skills they have learnt in the Lower School are transferable across sports. To this end we have introduced pathways into our games programme. The pupils and teachers will decide which pathway, from team, individual and all rounder, best suits their needs. The sports delivered in each pathway are slightly different and each teacher sets appropriate lesson outcomes based on the standard of their class. The sports within these pathways are delivered at the time of the year which coincides with the ISSFHK seasons. This allows staff to have the ability to further advance co-curricular teams within the games setting as well as SCAs and CCAs. Pupils do have the ability to change pathways but this would be through consultation with both pupil and parents. The table below shows the sports that are delivered in each pathway. On average, there are normally 4 classes of pupils per pathway with an average of 20 pupils per class. As each class rotates through different sports, they are taught by the teacher with specialist knowledge in that area.

Team Pathway Volleyball Basketball Netball Rugby Football Individual Pathway All Rounder Pathway Harrow Fit Football

Athletics Gymnastics Table Tennis Badminton Volleyball Holiday Games Beach Tennis Badminton

Harrow Fit/Watt bikes Tennis Cricket

GOLF & HORSE RIDING

As part of the games provision, pupils have the opportunity to opt into either golf or horse riding lessons during games. Both activities occur off site and are led by external coaches. Pupils have the opportunity to experience these activities for a term and then return back into the games pathways. The purpose of these activities being placed in games is to offer another new experience and is not designed to develop the elite performer. These are paid lessons and therefore have a cost attached.

PHYSICAL EDUCATION & HEALTH LESSONS

Physical Education and Health units prepare our pupils by giving them experiences through a variety of activities in an array of environments. These include the astro, pool, courts, sand, indoor sports halls and track. Physical Education and Health will open up opportunities for our pupils to participate in sport on and off the playing field. Physical Education and Health is the doorway to careers such as medicine, physiotherapist, lawyer, player agent, CEO of major sports organisations and more.

HOUSE SPORT

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

mid-week and also on Saturdays, depending on the sport. Harrow Hong Kong also hosts a number of tournaments throughout the year in various sports and these are well attended by other schools. Competitive sports leagues start in Year 6 (U12) and reach their pinnacle at Year 13 (U19). Harrovians who do not consider themselves athletes when they arrive at our School discover new sports and the talent to play them with great skill and flair. Many continue to enjoy the sporting abilities they discovered at Harrow Hong Kong long after leaving us and take the lessons they have learnt with them into the world beyond school. Overseas sports tours are an important part of our sports programme. Tours 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 hugely 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 same time. All fixtures, results and team details can be found at sport.harrowschool.hk

SUPER CURRICULAR ACTIVITIES (SCA)

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

Rugby

Harrow Fit

Tennis

Volleyball

Basketball

Football

Athletics / XC

Netball

Badminton

Touch Rugby

Gymnastics

Indoor Cricket

Indoor Cycling Autumn Term Spring Term Summer Term

CO-CURRICULAR ACTIVITIES (CCA)

The Co-Curricular programme delivers extra lessons for pupils to polish their sporting skills or play recreationally. It allows pupils to stay active after a day of academic study and get in the extra work if pupils are pursuing academic and sporting goals. 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. The following sports are delivered throughout the year:

• Rugby • Use of the gym • Tennis • Volleyball • Basketball • Football • Athletics / XC • Netball • Badminton • Touch Rugby • Gymnastics • Swimming • Table Tennis

For the latest photo updates follow us on Instagram and Twitter Instagram: @harrowhksport Twitter: @HarrowHKSport

PHILOSOPHY & RELIGIOUS STUDIES (PRS)

In the Upper School, Philosophy and Religious Studies is a multidisciplinary subject, looking through the lenses of Philosophy, Theology and Social Anthropology. Each discipline is a significant academic field in its own right and the topics studied in Year 6 have been selected to introduce pupils to these fascinating and thought-provoking areas of knowledge. Pupils will investigate and debate questions such as: How wise is it to believe the world is as it looks? When is an argument valid? How is service a form of worship for Sikhs? Is it our mind or our body that makes us who we are? With global citizenship at the heart of the PRS curriculum, pupils are introduced to a diverse range of ideas and beliefs, learning about groups and thinkers that may have been academically marginalised in the past.

TERM DISCIPLINARY ‘LENS’ AND TOPIC SUBSTANTIVE KNOWLEDGE

Autumn Social Anthropology What makes me who I am? Personal and human identity and the study of symbolism in society and religion.

Spring Philosophy What is the Love of Wisdom? An introduction to philosophical thought.

Summer Theology What is Sikhism? Explaining Sikh beliefs and practices. • Theories of personal identity • Physicalism and dualism • Symbols and religion • Linking symbols and identity

• Confucius on knowledge • Socratic questioning • Orunmila and Yoruban philosophy • Plato’s theory of forms • Aristotelian logic • Descartes’ theories of knowledge • The origins of Sikhism • Sikh Gurus • The Khalsa • 5 Ks • The concept of Sewa

PRS SKILLS

Broadly, all approaches in PRS encourage pupils not only to be able to explain and analyse theories and beliefs, but also to comment on them and reach their own justified conclusions. However, each disciplinary ‘lens’ requires the development and application of unique skills. In the Philosophy topic, pupils will be introduced to the concepts of validity and soundness and begin to make judgements about theories based on this. In the Theology topic, pupils will begin to explain religious beliefs in detail and understand how these influence believers. In the Social Anthropology topic, pupils will analyse sociological ideas and identify the implications of different approaches in society.

ASSESSMENT

Pupils’ progress will be monitored throughout each topic through informal checking of knowledge (such as quizzes and marking of books). Pupils’ progress in each topic will be summatively assessed using a variety of multiple-choice knowledge questions, short-answer questions and essays. Helpful feedback and opportunities for pupils to ‘Step Up’ their work follow both formative and summative assessment.

SCIENCE

Science is the study of the world around us. Biology investigates the wonders of life, and the Science Department is alive with animals and plants of different varieties. Chemistry offers the bangs and the bubbles, while Physics applies the laws and the theories to explain the many mysteries of the ever-expanding universe. The Prep School Science curriculum is largely based on the UK Key Stage Three curriculum, although it is tailored to meet the needs of our pupils at Harrow Hong Kong. The curriculum has been designed to enthuse pupils and to encourage them to develop a love of science, while also gaining the knowledge and skills that they can take forward into their IGCSE studies. Pupils are taught an integrated Science curriculum, with an equal weighting given to each of the sciences across the three years of Prep School (six lessons per fortnight).

The Year 6 programme of study is as follows:

SCIENCE INDUCTION

Pupils will be introduced to all the excitement of science practicals in a laboratory. They will learn how to handle equipment and chemicals safely and how to draw scientific diagrams of common equipment found in a laboratory. Pupils will become familiar with measuring devices such as thermometers, measuring cylinders and balances as well as considering appropriate units of measurement. They will learn how to light a Bunsen burner safely and will carry out their first scientific practical in the Prep School. Finally, they will be introduced to the BBC micro:bits, which they will be using throughout the different topics listed below.

BIOLOGY

• Cells, Tissues, Organs and Systems This topic looks at the organisation of living things, and pupils learn that all living things are actually made of the same basic thing – cells! Pupils get the chance to use microscopes to observe slides of different types of tissue that they have prepared, including their own cheek cells. • Muscles and Bones This topic looks in more detail at muscle tissue and the cells of which they are made. Pupils learn about muscles working antagonistically and about the main bones of the body that are moved by muscles as part of the locomotion system. Pupils will also get out of their seats and will do some exercise, all in the name of science!

CHEMISTRY

• The Particle Model Our pupils’ Chemistry journey begins in Year 6 with pupils learning that everything is made up of tiny particles that they cannot see. Pupils examine the evidence for this theory, and they are able to apply their understanding of the models to the properties of materials in each state. • Mixtures and Separation Later in the year, pupils carry out different experiments to separate substances, using filtering, evaporation and chromatography. They also compete to see who can get the most salt out of rock salt.

PHYSICS

• Electricity This topic introduces electricity and circuits, by first covering how to stay safe when using electricity at school and outside of lessons, too. Pupils will learn about the different components of a circuit, drawing circuit diagrams and investigating current. • Forces This topic introduces pupils to different types of force and they are able to investigate the effect of difference factors on size of force. Pupils also consider the effect of balanced and unbalanced forces.

FAMOUS SCIENTISTS

At the end of the academic year, pupils will spend some time enhancing their research skills as they learn about the work of different scientists. They will discover the ideas that made them famous but also gain an understanding of their academic backgrounds and influences upon their lives.

ASSESSMENT

Internal assessment takes place throughout Year 6, with end-of-topic tests used to track pupil progress. Pupils will also be assessed on different skills as they complete different skills assessments within each topic studied.

SCIENCE WEEK

Each year Harrow Hong Kong holds Science Week. A different theme is chosen each year and pupils join in fun and exciting activities around the School.