YEARPREP2022-231SCHOOL8INFORMATION BOOKLET
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WELCOCONTENTSMETOYEAR8 4 CURRICULUM OVERVIEW 6 USEFUL INFORMATION 32 THE SCHOOL DAY 32 HOUSE ETHOS 34 KEY PERSONNEL 35 ILLNESS 36 COMMUNICATION WITH THE SCHOOL 36 AUTHORISED ABSENCE 39 PREP 39 CONFIDENTIALITY AND CONSENT 40 MEDICAL CARE 41 HARROW HORIZONS PROGRAMME 42 REPORTS TO PARENTS 42 PARENTS’ EVENINGS 43 1:1 DEVICE PROGRAMME 43 SPEECH DAY 43 BUS ROUTES 44 WEATHER 44 INDIVIDUAL MUSIC LESSONS 44 FOOD 45 OVERSEAS SCHOOLS’ ENTRANCE EXAMINATIONS 45 SCHOOL UNIFORM 46 STAFF LIST 50
The School’s motto, Educational Excellence for Life and Leadership, encourages respect for and service to others. This underpins all that we do. The School aims to provide an excellent education within a community in which each pupil is recognised, cared for and valued. The School embraces its responsibility to develop the whole person and to instil a sense of service so that each pupil will wish to play an active part in Harrowsociety.HongKong
MESSAGE4 FROM THE WELCOMEHEAD TO YEAR 8
I am delighted to welcome your child into Year 8 at Harrow Hong Kong. I am confident that their experience will be a happy and fulfilling final year in the Prep School, before they step up to the Senior School and I hope that they will take advantage of the leadership opportunities available to them.
Ann Haydon Head
is an extraordinary place where pupils are offered support and encouragement to develop their potential to the full. Pupils leave the Prep School fully equipped to deal with life in the Senior School. This booklet aims to answer most of the questions you may have about life in Year 8. I look forward to meeting you soon and seeing your child flourish as they move through the School.
At Harrow Hong Kong the House structure is embedded in the ethos of who we are and pastoral care is very important to us. We are fully committed to our pupils’ personal and social development alongside their academic success; if they are to achieve their best they need to be confident and happy. House Masters / House Mistresses, Assistant House Masters / House Mistresses, Tutors and Matrons are aware of the individual circumstances and needs of each pupil in their House and monitor their academic progress and personal development. Boarding is an essential part of the Harrow House system and the Houses are places where our pupils learn, lead and have fun within a family atmosphere. Dedicated, creative and experienced teachers deliver an intellectually rigorous curriculum in order to feed curious minds. We value every boy and girl as a unique individual and ensure that all relationships are based on mutual respect. All staff take special care to ensure that children settle down quickly and happily into their new year group. We know that a true education can only be gained by a strong and trusted partnership between teachers and parents.
Sislly Wong, Year 8
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, EXPLORE, REFINE In their final year in the Prep School, Year 8 pupils continue their artistic journey by exploring the formal elements: line, shape, tone, texture, colour, pattern and form with projects aimed to inspire them, whilst deepening their understanding of observational drawing practice. Our young artists will explore different observational and drawing techniques in order to refine those essential skills needed for future academic success in Art. Our primary focus is on increasing their level of accuracy when recording from both objects and images whilst further expanding their refinement with different techniques and processes. These essential skills gained in Year 8 will create a solid foundation of knowledge which will prepare them for greater artistic independence in Year 9.
CURRICULUM6
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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 8 pupils will study a range of projects inspired by Goal 4: Quality Education and generate ideas and outcomes inspired by issues connected to access and equity within education across the globe.
Pupils will learn and develop a variety of performance skills such as writing and performing a monologue and developing characters. In Year 8 pupils are introduced to excerpts and more complex scripts with dynamic characters, developing their performance skills further. They will learn to perform small sections of script and how to use stimuli to devise engaging pieces. The focus is on building pupils’ confidence and the ability to express themselves clearly through the use of voice and movement to establish character.
DRAMA8
The three key components of Drama are creating, performing and evaluating The Year 8 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 skills. Pupils are assessed throughout the year on all three components through written and verbal feedback and peer assessment. TOPICS STUDIED IN YEAR 8 ARE: Heroes (devising work based on Heroes) ‘Lord of the Flies’ by Nigel Williams ‘Selfie’ by Bradley Hayward Theatre in Education
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CREATING Whilst creating theatre, pupils will develop their creativity, problem-solving and collaborative skills. Year 8 pupils will create improvised, devised and scripted theatre from a range of stimuli.
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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 develop their analytical skills and theatre terminology to further enhance their evaluation skills.
PERFORMING
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PUPILS WILL FOCUS ON: • The impact of technology on their lives • How to keep themselves safe online • Digital citizenship
This course empowers students to consciously engage in their digital environment. Due to the ever more pervasive nature of the digital world, critical understanding of this for both study and play is increasingly essential. This course will give all pupils dedicated time to develop their digital literacy skills and to start accumulating the hard and soft skills required of a 21st Century learner. Digital literacy is the ability to navigate our digital world using reading, writing, technical skills, and critical thinking. Pupils will learn through exposure to a range of software and creative activities which will give them the practical digital skills to aid them across their subjects and beyond the classroom.
DIGITAL LITERACY
RAO3 Explore links and connections between writers’ ideas and perspectives, as well as how these are conveyed.
SLAO6
RAO2
RAO1 Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives.
Write clearly with appropriate paragraphing and accurate spelling, grammar and punctuation and using a range of vocabulary and sentence structures.
• listen and respond appropriately to spoken language, including to questions and feedback to presentations.
WAO5
• use spoken Standard English effectively in speeches and presentations.
In the Autumn Term, pupils will begin the year analysing non-fiction extracts and the effect of writers’ linguistic and structural devices, before applying these techniques in their own writing. There will be a significant focus on the accuracy of sentence construction and using a range of sentence structures for effect as well as using rhetorical devices and developing persuasive skills.
ENGLISH10
The Year 8 curriculum is influenced by the requirements of the IGCSE courses and pupils will focus on improving their writing as well as developing their analysis of fiction and non-fiction texts.
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.
WAO4
Pupils will also read and analyse poetry, a novel and some gothic literature, exploring the presentation of characters and themes as well as using these texts as stimuli for their own writing, before finishing the year studying a Shakespeare play. Pupils’ reading and writing will be developed and assessed throughout, focusing on their ability to analyse the ways in which writers’ linguistic and structural choices create particular effects and on pupils’ ability to use these devices for effect in their own writing.
• demonstrate presentation skills in a formal setting.
Understand and analyse how writers use linguistic and structural devices to achieve their effects.
Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences.
OBJECTIVES
ASSESSMENT
• Speaking and listening skills:
Year 8 geographers begin the year by studying Globalisation within the context of the clothing industry. Through a study of their own clothing, pupils will understand how globalisation has an influence on their everyday life. They will understand that globalisation is a complex process and can bring a variety of positive and negative impacts to society, the economy and the environment. Pupils should also begin to reflect on their role in the global economy and whether their shopping habits can make a difference to the lives of others around the world.
Pupils subsequently study Weather and Climate. They learn about the different equipment used to measure and predict the weather. They develop key skills such as reading and interpreting climate graphs before going on to study Extreme Weather. For this topic, pupils learn about the causes and effects of floods, tornados, hurricanes and drought.
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In the Summer Term, pupils study the ‘Tourist’s World’ unit. They will investigate why some places become tourist hotspots, thereby developing their understanding of the physical and human features of different places around the world. Pupils will consider the impact of mass tourism on specific holiday locations and will judge whether we can manage tourism sustainably. This unit develops pupils’ ability to evaluate information and assess the success of different attempts to manage tourism around the world.
GEOGRAPHY
In the second half of the Spring Term, pupils study Population Challenge. They will understand how the world’s population has changed over time and how this impacts the planet and its people. Pupils will investigate different approaches to the management of population change and they will continue to develop their graph skills by interpreting and analysing population pyramids. Pupils will also use current examples to investigate the reasons for migration and the impacts of migration on countries around the world.
The initial focus is the development of industry, towns, transport, medicine and daily life in Great Britain in the period 1750 to 1900. Pupils are encouraged to evaluate change and continuity as well as considering the different perspectives of those affected by change. Some of the focus will be on why Great Britain industrialised first, and why European countries became colonial powers. This leads on to an evaluation of the benefits and costs of colonialism for both the colonisers and the colonised including an enquiry into the trans-Atlantic slave trade, which aims to challenge preconceived ideas about the topic. Pupils also link industry to empire and investigate the nature of British rule in India before assessing the role of Gandhi in the struggle for independence and finally the impact of partition. Pupils are encouraged to compare the story of India with Hong Kong and recognise the part played by Hong Kong in the story of empire. The Year 8 theme of Freedom (and interpretations of freedom) enables pupils to develop the core skills in History: cause and effect, change and continuity, interpretations and significance, all complemented by continual source analysis. We also encourage pupils to consider the links between their learning and present-day events. Lessons regularly see pupils creating, debating, and presenting as well as developing their written work. Pupils in Year 8 now begin to consolidate their technique for written arguments, weighing up factors before making a reasoned judgement that makes links between these factors. Pupils should now be starting to support points with more precise evidence and examples, and when analysing sources there should be a deeper consideration of the nature, origin and purpose of the material under scrutiny.
The aim of the department in Year 8 is to continue to develop the core historical skills and to encourage pupils to consider their own environment in the context of the course.
HISTORY12
Pupils are assessed formally and informally with a continued emphasis on the Leadership Attributes and deployment of core skills. A written checkpoint takes place every term and is an opportunity for pupils to practise the skills they are developing. The checkpoint could take the form of source analysis or questions with commands linked to the core skills, for example, asking why an event happened or what the effects of an event were. As part of familiarisation with History higher up the School, pupils are now introduced to question stems that are used in the IGCSE. Pupils are encouraged to reflect upon their own learning and that of others.
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.
INDIVIDUAL NEEDS
SUMMARY OF THE COMPONENT CONTENT
LANGUAGE14
Language is at the very heart of the learning process and it is the mission of the Language and Learning (L&L) department to fully prepare our multilingual pupils 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.
&ASSESSMENTWEIGHTING
Use of English 40% Students need to be able to understand a range of texts, including how they are organised and the opinions and attitudes expressed in them.
In Years 8 & 9, pupils will follow a challenging, in-depth Academic English course adapted from the B2 First for Schools programme from Cambridge English Qualifications (UK). The course will be assessed internally at school, however, it is possible to take the exam formally at external examination centres in Hong Kong. The course consists of academic reading, writing, use of English (grammar and vocabulary), speaking, pronunciation and listening and aims to extend pupils’ Academic English language resources in ways that support increasingly complex learning throughout the school years.
Listening 20% Tests your ability to follow and understand a range of spoken materials, such as interviews, radio broadcasts, presentations, talks and everyday conversations.
COMPONENT
Writing 20% Writing different types of text: articles, essays, letters/emails, reviews. Depending on the question, students will have to advise, compare, describe, explain, express opinions, justify and/or recommend something.
AND LEARNING (LAL)
Students’ use of English will be tested by tasks which show how well they can control their grammar and vocabulary.
Speaking 20% Exchanging ideas, expressing and justifying opinions, agreeing and/or disagreeing, suggesting, speculating, evaluating, reaching a decision through negotiation, etc.
Pupils in Year 8 will start exploring more complex ideas and issues through insightful choice of speech, gesture, and movement, establishing roles and applying dramatic approaches with confidence. They will continue to develop reading skills, including how writers convey opinion and emotion through word choice and sentence construction. They explore the connotations and effects of specific words and structural choices.
Near-native stream For near-native pupils, we will use a range of materials, including Chinese Made Easy 4 (3rd edition) Unit 1 & Unit 2 and Chinese idioms and several texts from Zhong Wen.
The Year 8 curriculum is a continuation of the Year 6 and Year 7 curriculum. The Year 8 programme of study in Chinese builds upon all the skills that pupils have learned so far, while preparing them for the demands of the IGCSE Chinese course in Year 9.
CHINESE
Native stream In the native stream of Chinese, pupils will continue to study an increasing variety of genres, including prose, non-fiction, poetry, legends, and learn more classical Chinese by using the textbooks Zhong Wen 5 & 6 (Junior Middle school edition) and a range of supplementary materials.
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.
Pupils will continue to develop knowledge of argumentative writing skills focusing on expressing their opinions and comments by using formal language, and enhance their narrative and descriptive essay writing 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. One summative assessment takes place per term in reading, writing, listening or speaking skills. Pupils will study a range of topics during the course of Year 8 using contexts familiar to them and giving them insight into the everyday life and culture of China. In Year 8, pupils will study two main topic areas: Education and Travel. Within these topics, they will also study sub-topics, including School trips, Travel plans, Famous attractions in China, Future plans and Family relationships.
LANGUAGES
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The Year 8 programme of study in the non-native stream of Chinese continues to be based around the four elements of reading, writing, speaking and listening. There are some main topic areas in the year: Holidays, Living in the town and rural life, Media and Entertainment, Healthy lifestyle and Information and Technology. Within these main topics, they will also study sub-topics, including Seasons & Weather, Transportation, Holiday Plans, Holiday activities, School events, Commonwealth activities and Money Matters. We use a range of materials to supplement the textbook Chinese Made Easy Second Edition and Easy Steps to Chinese. In the Year 8 non-native stream, pupils will further their competence and proficiency in the core language and communication skills. They will be able to understand longer passages and recognise people’s points of view. They will understand the main points and opinions in written texts from various contexts, including present, past or future events. They will link sentences and paragraphs, structure ideas and adapt previously learnt language for their own purposes. They will start using some descriptive language and a variety of sentence structures to express personal opinions in a written task. They will continue to develop the ability of editing and redrafting their work, using reference sources to improve their accuracy, precision and variety of expression. One summative assessment will take place per term in reading, writing, listening or speaking skills. More informal assessments, including quizzes, vocabulary tests and projects will be carried out 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.
The Year 8 programme of study for Chinese builds upon the core skills developed in Year 7 and continues to be based upon reading, writing, speaking and listening. Pupils continue to develop reading skills, including how to infer and deduce meaning using evidence from a text. They understand and respond to a variety of spoken and written texts. They interpret specific information, main ideas and more detail presented in a more complex oral, visual and written language, drawing conclusions and recognising implied opinions and attitudes in texts read and viewed. They speak and write with a clear sense of audience and purpose with argumentative format and style based on the topics they have learned. In speaking, they can communicate substantial information containing relevant and developed ideas and offer opinions on events, experiences and some concepts related to Chinese culture in Mandarin confidently. They will be well engaged in conversations and will be able to write structured text to share informative and organised ideas on topics and cultural contexts.
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Non-native stream
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Pupils in Year 8 may be complete beginners, relatively new to French or more experienced learners of French and they will be exposed to a range of age-appropriate topics. They will cover the same content, though not necessarily in the same depth, depending on their prior knowledge of the language. Topics pupils will study range from introducing self and family and friends to talking about travel plans, leisure activities and cinema, future plans and healthy lifestyles.
FRENCH
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 our pupils both in and out of the classroom: in Year 8 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 3 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. Set movements will only take place at the end of a term unless there is a very good reason for the change. There is a range of Co-Curricular activities available in French; from Language Clinic at lunchtime where pupils can get extra help if needed.
Pupils may be building on their prior knowledge of French and beginning to develop fluency in their written and spoken responses, or as beginners or still in the early stages of their study of French they will be building on 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. More experienced learners will also be expected to start developing their answers more fully, drawing on their prior knowledge and expressing their opinions and views. They will also consolidate the use of the past and future tenses. Our pupils will be following the interactive and differentiated Tricolore 3 French course which will be supplemented with additional extension materials to challenge our learners. We aim to develop pupils as linguists by ensuring that our pupils have the chance to work independently and in pairs and groups to develop their oral communication skills.
Pupils in Year 8 may be complete beginners, relatively new to Spanish or more experienced learners of Spanish and they will be exposed to a range of age-appropriate topics. Topics pupils may study could range from introducing self, family and friends to the topics of school, healthy lifestyle or the media depending on their level of experience. They may be building on their prior knowledge of Spanish and beginning to develop fluency in their written and spoken responses, or as beginners still in the early stages of their study of Spanish they will be laying the critical foundations of core vocabulary, 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. More experienced learners will also be expected to start developing their answers more fully, drawing on their prior knowledge and expressing their opinions and views. They will also be introduced to the past and future tenses.
Our pupils will be following the excellent Viva Spanish course which will be supplemented with additional extension materials to further challenge our learners. We aim to develop pupils as linguists by ensuring that our pupils have the chance to work independently and in pairs and groups to develop their oral communication skills. 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 our pupils both in and out of the classroom: in Year 8, Linguascope, Español-extra and Language Perfect are great ways to learn vocabulary and practise pronunciation. The Viva resources are also supported by an ActiveLearn online resource.
SPANISH18
MATHEMATICS
In Year 8, all pupils will continue to delve deeper into the four main themes of number, algebra, geometry and statistics. They will also encounter unfamiliar concepts such as volume of 3D shapes, Pythagoras’ theorem, standard index form and sets. The aim of this year is to give the pupils the fundamentals for starting the IGCSE course in Year 9. STUDY
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 International will be prepared for the IGCSE Edexcel examination in Year 11. In the classroom, learning mathematics is much more than being able to do routine methods. Our approach in the Prep School aims to develop a depth of understanding of why methods work, as well as an enquiry approach challenging their understanding, seeking links between topic areas and applying their knowledge to new and unfamiliar problems – to try, to fail and learn from their mistakes. This means equipping all our pupils with the numerical skills, enhanced problem-solving abilities, and logical processes that will benefit them far beyond the confines of the curriculum.
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Each teacher uses various means to regularly test the understanding of all of their pupils. The Summer Assessment tests all of the material covered over the year to that point.
FOR YEAR 8: • Substitution • Rounding and estimation • Area and perimeter • Simplifying expressions • Angles • Averages and range • Indices and standard form • Sequences • Solving equations • Pythagoras’ theorem • Sequences • Presenting data • Measures • Fractions, decimals and percentages • Volume and surface area • Graphs • Probability • Sets
MAIN TOPICS OF
Year 8 Music focuses on two strands – World Music and Pop Music – which are brought together in the final project of the year. Pupils study the concepts and traditions associated with African Music, Samba Batucada and Indian Classical Music, building an appreciation for music from around the globe. They also study Rock and Roll, Pop Music and Electronic Dance Music; through these styles, pupils are introduced to Logic Pro X, a computer-based sequencing package which uses the GarageBand skills acquired during Years 6 and 7. In the final project, pupils use the knowledge and skills acquired through the year to create a piece of fusion music using Logic Pro X, fusing elements of Indian Classical Music with Western Pop Music. Through the year, pupils engage with a variety of activities. They perform and compose in groups, pairs and individually, using keyboards, band instruments, African and Samba percussion instruments and their voices.
Summative assessment in Year 8 is based on several performance and compositional projects undertaken through the year, including group percussion and band projects and Logic Pro X composition tasks. Singing, improvising 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 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 musicmaking; various orchestras, choirs and bands rehearse on a weekly basis and perform in frequent internal and external concerts.
MUSIC20
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.
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.
PHYSICAL EDUCATION & HEALTH
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.
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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.
GAMES22
Football Basketball
Tennis Football Badminton Badminton Harrow Fit/Watt bikes Tennis Cricket
Holiday
Team Pathway Individual Pathway All Rounder Pathway Volleyball Harrow Fit Athletics Volleyball Netball Gymnastics Games Table Tennis Beach GOLF & HORSE RIDING
Rugby
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.
PHYSICAL EDUCATION & HEALTH LESSONS
• Represent
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• Build
• Develop camaraderie, friendships & trust • Provide
• Stay
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.
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.
and contribute
COMPETITIVE SPORTS PROGRAMME
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: a solid house culture leadership opportunities a team to competitive competition active Take part in a variety of sports
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.
24 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.
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.
Autumn Term Spring Term Summer Term Rugby ✓ ✓ Harrow Fit ✓ ✓ ✓ Tennis ✓ ✓ ✓ Volleyball ✓ ✓ ✓ Basketball ✓ ✓ ✓ Football ✓ ✓ ✓ Athletics / XC ✓ ✓ ✓ Netball ✓ ✓ ✓ Badminton ✓ ✓ ✓ Touch Rugby ✓ Gymnastics ✓ ✓ ✓ Indoor Cricket ✓ ✓ ✓ Indoor Cycling ✓ ✓ ✓
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
after a
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polish their sporting
The Co-Curricular programme delivers extra lessons for pupils to skills It allows pupils to stay active day of academic study get work activities supplement our PEH SCAs pupils skills teachers.
and
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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
need to work on their
CO-CURRICULAR ACTIVITIES (CCA)
in the extra
if pupils are pursuing academic and sporting goals. Co-Curricular
or play recreationally.
if
to get ahead and achieve the targets they have been set by their
TERM
• Theories of knowledge • Direct Realism Indirect Realism Idealism Maslow’s hierarchy of needs Human rights responsibilitiesand The social contract Diversity and community cohesion • Multi-faith society Spring Theology Hinduism - What is Hinduism? How did Hinduism emerge? What are Hindu beliefs and practices? Buddhism - What is Buddhism? How did Buddhism emerge?
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Autumn Philosophy Epistemology - How do we gain knowledge of the world? Explaining theories of knowledge Social anthropology Social justice - What are our rights and responsibilities? What does it mean to be a global citizen?
DISCIPLINARY ‘LENS’ AND TOPIC SUBSTANTIVE KNOWLEDGE
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Social-anthropological Religious Practices - How do beliefs influence practices? The four Noble Truths The path to enlightenment Religious practices, including prayer and pilgrimage from a variety of religions
Summer Theology Buddhism (continued) - What are Buddhist beliefs and practices?
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PHILOSOPHY26
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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 8 will allow pupils to further their philosophical skills by engaging with theories of perception, questioning how we can come to know a physical world and whether we can be sure that one exists. They will further enhance their religious knowledge, studying the dharmic faiths, and improve their evaluative skills. 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.
• The origins of Hinduism • Brahman (different beliefs about God/s)
• The Samsara Cycle The Path to Moksha The life of the Buddha The three marks of Existence
& RELIGIOUS STUDIES (PRS)
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.
PRS28
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 continue to hone their understanding of the concepts of validity and soundness and make judgements about theories based on this. In the Theology topics, pupils will be able 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
SKILLS
The Year 8 programme of study is as follows:
This unit encourages pupils to consider the physical properties of metals and introduces them to their main chemical properties.
• Growing Food
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.
BIOLOGY • Unicellular organisms
Using the broad theme of diseases, this unit takes a detailed look at what unicellular organisms are, the differences between them, their problems and uses.
This unit uses the context of combustion engines to cover combustion and oxidation reactions, including those of hydrocarbons, metals and non-metals.
This short unit is an opportunity for pupils to be reminded of the importance of safety in the laboratory and for new pupils to discover how we carry out practicals at Harrow Hong Kong. Pupils will learn about hazard symbols and safety when heating using a Bunsen burner. Finally, they will be introduced to the BBC micro:bits, which they will be using throughout the different topics listed below.
• Metals and their uses
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This topic also gives pupils a taster of what is to come at IGCSE. They build on their basic understanding of photosynthesis and learn how plants are adapted to function. Pupils also learn about farming and about the different techniques that plant growers use in order to produce maximum yield.
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).
SCIENCE INDUCTION
CHEMISTRY • Combustion
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.
• Light
SCIENCE WEEK
Robotics Pupils will have the opportunity to develop their understanding of coding, problem solving and engineering in this engaging 3 week unit. They will learn to code their robot to carry out a variety of increasingly complex tasks.
ASSESSMENT
PHYSICS30
This topic is a good opportunity for pupils to appreciate the link between the sciences, with an overview of how the eyes work and how they work in a similar way to cameras. Pupils learn about refraction, reflection and colour.
Internal assessment takes place throughout Year 8, 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.
• Space Pupils will develop their understanding of how scientific ideas can change over time by looking at the various models of how our solar system works. They will gain an insight into how the tilt of the Earth affects seasons, how its rotation causes night and day and how Earth has a magnetic field.
USEFUL32 INFORMATION
THE SCHOOL DAY CALL-OVER
PERIODS Lessons are called ‘periods’ at Harrow Hong Kong, although periods 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 10.10 AM - 10.35 AM Break 10.35 AM - 11.30 AM Period 3 11.35 AM - 12.30 PM Period 4 12.35 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
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.
MID-MORNING BREAK
On Monday morning, there is an Assembly for the Upper School from 8.20am-8.45am, followed by a tutor period.
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 in Houses with both boarders and day pupils.
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ASSEMBLY
HOUSE34
THE HOUSES At Harrow Hong Kong, pupils in Years 6-8 are allocated to one of the six Prep School Houses. Alongside the House Master/House Mistress and Assistant HMs, we also have a resident Gap Tutor and a Matron to help boarding pupils. The Prep School Houses contain a mix of day pupils and boarders so they all have an opportunity to strengthen relationships regardless of their boarding status. 6-8
HOUSESBOYS BANKSPARKSFRYNIGHTINGALEDARWINSHACKLETONHOUSESGIRLS PREP HOUSES YEAR
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’s (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 is 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 weekly House newsletter every fortnight with an update of recent events and forthcoming dates.
KEY HOUSEPERSONNELMASTER/HOUSE
CONSULTANT SCHOOL PSYCHOLOGIST
Dr Rachel Gregory is our School Psychologist and joined the school in the Summer Term 2022. Dr Gregory 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.
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MISTRESS
HOUSE TUTOR
All 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 that 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 boarders and day pupils, helping with running evening prep and activities, and helping to facilitate House discussion meetings).
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.
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 gets pupils to appreciate the positive effect that their actions can have on others.
The first point of contact for a parent in the Prep School should be the HM. HMs operate an ‘open door’ policy and parents should feel comfortable with contacting their HM about any questions or queries that they have, either through the Pupil Diary, by 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. 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
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.
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 is 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.
THE HOUSE MASTER/HOUSE MISTRESS
ILLNESS36
COMMUNICATION WITH THE SCHOOL
SCHOOL WEBSITE AND PARENT PORTAL
37
A growing body of useful information for parents is placed on secure areas of the Harrow Hong Kong website: the End of Term Reports for every pupil are published on the Parent Portal, which also contains the major School documents to which parents need access. The School website, www.harrowschool.hk has a link to the Parent Portal at the top of the first page. The Parent Portal is a secure part of the School website where parents can see all confidential information about their child’s progress and other important documents, such as the Terms & Conditions and the Guide to Parents. All parents are issued with a username and password for access to these secure areas. For any technical queries regarding access, please email our IT support team on HARROWits@harrowschool.hkHONGKONGiSAMS
i-PARENT APP
As the school information management system is provided by industry leaders, iSAMS, as well as the feature-rich Parent Portal, parents also have the option of using the mobile app, called iParent. The iParent app replicates most of the features from the Parent Portal in a convenient mobile format, with the added advantage of customisable notifications for information to do with your child or when information is published to the portal. Information about downloading and accessing the app is provided on the homepage of the Parent Portal but it is straightforward to use and is available for download from the Apple App Store and Google Play store by searching ‘iParent’. Once downloaded, the App can be unlocked by entering the school code ‘HAHK’ and then entering your existing Parent Portal username and password. Parents who do not know their Parent Portal login information should email iSAMS_support@ harrowschool.hk for assistance.
HARROW38
HONG KONG SOCIAL MEDIA PAGES
@Harrow_HKTwitter/HarrowHK @HHKSPeel @HHKSun @HeadHarrowHK @HHKSShaftesbury @HHKSChurchill @HHKSShackleton @HHKSGellhorn @HHKSFry @HHKSWu @HHKSNightingale @HHKSAnderson @HHKSBanks @HHKSParks @HHKSKeller @HarrowHKDrama@HHKSDarwin @HarrowHKArt @HarrowHKMusic @HarrowHKLS @HarrowHKLib @HHKSPastoral /harrowhongkongInstagram /harrowhksport
At Harrow Hong Kong, we understand that parents like to keep informed of School events in different ways. We are also well aware that all of you have online access and use social media regularly. With this in mind the School has created a presence on Facebook, Twitter and Instagram. Below are some recommended social media addresses to follow. Page Harrow International School Hong Kong
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. The calendar can also be accessed through the Harrow Hong Kong iParent App and Parent Portal.
CALENDAR
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. The amount of time that a pupil is expected to spend on prep varies by year group and by day of the week.
AUTHORISED ABSENCE
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However, pupils will sometimes need to and/or want to find extra time to develop or finish their work. Pupils are encouraged to work in their free time during the day, but are discouraged from working late at night. Non-Sixth Form pupils enter every prep in their Pupil Diary, and HMs and House Tutors check these diaries regularly, thus reinforcing the importance of academic work and generating a regular discussion of work between each pupil and the HM or House Tutor.
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, and the attendance figures are also placed on the School’s formal reports for all pupils. 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 Head (Pastoral and Wellbeing), who will liaise with the Head. Parents should not expect permission to be automatically granted and should not make travel arrangements before receiving permission.
YEAR 8 75 minutes
• 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.
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.
• All significant illnesses, accidents or injuries to pupils (either as part of the above medical records or separately).
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: ie. as part of our duty of care and with parents’ explicit consent.
• Any incidents of bullying (either as the victim or the perpetrator.)
AND CONSENT
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.
CONFIDENTIALITY40
• Major behavioural incidents showing the pupil’s name, reason for the sanction and the person administering the reflective work.
• All fire drills and the regular testing of emergency lighting, fire alarms and fire fighting equipment.
RECORDS A written record is kept of the following:
CHANGE IN DETAILS
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 staff. However, the School will always encourage pupils to consent to the sharing of such information and concerns with parents.
• Any safeguarding allegations or suspicions of abuse.
MEDICAL CARE
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 their HM of any concerns.
Our wellbeing 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 background of positive psychology, which underpins so much of what we do in the School, has been central in the creation of our resources for this programme, in which the sessions aim to be interactive and practical.
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The School has a Health Care Centre onsite, 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. Children who feel unwell or are injured should first ask an adult before visiting the Health Care Centre.
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.
MEDICATION
WELLBEING
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.
• Progress Report (PR): This contains Attainment and Engagement in Learning Grades, and usually a brief HM comment on the pupil’s grades.
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.
The Harrow Horizons Programme can be distinguished into three main areas:
• Leadership in Action (LiA)
• Co-Curricular Activities (CCAs)
Pupils will receive two types of report:
• Super-Curriculum Activities (SCAs)
Full Reports and Progress Reports will be issued at different points in the academic year. In Year 6, it will be December (PR), March (FR) and June (PR, no HM comment).
HARROW42
HORIZONS PROGRAMME
Providing an all-round education is part of the fabric of a Harrow education. Through providing a stimulating wider curriculum, we embrace and inspire each child to develop the Harrow Leadership Attributes, as well as creativity and innovation. We aspire to develop the whole child to be equipped with essential skills for the future and to become leaders for a better world. Quality and inclusivity are at the centre of our Harrow Horizons Programme. Harrow Hong Kong delivers a high quality programme, where each pupil has the chance to broaden their horizons, develop talents, explore new interests whilst developing our core skills and Harrow Leadership Attributes.
Pupils choose two SCAs each term, which are taught within the structured School day.
REPORTS TO PARENTS
• Full Report: (FR) This contains Attainment and Engagement in Learning Grades, Subject Reports, House Tutor Targets, an HM Report and information on attendance and rewards.
CCAs take place before School, during lunchtimes and after School time and are not part of timetabled lessons. Leadership in Action comprises of the camps and expeditions that take place throughout the year. More details of each activity and how to book them can be found in the Harrow Horizons Programme Booklet.
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. As well as the subject teachers, the pupil’s HMs and members of the Senior Leadership Team will be available to answer questions or address concerns.
• Reconfiguring an existing Apple MacBook that meets certain specifications. More information can be received by contacting the IT Department at its@harrowschool.hk
SPEECH DAY Speech Day (fondly known as ‘Speeches & Prizes’) is held on the final day of the Summer Term and is a formal celebration of pupil 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 reenactment of the traditional Harrow School Bill ceremony in which every pupil files past the Head and as their name is called they raise their hat and say “Here, SpeechMa’am!” Day Prizes for Leadership are awarded to pupils in both Prep and Senior Schools, and are given to the pupils who, over the course of the year have most consistently demonstrated the School’s six Leadership Attributes in their School life.
• Purchasing a MacBook through the School - we will provide fully configured and ready-to-use devices available for purchase at a discounted rate.
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PARENTS’ EVENINGS
* Please note that if a Parents’ Evening is attached to Celebration of Learning (CoL) then it will take place mid to late afternoon.
The School requires all pupils in Year 8 to have their own Apple MacBook computer to access the curriculum effectively. The research is clear and compelling; continuously improving technologies are profoundly changing what, how, when, and where people learn. We aim for our pupils to become increasingly sophisticated users of technology and to support and enhance their learning in doing so while encouraging them to be responsible for all aspects of its use. There are two schemes available:
1:1 DEVICE PROGRAMME
BUS44 ROUTES
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 posted on the website, the School app and Engage portal. 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 House Masters/House Mistresses if needed.
WEATHER
The School runs an extensive bus routes system. We have recently been through a thorough bus routes audit to ensure our pupils have seamless shortened journeys into School. Please contact the Upper School Office for more information.
. 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
The School’s Severe Weather Policy can be found on our website: INDIVIDUALharrowschool.hk/featured-links/weather-information.MUSICLESSONS
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
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@harrrowschool.hk who will be happy to meet with you to discuss your child’s future education.
FOOD The School’s catering company is Chartwells and it provides a morning and afternoon snack, plus a full lunch buffet in the Dining Hall every day. There are three choices of hot food at lunch each day (one western, one Asian and one vegetarian). The children choose which option they would like and may have second helpings if they wish. There is also a full salad bar and fruit is served for dessert. 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, it is important that no food or snacks are brought from home.
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.
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OVERSEAS SCHOOLS’ ENTRANCE EXAMINATIONS
Friday 24th February 2023 Friday 23rd June 2023
Friday 30th September 2022 Friday 24th March 2023
Friday 28th October 2022 Friday 28th April 2023 Friday 25th November 2022 Friday 16th June 2023
GIRLS Summer Short sleeve Blouse + Skirt + Blazer + Lion Tie + Cardigan + Navy Socks Winter Long sleeve Blouse + Skirt + Blazer + Lion Tie + Cardigan + Navy Socks / Tights
JORDAN
BOYS Summer Short sleeve Shirt + Boys Trousers + Blazer, Jumper + Lion Tie + Navy Socks + Belt Winter Long sleeve Shirt + Boys Trousers + Blazer + Jumper + Lion Tie + Navy Socks, Belt PE Uniform PE Polo + PE Shorts + Track Top + Track Pants + Swimming Cap + Sports Cap + Sport Socks + Sports Kit Bag.
47 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.
PE Uniform PE Polo + PE Skorts + Track Top + Track Pants + Swimming Cap + Sports Cap + Sport Socks + Sports Kit Bag. ACCESSORIES School Bag (L) + Straw Hat School uniform can be purchased from the online store, https://www.ufsonline.com.hk/HA/ , the School Shop or the shop in Jordan: UNIFORM SHOP 10.00AM - 6.00PM (Monday to Saturday) 2/F, Will Strong Development Building, 59 Parkes Street, Jordan, Kowloon Tel: +852 2523 2517 / +852 2742 2498 SCHOOL SHOP Normal school days: 8.30AM - 4.30PM (Mondays, Wednesdays & Fridays) (Closed for lunch from 12.15PM to 1.15PM, and on Tuesdays, Thursdays, Saturdays, Sundays and Public Holidays)
HAIR Hair should always be neat and tidy in appearance and pupils are not allowed any form of haircut, length or style that makes them stand out and may attract unnecessary attention. This means:
JEWELLERY
SHIRTS AND TIES
CARDIGANS
COATS Coats should be smart and plain without logos, navy, black or grey in colour and long enough to cover the Bluer.
Only black leather shoes capable of being polished are to be worn as part of School uniform, and these should be accompanied by navy blue ankle socks.
• No extreme styles such as gelled spikes or shaved heads.
• No hair extensions.
No visible jewellery (including charity bracelets) is to be worn other than one pair of earrings (plain studs only) for girls. Body piercing of any kind is strictly forbidden.
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, Drama and Games periods. 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.
DRESS CODE
Top buttons and ties must always be done up and shirts tucked in. BELTS If belts are worn they must be plain black with a simple buckle.
• No dyed hair.
SHOES AND SOCKS
• While length is a matter of perception, hair for boys should always be off the collar. All girls should tie their hair back if it is longer than shoulder length.
PUPIL48
When appropriate, cardigans may be worn underneath the Bluer to keep pupils warm. However, cardigans should not be worn instead of a Bluer.
MAKE-UP AND TANNING
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LABELLING
SPORTS WEAR (PE KIT AND TEAM KIT)
Girls below the Sixth Form are not allowed to wear make-up during the School day. Coloured nail polish and fake tan, which draw unnecessary attention, are not allowed.
Only official School sports kit may be worn to PE or Games periods. There are team strips for pupils to wear when representing the School in sports matches. Pupils should wear either their white ankle socks or longer sports socks for PE or Games.
TATTOOS Visible tattoos, including when a pupil is wearing a swimsuit, are not permitted.
All items of School uniform must be labelled with the pupil’s name and House.
Assistant Head (Academic) Miss Freya Crofton fcrofton@harrowschool.hk
Head of Lower School Mr Brendan Shanahan bshanahan@harrowschool.hk
Deputy Head of Lower School (Teaching & Learning) Mr Gary Hancock ghancock@harrowschool.hk
Deputy Head (Pastoral and Wellbeing) Mr Simon Mildinhall smildinhall@harrowschool.hk
Principal Deputy Head (Pastoral and Wellbeing) Mr Tom Hicks thicks@harrowschool.hk
Deputy Head (Co-Curricular and Organisation) Mr Jonny Franks jfranks@harrowschool.hk
Assistant Head of Lower School (Digital Strategy and Continuing Professional Development) Miss Abi Hiley ahiley@harrowschool.hk
Assistant House Master Ms Bonnie Tang btang@harrowschool.hk
LIST HEAD Ms Ann Haydon ahaydon@harrowschool.hk
Assistant Head of Lower School (Pupil Progress) Ms Dawn Chambers dchambers@harrowschool.hk
Director of Finance Ms Miranda Ng sfng@harrowschool.hk
Director of Operations Mr Jim Nightingale jnightingale@harrowschool.hk
Assistant Head (Pastoral and Wellbeing) Ms Kim Gration kgration@harrowschool.hk
Executive Assistant to the Head and Head of Administration Ms Joanne Kar jkar@harrowschool.hk
Assistant House Master Ms Megan Smith msmith@harrowschool.hk
DARWIN House Master Mr Tom Cameron tcameron@harrowschool.hk
Principal Deputy Head (Curricular) Ms Laura Yandell lyandell@harrowschool.hk
PREP BANKSHOUSES House Master Mr Nick Weinberg nweinberg@harrowschool.hk
STAFF50
Deputy Head (Academic) Mr James Brewer jbrewer@harrowschool.hk
SENIOR LEADERSHIP TEAM
Director of Human Resources Ms Madeleine Ponting mponting@harrowschool.hk
Deputy Head of Lower School (Pupil Wellbeing) Mrs Lauren Berner lberner@harrowschool.hk
THE HOUSES
Assistant House Mistress Ms Caitlin Sherring csherring@harrowschool.hk
NIGHTINGALE House Mistress Mrs Holly De Vies hdevies@harrowschool.hk
Assistant House Mistress Mr Jamie Tsang jtsang@harrowschool.hk
House Mistress Mrs Swati Ray sray@harrowschool.hk
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PARKS House Mistress Ms Charlotte Townsend ctownsend@harrowschool.hk
PEEL House Master Mr Dominic Berner dberner@harrowschool.hk
CHURCHILL House Master Mr Ross Stokley rstokley@harrowschool.hk
Assistant House Master Mr Mike Sallabank msallabank@harrowschool.hk
SHACKLETON House Master Mr Rian Stone rstone@harrowschool.hk
FRY House Mistress Ms Jenny Mitchell jmitchell@harrowschool.hk
Assistant House Master Mr David Tuck dtuck@harrowschool.hk
Assistant House Mistress Ms Amanda Lam amlam@harrowschool.hk
Assistant House Mistress Ms Lizzie McGough lmcgough@harrowschool.hk
Assistant House Mistress Ms Connie Hu chu@harrowschool.hk
SENIOR ANDERSONHOUSES
Assistant House Mistress Ms Penny Hicks phicks@harrowschool.hk
GELLHORN House Mistress Ms Naina Nightingale nnightingale@harrowschool.hk
Assistant House Mistress Ms Hannah Minty hminty@harrowschool.hk
KELLER House Mistress Miss Ceri Armit carmit@harrowschool.hk
SHAFTESBURY House Master Mr Robert Powell rpowell@harrowschool.hk
Head of Individual Needs Ms Amanda Lam amlam@harrowschool.hk
School Counsellor Ms Lauren Liu lliu@harrowschool.hk
Lower School Office ls-info@harrowschool.hk
Admissions admissions@harrowschool.hk Human Resources hr@harrowschool.hk ICT its@harrowschool.hk
Assistant House Master Mr Milo Bellamy mbellamy@harrowschool.hk
Upper School Office us@harrowschool.hk Bus Information bus-info@harrowschool.hk Accounts account@harrowschool.hk
Mr Mark Edwards medwards@harrowschool.hk
PUPIL DEVELOPMENT & WELL BEING TEAM
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Assistant House Master Mr Will Bussey wbussey@harrowschool.hk
MATRONS Mrs Melanie Cameron mcameron@harrowschool.hk
Ms Michelle Gedge mgedge@harrowschool.hk
EDUCATIONAL SUPPORT General Enquiries info@harrowschool.hk
Mrs Catherine Illsley cillsley@harrowschool.hk
Head of Language and Learning Dr Cody Edene cedene@harrowschool.hk
WU House Mistress Mrs Kirsty Wilson kwilson@harrowschool.hk
Assistant Day House Mistress Mrs Ella Loosmore esingleton@harrowschool.hk
SUN House Master Mr Oliver Paulin opaulin@harrowschool.hk
MATHEMATICS Ms Louise Ackroyd lackroyd@harrowschool.hk
PHYSICAL EDUCATION
ART Mrs Gemma Myles gmyles@harrowschool.hk
ECONOMICSHUMANITIES Mrs Christina Tagg ctagg@harrowschool.hk
Executive Director of Sport Mr Ian Williams iwilliams@harrowschool.hk
PRS Mrs Sabrina Peck speck@harrowschool.hk
GEOGRAPHY Mrs Letitia Weinberg lweinberg@harrowschool.hk
SPANISH Mrs Yolanda Homs yhoms@harrowschool.hk
COMPUTER SCIENCE Ms Razia Suleman Darvesh rdarvesh@harrowschool.hk
HISTORY Mr David Tuck dtuck@harrowschool.hk
MUSIC Mr Tom Wiggall twiggall@harrowschool.hk
CHINESE Mr Levi Gao lgao@harrowschool.hk
ENGLISH Mr Dominic Rapley drapley@harrowschool.hk
Swimming Mr Malcolm Green mgreen@harrowschool.hk Tennis Mr Ross Stokley rstokley@harrowschool.hk
LANGUAGES Mr Graham Simms gsimms@harrowschool.hk
DRAMA Ms Vicky Courtis vcourtis@harrowschool.hk
Athletics and Cross Country Mrs Sarah McMillan smcmillan@harrowschool.hk
HEADS OF DEPARTMENT
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Head of Lower School Sport Miss Hannah Minty hminty@harrowschool.hk
FRENCH Ms Lucy White lwhite@harrowschool.hk
Head of Upper School Sport Mr Ben Loosmore bloosmore@harrowschool.hk
Mrs Sharin Sikka ssikka@harrowschool.hk
SCIENCE Ms Zara Holliday zholliday@harrowschool.hk
Chemistry Mr Andrew Davies ajdavies@harrowschool.hk
Examinations Officer Dr Cathy Clerc cclerc@harrowschool.hk
EXAMINATIONS
TRIPS & EXPEDITIONS
USA Universities Coordinator Ms Jess Darke jdarke@harrowschool.hk
LIBRARY & LEARNING LOUNGE Ms Julia Besnard jbesnard@harrowschool.hk
Head of Pupil Leadership Mr Brian Murphy bmurphy@harrowschool.hk
CHARITIES & COMMUNITY
SCHOLARSHIPS
Duke of Edinburgh Coordinator Mr Thomas Carter tcarter@harrowschool.hk
PSYCHOLOGY54
Biology Ms Siobhan Mccrohan smccrohan@harrowschool.hk
Assistant Head of Sixth Form Guidance Coordinator Mr James Roscoe jroscoe@harrowschool.hk
Admissions Officer and Head of Scholars Mrs Penny Hicks phicks@harrowschool.hk
SIXTH FORM & CAREERS
Head of Sixth Form Mrs Jo Morris jmorris@harrowschool.hk
Physics Mr Matthew Twomey mtwomey@harrowschool.hk
Head of Charities & Community Service Mr Carl Doree cdoree@harrowschool.hk
Prep School Science Coordinator Miss Ceri Armit carmit@harrowschool.hk
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56 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
