Year 8 Information Booklet

WELCOME 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.

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. We believe that they achieve their best when they are confident and happy. House Masters, House Mistresses and House Pastoral Teams are experienced at looking after pupils in their care. These relationships are key and staff are there to listen, advise and help our pupils manage their progression through Harrow, and they act as the primary contact for parents.

Boarding is an essential part of the Harrow House system and is a place where our pupils learn, lead and have fun within a family atmosphere. Houses help create a structure where pupils can allocate dedicated time to their studies and Co-Curricular Activities. This leaves pupils to enjoy the weekend with their families without the added pressure of parents having to make sure their work is complete.

Learning is a process and our teaching facilitates this, generating a spark to embark upon this journey as well as providing those all essential skills which will ensure that our pupils are prepared for their GCSE and A-Level examinations, as well as university and future life. We value every boy and girl as a unique individual and ensure that all relationships are based on mutual respect. All staff take special care to ensure that children settle down quickly and happily into their new year group, and we keep in regular contact with parents as we believe that a true education can only be gained by a strong and trusted partnership between school staff and parents.

The School’s vision, ‘Educational Excellence for Life and Leadership’, underpins all that we do. The School aims to provide an excellent education within a community in which each pupil is recognised, cared for and valued. The School embraces its responsibility to develop the whole person and we are committed to providing opportunities to extend learning beyond the curriculum. We encourage our pupils to take advantage of the activities on offer in our Harrow Horizons Programme.

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

Ann Haydon Head

CURRICULUM OVERVIEW

ART

The Art curriculum is specifically designed to help pupils develop the essential skills and experiences they will need for academic success at GCSE and A-Level. The curriculum is based on four key areas: developing ideas, exploring materials, recording from observation, and ultimately, demonstrating the ability to resolve a project with one outstanding piece of work.

In the Prep School, our aim is to develop pupils’ knowledge of the formal elements of art. This enables them to build fundamental skills in drawing and observation, as well as their ability to respond to and be inspired by the work of other artists.

CONTROL, EXPLORE, REFINE

In their final year in the Prep School, Year 8 pupils continue their artistic journey by delving deeper into the formal elements of art, including line, shape, tone, texture, colour, pattern, and form. Through a series of inspiring projects our aim is to deepen their understanding of observational drawing practice while inspiring their creativity. 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 while 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 pupils for greater artistic independence in Year 9. By focusing on observational drawing practice, pupils will develop the technical skills needed to accurately record the world around them, while also building their confidence and artistic expression. Through a combination of technical skill and creativity, our aim is to inspire pupils to reach their full potential in the field of art.

TERM PROJECT THEME AND FOCUS MATERIALS EXPLORATION SKILLS DEVELOPMENT

Autumn EXPLORE:

Climate Action

Spring RECORD: The Boy who harnessed the wind

Animation and digital media Pupils will develop knowledge of storyboards and stop motion animation techniques.

Painting and drawing materials

Pupils will develop their observational drawing skills within portraiture through use of the grid technique and shape structures and learn how to create refined shape, tone and texture within their work.

Summer RESPOND:

Cultural Identity

GLOBAL CITIZENSHIP

Typography

Pupils will explore ideas relating to identity and develop design and draftsmanship skills in the development of personal outcomes

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 13: Climate Action, and generate ideas and outcomes inspired by issues connected to encouraging and promoting action on climate change.

ASSESSMENT

Pupils’ learning, progress, and skills development will be monitored throughout each project. This is achieved through informal checking of knowledge and skills, such as marking of books and questioning in lessons. At the end of each project, pupils will produce a final piece of work that will demonstrate the skills, knowledge, and creative ideas they have explored throughout the project. For this extended piece of work, pupils

will receive detailed feedback and the opportunity to address this feedback through Stepping Up activities that are specifically tailored to the task that has been completed. This feedback will help pupils to identify areas where they have excelled and areas where they can improve, allowing them to reflect on their learning and progress. By providing regular feedback and opportunities for improvement, we aim to help pupils develop their artistic skills and reach their full potential.

ESSENTIAL SKILLS

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

INTERCULTURAL LEARNING

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

DRAMA

‘We are global citizens who recognise the diversity of the world and are aware of our place in it. We take leadership roles in our local and global communities, working collaboratively to create a kinder, more peaceful and sustainable world’

We are confident that throughout the Drama curriculum at Harrow Hong Kong, pupils can achieve the School’s Social Vision statement, develop the essential skills required for life beyond Harrow and develop pupils’ appreciation of the Theatre as a disciplined art form.

TERM TOPIC ESSENTIAL SKILLS PERFORMANCE SKILLS

Autumn Exploring stimuli and Devising

Drama: Trapped

Texts in practice:

Trainers by Deborah Keiller

Creativity:

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

Collaborative Problem solving:

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

Critical thinking:

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

Pupils will develop a range of vocal skills and techniques

Pupils will develop a range of physical skills and techniques

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

Spring Texts in practice:

Lord of the Flies by Nigel Williams

Summer Texts in practice: Selfie by Bradley Hayward

Understanding

Drama and Devising Drama: Theatre in Education

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

Explorative Strategies

• Still image

• Narration

• Mime

• Flashback

• Slow motion

• Hot seating

• Physical theatre

• Cross cutting

• Monologue

TERM TOPIC ESSENTIAL SKILLS PERFORMANCE SKILLS

Cultural Competency:

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

Digital Literacy:

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

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

Effective Communication:

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

Leadership:

Pupils can lead their peers in small group work.

INTERCULTURAL LEARNING

Cultural competency refers to the ability to understand, appreciate, and effectively interact with people from diverse cultural backgrounds. In Drama, cultural competency involves exposing pupils to different cultural perspectives, beliefs, and practices through various stimuli and texts. For instance, in Year 8, pupils are introduced to the ideas and beliefs of various cultures through the ‘Trapped’ topic, which explores Caged Housing in Hong Kong. This topic helps pupils to understand the living conditions and struggles faced by some people in the pupils’ home city. Additionally, the text ‘Trainers’, a satirical script based on child exploitation, further develops pupils’ cultural competency by exposing them to the complex issues surrounding child labour. Through the ‘Selfie’ and ‘Theatre in Education’ topics, pupils explore a range of themes such as bullying, peer pressure, and managing stress. By engaging with these topics, pupils learn to appreciate and respect different perspectives and develop the skills needed to communicate and collaborate effectively with people from different cultural backgrounds.

ASSESSMENT

In Drama assessments from Year 6 -9 practical skills are formally assessed using agreed grade descriptors adapted from 9-1 GCSE grade descriptors for Drama. Our schemes of learning are designed to allow pupils to experience and develop the skills of the three main components of the GCSE course:

• Understanding Drama

• Devising Drama

• Texts in practice

Throughout their lessons they will be given verbal and written feedback from their teacher. At the end of each topic they will share a live performance which is filmed and formally assessed.

ENGLISH

In Year 8, pupils aim to become more assured readers and writers by studying more varied and challenging texts from different time periods, including a Shakespeare play in the Summer Term. They learn to recognise and use a wider range of persuasive and creative writing techniques to engage and entertain the reader or audience. Pupils are taught to develop their discussion and debating skills, and begin to develop more detailed arguments in their reading responses. In their writing, pupils will aim to master their ability to use varied punctuation and well-crafted sentences to sustain the reader’s interest. In the Spring Term, pupils further develop their understanding of how themes and characterisation are developed for meaning and effect, and further develop their essay writing skills.

TERM KEY CONCEPTS TOPICS

Autumn The Art of Rhetoric Poetry

Spring Novel

Gothic Literature: prose (short stories and extracts)

Summer Imaginative Writing

Drama: Shakespeare

ESSENTIAL SKILLS

• Read and understand how meaning and effects are created in a variety of texts, selecting and interpreting information, ideas and perspectives.

• Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences; write with increasing accuracy, using a varied vocabulary.

• Talk with increasing confidence and clarity; listen and respond appropriately to spoken language.

Learning to communicate effectively, both in writing and speech is at the heart of English teaching in the Prep School, and pupils develop their ability to do this in a variety of digital ways too. Pupils are also encouraged to use their creativity to develop ideas for writing and think critically by building on and challenging ideas that are presented to them in the classroom. There are also plenty of opportunities for pupils to develop their leadership skills through taking risks when participating in discussion and presenting their views to the class.

INTERCULTURAL LEARNING

Pupils study texts about different cultures from a variety of texts throughout the year, and different time periods with some poetry, Gothic Literature, and the Shakespeare play. By exploring different beliefs, values and attitudes in texts, pupils begin to better understand various perspectives and their own identity, learn about the context of their place in the world, and imagine what the world might look like in the future.

ASSESSMENT

During the year, pupils have a summative reading assessment for the poetry and novel units, and a summative writing assessment for the Art of Rhetoric (a speech) and imaginative writing. They are also continually assessed in class by their teacher who provides regular written and verbal feedback. Pupils also develop their oracy skills, and this will be formally assessed by the teacher.

GEOGRAPHY

Year 8 geographers embark on an exciting journey to explore a range of captivating topics that expand their understanding of the world. From investigating the impacts of globalisation to delving into the dynamics of rivers, population, and sustainability, students develop essential geographical skills and gain insights into various environmental and societal issues. Through engaging lessons and activities, they develop a deeper appreciation for the interconnectedness of our planet and their role as informed global citizens.

UNITS OF STUDY

TERM TOPIC GEOGRAPHICAL CONTENT

Autumn Globalisation

• Exploring globalisation and its impact on daily life

• How global are you? Pupil investigation into their connections to other countries

• Analysing factors that contribute to globalisation

• The role of TNCs and Glocalisation to increase their global influence

• Investigating sweatshops and their social and environmental impacts

Spring Rivers

• Famous rivers of the world

• Understanding the drainage basin

• Investigating river long profiles

• Studying flooding and hydrographs to interpret flood events

• Water security for sustainable development

• Understanding the Sustainable Development Goals related to water

Summer Population

• Understanding changes in the world’s population over time

• Investigating the impacts of population change

• Exploring approaches to population management

• Analysing population pyramids and interpreting population data

• Exploring the challenges and solutions posed by youthful and ageing populations

• To consider whether the world can cope with future population growth predictions.

Summer Sustainable Schools Project

• School based fieldwork designed to embed key skills, namely:

• Data collection using Survey 123

• Data presentation using ArcGIS

• Data analysis

• Conclusion

• Evaluation

• Pupils will evaluate the School’s current sustainability

• Pupils will solve problems collaboratively to suggest practical improvements to make the School more sustainable.

ESSENTIAL SKILLS

Year 8 geographers will develop essential skills, including:

• Map reading, interpretation, and analysis

• Accurate and reliable fieldwork data collection

• Data analysis and graph interpretation

• Research and information synthesis

• Presentation and communication skills

Creativity

1. Developing solutions to complex spatial problems, such as those related to urban planning, transportation, or environmental conservation.

2. Communicating findings in engaging ways, through maps, visualisations, or multimedia presentations.

Collaborative Problem Solving

1. Working with other students identify solutions to geographical problems and challenges.

Critical Thinking

1. Analysing and evaluating different sources of information, such as news reports, and data sets, to develop an understanding of geographical issues.

2. Identifying and evaluating different perspectives on a geographical issue, Cultural Competency

1. Recognising and respecting cultural differences and understanding how these differences can shape our planet.

2. Investigating geographical concepts and processes in different locations to develop their knowledge of places around the world.

3. Communicating research findings in a way that is respectful to diverse cultural perspectives.

Digital Literacy

1. Collecting and analysing spatial data using a variety of digital tools and platforms, such as geographic information systems (GIS), remote sensing, and spatial analysis software.

2. Creating and sharing digital maps and visualisations to communicate spatial patterns and trends.

Effective Communication

1. Creating and delivering clear and engaging presentations that effectively communicate research findings or spatial information to diverse audiences.

2. Writing concise and well-organised paragraphs that effectively communicate

geographical ideas.

3. Creating and sharing clear and visually compelling maps and diagrams.

Leadership

1. Collaborating with others through fieldwork groups.

2. Communicating effectively with others and fostering productive and respectful relationships.

INTERCULTURAL LEARNING

Geography fosters intercultural learning by exposing students to diverse regions, cultures, and global issues. Through topics like globalisation, population dynamics, and sustainable development, students develop cultural awareness, empathy, and a sense of global citizenship. They explore the interconnectedness of societies, appreciate different perspectives, and recognise the importance of addressing global challenges collaboratively. Intercultural learning in geography promotes understanding and empathy for people and environments across the globe.

HISTORY

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.

TERM TOPIC

Autumn Tudor and Elizabethan England

Why did Henry break with Rome

What was life like in Elizabethan England?

Spring Changing Britain

Breadth study: How did Britain change from 1500-1800?

Why were Europeans mad about Empires (early British empire)

African Kingdoms

Summer Industrial Britain

What was it like to be involved in the Slave Trade?

How should historians tell us about abolition?

What was the impact of the IR on Britain?

ASSESSMENT

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.

ESSENTIAL SKILLS

The students will gain cultural competency from engaging with different historical settings. Lessons will regularly involve collaborative discussions, in pairs or small groups. Students will engage with technology via One Note, but also to privately research for historical projects, which will develop digital literacy. Developing oracy and literacy will help students effectively communicate.

INTERCULTURAL LEARNING

Year 8 focuses on two important changes in UK society, the break with Rome and the industrial revolution. Culturally these demonstrate both the importance of religion and economic transformation upon society. The consequences of the industrial revolution were particularly global.

LANGUAGE AND LEARNING (L&L)

The Year 8 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. National Geographic textbooks for multilingual learners are utilised to allow our pupils to consider global issues and explore exciting cultures whilst developing their English language skills. In addition, we use linguistically graded, age-appropriate novels to provide a motivating context upon which to develop academic language use in a meaningful, enjoyable and productive way.

Pupils will begin working towards the Cambridge B2 First for Schools examination, which they will sit on-site in School in Year 9. Cambridge English exams are recognised by over 25,000 universities, employers and governments around the world. These English language tests open doors to higher education, improve employment opportunities, and because they are globally recognised, increase choices for study or work. As our students move through the years at Harrow, they progress to the C1 Cambridge examination, which is equivalent to IELTS, and is a recognised qualification for English language requirement at 100% of all UK universities. For more information on the Cambridge examinations, please visit the Cambridge assessments website

AUTUMN TERMPUSHING MENTAL AND PHYSICAL LIMITS

Reading Topic: No limits

Skill: Summarise

Vocabulary Prefix -un

Use a dictionary

Grammar Embedded clauses, questions and commands

Adding emphasis

Video A tribute to discomfort

SPRING TERM SUMMER TERM

Topic: Focus on the Future

Skill: Use text features for comprehension

Suffixes -ion, -tion

Identify parts of speech

Future tenses

Quantifiers

Crisis mapping

Speaking Showing interest in a conversation Making suggestions and agreeing or disagreeing

Writing Genre: Biography

Skill: Identifying chronological order

Genre: Persuasive essay

Skill: Express point of view

Topic: Grow it here; Eat it here

Skill: Connect text to prior knowledge

Borrowed words

Use context of unit

Mixed conditionals

Double comparatives

Should we eat more bugs?

Offering advice and accepting or declining advice

Genre: Restaurant review

Skill: Use facts and opinions to review

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

The Year 8 Chinese curriculum is a continuation of the Year 6 and 7 curricula. It 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. The core skills in Year 8 are still based around reading, writing, speaking and listening. Based on pupils’ prior knowledge of the language, three streams of Chinese are offered - native, near-native and non-native (foreign). Pupils in each stream will be introduced to the appropriate level of Chinese materials. Building upon the critical foundations of vocabulary and key phrases, as well as the correct characters, writing skills are the focus in all three streams. Alongside language study, pupils will engage in a range of activities for developing their intercultural competency as well as global awareness. Additionally, digital literacy is part of pupils’ learning experience. This further enhances their problem-solving and abilities to conduct future academic research.

NATIVE STREAM

TERM TOPIC CONTENT AND FOCUS

Autumn Prose and Tang poetry

• What is imagery in poetry?

• Description of scenery

• Descriptive writing

• Vocabulary and useful expressions

Spring Traditional values and argumentative essay

• Family values and contradictions in contemporary society

• Making an effective argument in essay writing

• Vocabulary and useful expressions

Summer Descriptive essay and its variations

• RReading classical descriptive essays

• Vocabulary and useful expressions

• Celebration of reading week

ESSENTIAL SKILLS

In the native stream of Chinese, pupils will continue to study an increasing variety of genres, including prose, poetry, legends and non-fiction. Pupils in Year 8 will start exploring more complex ideas and issues through a variety of spoken and written texts to develop their reading and listening skills. They will study how writers convey opinion and emotion through word choice and sentence construction. They explore the connotations and effects of specific words and structural choices. Pupils will continue to develop knowledge of argumentative writing, focusing on expressing their opinions and comments by using formal language, and enhance their narrative and descriptive essay writing skills. Cultural competency is nurtured through classroom activities, and group collaboration and digital literacy are also emphasised.

INTERCULTURAL LEARNING

In the Year 8 native stream, pupils have the opportunity to learn about various aspects of Chinese culture, both traditional and contemporary. They will learn about the cultural conventions associated with the texts studied and try to understand the changes that occurred to those conventions over time. Through classroom activities, pupils will have opportunities to demonstrate their cultural awareness and their understanding and appreciation of Chinese traditions.

ASSESSMENT

Pupils in the Year 8 native stream will take a summative assessment per term in reading, writing, listening or speaking. In particular, pupils will be assessed on the fundamental skills of vocabulary mastery as well as of oral and written fluency. Formative assessments, such as vocabulary dictation and individual/group presentation, will also help pupils to receive feedback from their teachers.

NEAR-NATIVE STREAM

TERM TOPIC CONTENT AND FOCUS

Autumn Family relationships

• My family

• Communication and appreciation

• Influential people and role models

• Fashion and youth culture

• Vocabulary and useful expressions

Spring Travel and culture

• Travel experiences

• Dealing with the unexpected

• Cultural shock and its value

• Vocabulary and useful expressions

Summer Creative writing and commentary

•

• Commentary writing

• Vocabulary and useful expressions

• Celebration of reading week

ESSENTIAL SKILLS

In the near-native stream of Chinese, pupils will continue to develop their 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. In speaking, they can communicate substantial information containing relevant and developed ideas and offer opinions confidently on events, experiences and some concepts related to Chinese culture. They will be well engaged in conversations and will be able to write a structured text to share informative and organised ideas on topics and cultural contexts. Cultural competency is nurtured through classroom activities, and group collaboration and digital literacy are also emphasised.

INTERCULTURAL LEARNING

In the Year 8 native stream, pupils have the opportunity to learn about various aspects of Chinese culture, both traditional and contemporary. They will learn about the cultural conventions associated with the texts studied and try to understand the changes that occurred to those conventions over time. Through classroom activities, pupils will have opportunities to demonstrate their cultural awareness and their understanding and appreciation of traditional culture.

ASSESSMENT

Pupils in the near-native stream will take a summative assessment per term in reading, writing, listening or speaking. In particular, pupils will be assessed on the fundamental skills of vocabulary mastery as well as of oral fluency. Formative assessments, such as vocabulary dictation and individual/group presentation, will also help pupils to receive feedback from their teacher.

NON-NATIVE STREAM

TERM TOPIC CONTENT AND FOCUS

Autumn Holiday and transportation

• Holiday seasons

• Weather and travel conditions

• Travel planning and tips

• Vocabulary and practical expressions

Spring Healthy life styles

• Self-management

• School events

• Group activity and value

• Money matters

• Vocabulary and useful expressions

Summer Special activities

• Media and social environment

• Charitable activities

• International day in school

• Vocabulary and practical expressions

ESSENTIAL SKILLS

For the non-native stream, pupils will learn a range of topics through a variety of fun exercises based on everyday life and experiences. In Year 6, pupils will study three main topics including family, knowing oneself, hobbies and wellbeing. Lessons are designed to build up pupils’ foundation of Chinese character writing and mastery of basic phrases. Pupils will also become familiar with Pinyin. They will learn to use their knowledge of grammar to adapt and substitute individual words and set phrases. The key skills of grammar, tones, character writing and Pinyin are incorporated into every topic area. Pupils learn to read simple texts with some pinyin support and understand the main point of the texts. Cultural competency is nurtured through classroom activities, and group collaboration and digital literacy are also emphasised.

INTERCULTURAL LEARNING

In the Year 6 non-native Chinese stream, pupils have the opportunity to learn about various aspects of Chinese culture, both traditional and contemporary. They will learn about the cultural conventions associated with the texts studied and try to understand the changes that occurred to those conventions over time. Through classroom activities, pupils will have opportunities to demonstrate their cultural awareness and their understanding and appreciation of tradition.

ASSESSMENT

Summative assessments will occur throughout the course in all four skills of speaking, listening, reading and writing. In particular, pupils will be assessed on the fundamental skills of vocabulary mastery as well as of reading and pinyin fluency. Formative assessments, such as vocabulary dictation, will also help pupils to receive feedback from their teacher.

FRENCH

Pupils in Year 8 may be complete beginners, relatively new to French or more experienced language learners. They will build on previously learned topics with increasingly complex vocabulary and grammatical structures. The topics studied are all linked to the IGCSE course content in order to lay the critical foundations of core vocabulary, key phrases and basic grammar for French in the Senior School. Students will be exposed to increasingly complex grammar and will learn to express themselves in three time frames.

Term 3 (10 weeks)

Sub-units:

Talking about my diet

1.

Saying what I do to stay healthy

2.

Making health complaints

3.

Giving health advice

4.

Grammar: Articles (negatives/ quantities + de) Infinitive phrases (pour + inf. essayer de, éviter de, il est important de) Modal verbs (on doit, il ne faut pas) Imperative (vous) Avoir mal

Summer assessment: Speaking –questions from all sub-topics

Leisure

Term 2b (6 weeks)

Sub-units: 1.

Saying what I’m going to do

Talking about future plans

2.

Saying what I did recently

3.

Grammar: Near future (all subject pronouns) Near future –negation

Infinitive structures + (I hope, I would like, I want) Ce sera + ce serait Passé composérevision Sequence words

Spring assessment: Writing and grammar

Leisure

Accommodation & past holidays

Term 2a (5 weeks)

Sub-units: 1.

Saying what I do depending on the weather

Talking about free time activities

2.

Grammar: Quand + present tense weather Jouer, regarder, faire, aller –full conjugations

Adverbs of frequency Present tense of common irregular ER, IR, RE verbs

Term 1b (7 weeks)

Health Term 1a (6 weeks)

Booking a room

Sub-units: 1.

Sub-units: 1.

2.

Making a complaint 3.

Describing a past hotel stay 4.

Describing what I did on my holiday

Grammar: Je voudrais + infinitive Imperfect set phrases –c’était, il y avait Weather in imperfect tense

Passé composé (full avoir and être conjugation + allé/ resté/sorti)

Autumn assessment: Reading and listening

Saying what you can do in Paris

Saying what I did

Identifying and describing places in Paris 3.

2.

Grammar: On peut + infinitive

Noun/adjective agreement

Noun/adjective word order (including some BAGS adjectives)

Passé composé (Avoir –full conjugation, je suis + allé/resté)

ESSENTIAL SKILLS

Pupils engage in group activities where they work together to solve languagerelated challenges, fostering teamwork and problem-solving abilities. Cultural competency is nurtured through activities that expose students to various aspects of French-speaking cultures, promoting understanding and appreciation of different perspectives. Additionally, digital literacy is integrated by incorporating technology and online resources, equipping students with the skills to navigate and communicate effectively in a digital world.

INTERCULTURAL LEARNING

In Year 8, pupils have the opportunity to learn about various aspects of French culture, including a unit of work learning about Paris and discussing travel in France. They will also have the opportunity to broaden their cultural awareness through an independent cultural project in the summer term.

ASSESSMENT

There will be formal summative assessments at the end of each term, assessing all four skills, as well as formative assessments throughout each half-term such as quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways. Helpful feedback and opportunities for pupils to ‘Step Up’ their work follow both formative and summative assessment.

SPANISH

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. They will also be introduced to the past and future tenses.

TERM CONTENT TOPICS

Autumn Module 1 My holidays

Module 2 All about my life

Spring Module 3 Food and drinks

Module 4 Free time

• Talking about a past holiday

• Saying what you did on holiday

• Describing the last day on holiday

• Saying what your holiday was like

• Saying what you use your phone for

• Saying what type of music you like

• Talking about TV

• Saying what you did yesterday

• Understanding a TV guide

• aying what food you like

• Describing mealtimes

• Ordering a meal

• Discussing what to buy for a party

• Giving an account of a party

• Arranging to go out

• Making excuses

• Discussing getting ready to go out

• Talking about clothes

• Talking about sporting events

Summer Module 5 Houses and holiday homes

ESSENTIAL SKILLS

• Describing a holiday home

• Describing holiday activities

• Asking for directions

• Talking about the summer camps

Pupils engage in group activities where they work together to solve language-related challenges, fostering teamwork and problem-solving abilities. Cultural competency is nurtured through activities that expose pupils to various aspects of Spanish-speaking cultures, promoting understanding and appreciation of different perspectives.

Additionally, digital literacy is integrated by incorporating technology and online resources, equipping pupils with the skills to navigate and communicate effectively in a digital world.

INTERCULTURAL LEARNING

Year 8 pupils deepen their intercultural understanding by exploring more specific aspects of Spanish culture. They gain insight into Peruvian folklore through the study of a folk tale and its cultural significance. They also learn about the capital city of Spain, Madrid, examining its history, landmarks, and cultural contributions.

ASSESSMENT

There will be summative assessments throughout the course on all four skills of speaking, listening, reading and writing, and formative assessments such as quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways. Pupils will also be given guidance and support on how to learn languages successfully in class and during prep activities.

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 the volume of 3D shapes, Pythagoras’ theorem, standard index form and set theory. The aim of this year is to give the pupils the fundamentals for starting the IGCSE course in Year 9.

MAIN TOPICS OF STUDY FOR YEAR 8

AUTUMN TERM SPRING TERM SUMMER TERM

• Substitution

• Rounding and estimation

• Area and perimeter

• Simplifying expressions

• Angles

• Averages and range

• Indices and standard form

• Solving equations

• Pythagoras’ theorem

• Sequences

• Presenting data

• Measures

• Fractions, decimals and percentages

• Volume and surface area

• Graphs

• Probability

• Sets

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.

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.

ESSENTIAL SKILLS

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 collaborative problem solving skills, as well creativity, critical thinking and leadership. 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.

INTERCULTURAL LEARNING

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

ASSESSMENT

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

MUSIC

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 African Music; through these styles, pupils continue to use GarageBand. In the final project, pupils use the knowledge and skills acquired through the year to create a piece of fusion music using GarageBand 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.

TERM TOPIC CONTENT

Autumn 1 - African Music

2 - Pop Music

Spring 1 - Rock and Roll

2 - Classical Fusion

Summer 1 - Samba

• Composing and then Performing: “Your African Assessment Piece” by understanding and applying Call and Response techniques.

• Composing: To complete a Pop Arrangement composition on Garageband using the elements of Pop Music.

• Performing: To perform your “Let’s dance” by Chris Montez, by playing as a band.

• Composing: Pupils use GarageBand to compose a Classical Fusion piece, based on one of the three set works.

• Performing: To be able to play part of a samba piece as part of a large group. To understand the context of samba music. To be able to improvise rhythmically in time with a pulse. To be able to sing, drum and improvise within a full piece of samba music.

ESSENTIAL SKILLS

Critical thinking can be done through analysis on a variety of world music styles and open-ended composition tasks. It also involves the ability to analyse, evaluate evidence, identify problems, create different perspectives and generate potential solutions. Digital Literacy is encompassed by the use of a myriad tech platforms such as OneNote, GarageBand, Logic Pro, YouTube, Spotify, Teams and iPads. Each of these platforms will provide different skills for the students. Creativity can be explored in many different ways through Composition, Interpretation in Performance through Improvisation. Effective Communication is practised via verbal and nonverbal communication through performance tasks, whilst written communication is incorporated by using the unit books’ various questions or in the forms of questions.

INTERCULTURAL LEARNING

The Pupils visit the world through their music lessons and develop the understanding, perspective and appreciation of the similarities and differences of various cultures. For example African, Samba, Electronic Dance Music, Jazz, Classical Western music tradition, Rock & Roll, Pop etc.

ASSESSMENT

Summative assessment in Year 8 is based on several performance and compositional projects undertaken through the year, including group percussion and band projects and GarageBand composition tasks. Singing, improvising and listening skills are also assessed throughout the course of the year.

COLLABORATIVE PROBLEM SOLVING AND LEADERSHIP

Group compositions and performance tasks as a soloist or as part of an Ensemble. Every pupil has to take responsibility (hence, adopt a leader mentality) in performances and for the learning of a variety of music styles. It involves suggesting solutions for specific problems, sharing ideas, and listening to others. To work collaboratively in teams/pairs to analyse, evaluate and assess a variety of set works and world music. All pupils also have access to the vibrant Co-Curricular Music programme which runs throughout the year. Individual music tuition is available in a variety of studies 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 named 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 five 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 up through the 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.

As the pupils progress up through School, after experiencing the Lower School PEH curriculum, this is the appropriate time to expand the games curriculum. The consistency of sports being offered, in relation to the ISSFHK seasons, remains the same. This allows staff to have the ability to further advance co-curricular teams within the games setting as well as SCAs and CCAs. Pupils who compete for the School teams have the opportunity to train within Games time. If pupils do not wish to be involved with team training, they have the option to pick different sports and these can be changed on a half/termly basis. A new strand for this age group is offsite activities. At this stage we also feel it is important to broaden the pupils’ horizons to experience some leisure based activities. We feel the benefits of this allow the pupils to build positive relationships with activities which may feature in their lives after their education at Harrow International School Hong Kong. Pupils are asked to choose their games options from the following sports:

Badminton Volleyball Basketball

Football Rugby Tennis

Harrow Fit Golf (off site)

Horse Riding (off site)

Netball Cricket Gymnastics

GOLF & HORSE RIDING

Table Tennis

Wattbikes

Athletics/XC

Cross country

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, 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 physiotherapist, lawyer, player agent, CEO of major sports organisations, in medicine 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 and Badminton. 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 some Hong Kong Schools Sports Federation (HKSSF) leagues and annual friendly fixtures. Fixtures take place mostly mid-week and occasional weekends, depending on the sport. Harrow Hong Kong also hosts a number of tournaments throughout the year in various sports and these are well attended by other schools.

Competitive sports leagues start in Year 6 (U12) and reach their pinnacle at Year 13 (U20). Harrovians who do not consider themselves athletes when they arrive at our School discover new sports and the talent to play them with great skill and flair. Many continue to enjoy the sporting abilities they discovered at Harrow Hong Kong long after leaving us and take the life lessons they have learnt with them into the world

beyond school.

Overseas sports tours are an important part of our sports programme. 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.

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 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.

TERM DISCIPLINARY ‘LENS’ AND TOPIC SUBSTANTIVE KNOWLEDGE

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?

Spring Theology

Hinduism - What is Hinduism? How did Hinduism emerge? What are Hindu beliefs and practices?

Buddhism - What is Buddhism? How did Buddhism emerge?

Summer Theology

Buddhism (continued) - What are Buddhist beliefs and practices?

Social Anthropology

Religious Practices - How do beliefs influence practices?

• Theories of knowledge

• Direct Realism

• Indirect Realism

• Idealism

• Maslow’s hierarchy of needs

• Human rights and responsibilities

• The social contract

• Diversity and community cohesion

• Multi-faith society

• 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

• The four Noble Truths

• The path to enlightenment

• Religious practices, including prayer and pilgrimage from a variety of religions

ESSENTIAL SKILLS

Broadly, all disciplinary approaches in PRS encourage pupils to develop the essential skill of critical thinking, not only nurturing the ability 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. Philosophy can also help pupils develop a critical approach to the use of digital technologies, by encouraging them to think deeply about the ethical, social, and political implications of digital technologies. In the Theology topics, pupils will be able to explain religious beliefs in detail and understand how these influence believers. Pupils develop cultural competency through gaining a deeper understanding of values, customs and traditions of different groups, helping to have greater empathy and respect for those holding beliefs different from their own. In the Social Anthropology topic, pupils will analyse sociological ideas and identify the implications of different approaches in society. Philosophy can help pupils develop a critical approach to the use of digital technologies, by encouraging them to think deeply about the ethical, social, and political implications of digital technologies. The study of theology can help develop leadership by fostering critical thinking, promoting empathy and understanding for diverse beliefs and practices, encouraging ethical reflection and including reflection on ways in which service and outreach benefit others. Communication skills are developed through debates and discussions, focusing on argumentation and persuasion. Pupils work collaboratively to research and share knowledge on religious beliefs and practices, as well as developing creativity through imaginative responses to religious beliefs, stories and customs.

INTERCULTURAL LEARNING

Philosophy and religious studies can be a powerful tool for intercultural learning through the study of diverse religious and philosophical traditions, examining the intersection of philosophy, religion, and culture, engaging with diverse perspectives, reflecting on personal biases and assumptions, and providing opportunities for cross-cultural dialogue.

ASSESSMENT

Pupils’ progress will be monitored formatively throughout each topic using 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 8 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.

Term Biology Chemistry Physics

Autumn Term

Spring Term

Unicellular Organisms

Combustion Space

Metals and Their Uses

Summer Term Growing Our Food Light

ESSENTIAL SKILLS

The Prep Science curriculum develops essential skills including communication, problem solving, cultural competency, leadership and collaborative learning through practical work and projects. Key scientific skills such as defining variables and drawing graphs are secured. Pupils present their findings to their class and record videos practising key presentation skills. They analyse data and develop critical thinking skills when reviewing results. Using digital literacy the pupils research, use simulations and create animations. In Year 8 the pupils complete a project in groups, requiring each pupil to take a leadership role, use teamwork to create a video and present to the year.

INTERCULTURAL LEARNING

Prep Science explores science in various cultures and societies around the world. It covers crucial topics such as renewable energy, climate change and matter behaviour

linking these topics to future careers.

ASSESSMENT

Internal assessment takes place throughout Year 8, with end of topic tests used to track pupil progress. These assessments are made up of multiple choice and short answer questions. There is also a summative end of year assessment which takes place in the Summer Term, and this covers all of the content taught up to that point. Pupils use their own personal tracking document to record their progress and targets, such as Stepping Up activities. Pupils will also be assessed on different skills, through Common Assessed Tasks, such as investigative skills, e.g., drawing graphs and identifying variables.

SCIENCE WEEK

Each year Harrow Hong Kong holds Science Week. A different theme is chosen annually and pupils join in fun and exciting activities around the School and participate in outside trips such as visiting the Science Museum or Hong Kong Wetlands. Speakers are invited to inspire our pupils from charities and universities and House Competitions lead to an exciting feeling around the School. Pupils take part in projects in lessons such as Harrow Off-Grid, planning for a sustainable future.

INDIVIDUAL NEEDS

The Individual Needs Department at Harrow Hong Kong works alongside Language & Learning, Counselling and House Pastoral Teams to ensure that the academic, social, and pastoral needs of pupils are met through quality differentiation, effective collaboration between educational stakeholders, and impactful staff development. The Individual Needs Department works with pupils who require extra support or extension beyond regular classroom differentiation in order to meet their learning needs. The Individual Needs Department supports pupils who enter the School with existing reports of individual needs and those who are later identified through the School’s referral system. Depending on the level of support needed, pupils may receive short-term or longterm 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.

Examples of the Individual Needs Provision for pupils in Year 8 are in-class support in English and Mathematics, and weekly check-ins focused on organisation, self-regulation, and reflection.

ASSESSMENT AND PUPIL PROGRESS

Access arrangements for both internal and external assessments are facilitated by the department in partnership with the Examinations Officer in accordance with the guidelines from the Joint Council for Qualifications. The department is able to conduct internal assessments to aid the understanding of a pupil’s profile, and may also refer pupils to external specialists, including Occupational Therapists, Speech and Language Therapists, and Educational Psychologists if further information is required.

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

ESSENTIAL SKILLS

All pupils supported by the Individual Needs Department are encouraged to use critical thinking and creativity in order to reflect on their learning and how their individual needs and profile impact and shape their learning approaches, revision strategies, and interests.

Pupil input is valued when identifying effective strategies to be implemented. In Year 8, pupils are supported in learning and in practising their social and communication and collaborative problem solving skills. Pupils are encouraged to express their own needs and unique perspectives and experience.

INTERCULTURAL LEARNING

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

USEFUL INFORMATION

THE SCHOOL DAY

CALL OVER

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

PERIODS

Lessons are called ‘periods’ at Harrow Hong Kong; they include activities in the SCA programme as well as academic lessons. There are four periods in the morning, each lasting 55 minutes, with a 25 minute break between the second and third periods. There is a 5 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

MID-MORNING BREAK

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

LUNCH

Lunch is a formal meal when the House Master or House Mistress, usually accompanied by one or more of the House Pastoral Team, eats with the House in their designated area in the Dining Hall. High standards of behaviour and manners are expected, but lunch is an important break in the middle of the day and an opportunity for building the strong sense of House community with both boarders and day pupils.

ASSEMBLY

On Monday morning, there is an Assembly for the Upper School at 8.30am. Tutor time takes place before this.

HOUSE ETHOS

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

THE HOUSES

At Harrow Hong Kong, pupils in Years 6-8 are allocated to one of the seven Prep School Houses. Alongside the House Master/House Mistress and Assistant HM’s, we also have a resident Gap Tutor and a Matron to help boarding pupils.

PREP HOUSES YEAR 6-8

BOYS

GIRLS HOUSES

KEY PERSONNEL

HOUSE MASTER/HOUSE MISTRESS

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

HOUSE TUTOR

Most teachers in the Upper School have a role as a House Tutor in one of the Houses as part of the broader House Pastoral Team (HPT), which supports the HM’s in their roles. All House Tutors play a role in the supervision and running of the House during the course of a week (including eating meals with pupils, helping with running evening prep and activities, and helping to facilitate House discussion meetings).

CONSULTANT SCHOOL PSYCHOLOGIST

Dr. Rachel Gregory is an experienced clinical psychologist who leads parenting workshops and programmes, group programmes for pupils to promote resilience, and training for staff on developing their own pastoral care of pupils. Through the School’s pastoral system, she advises, consults and supports staff and parents in addition to providing support to pupils individually and in small groups. Dr Gregory is the mental health lead for the School.

SCHOOL COUNSELLOR

As part of the wider pastoral team the School Counsellor, Ms. Lauren Liu, works with the HM’s 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 selfrefer, or alternatively, parents and staff can refer pupils through the HM in order to see the School Counsellor.

ILLNESS

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

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

COMMUNICATION WITH THE SCHOOL

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

THE HOUSE MASTER/HOUSE MISTRESS

The first point of contact for a parent in the Prep School should be the HM. HM’s operate an ‘open door’ policy and parents should feel comfortable with contacting their HM about any questions or queries that they have, by phone, email or by arranging an appointment through the Upper School Office. Parents should keep their child’s HM fully informed of any observations they have made at home or changes to the family situation so that they can support them accordingly in School. Parents can also make enquiries to the Health Care Centre (hcc@harrowschool.hk.)

EMAIL

A significant proportion of the School’s communication with parents is by email and there are two Consolidated Communications to parents each week (on Mondays and Thursdays) which are managed by the Upper School Office. It is, therefore, essential for every parent and guardian to have access to email and to ensure that the School has the current email address of all parents. Any problems with email should be addressed to the Director of ICT, Mr. Dinesh Alwani via dalwani@harrowschool.hk

SCHOOL WEBSITE AND PARENT PORTAL

A vast amount of important information for Harrow Parents is available through the Harrow Parent Portal. Amongst others, this includes your child’s reports, timetable and class information, the School calendar, sign up for Super-Curricular and Co-curricular activities and parents’ evenings, communications with parents and a facility for you to update your contact details. The School website, www.harrowschool.hk, has a link to the Parent Portal at the top of the first page. 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 Services team on its@harrowschool.hk

HARROW HONG KONG iSAMS iPARENT 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 on 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. 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.

HARROW HONG KONG SOCIAL MEDIA PAGES

At Harrow Hong Kong, we understand that parents like to keep informed of School events in different ways. We are also well aware that 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.

Facebook Page

Harrow International School Hong Kong

@HarrowHK

LinkedIn

@Harrow International School Hong Kong

Twitter

@Harrow_HK @HHKSPeel @HHKSun

@HeadHarrowHK @HHKSShaftesbury @HHKSChurchill

@HHKSShackleton @HHKSGellhorn @HHKSFry

@HHKSWu @HHKSNightingale @HHKSAnderson

@HHKSBanks @HHKSParks @HHKSKeller

@HHKSDarwin

@HarrowHKDrama @HarrowHKArt @HarrowHKMusic

@HarrowHKLS @HarrowHKLib @HHKSPastoral

Instagram

@harrowhkofficial

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.

CALENDAR

The calendar can also be accessed through the Harrow Hong Kong iParent App and Parent Portal.

AUTHORISED ABSENCE

Any absence from School affects the pattern of a child’s schooling and regular absence will seriously affect their learning: there is a proven link between absence and underperformance in public examinations. Some universities and prospective schools also require us to share information about a pupil’s attendance. If requesting absence for a period of one day or less, parents should contact the HM. For periods more than one day parents should contact the Principal Deputy Heads (Tom Hicks and Laura Yandell) thicks@harrowschool.hk and lyandell@harrowschool.hk, who will liaise with the Head. Parents should not expect permission to be automatically granted and should not make travel arrangements before receiving permission.

PREP

Prep is the work set by teachers to support the academic work completed in class and to help prepare for the work in future lessons. Prep should be able to be completed independently (without adult support) and should be appropriately challenging, whilst also being manageable within the time suggested. Prep and deadlines will be set on class Teams.

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

Prep School

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

• Year 6 - 40 minutes.

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

• Year 7 - 60 minutes.

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

• Year 8 - 75 minutes.

Pupils will be set prep for three subjects per night and should spend around 25 minutes per prep. This time should be focused and free from distractions.

Independent reading is very important for developing a range of skills and, as a result, is incorporated into the schedule in the Prep School.

Years 9 to 11

Pupils in Year 9 and above are set daily prep.

• Year 9 - 90 minutes

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

• Years 10 and 11 - 90 minutes

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

Sixth Form: independently guided

In the Sixth Form, pupils should expect to complete a minimum of 2-3 hours of prep per subject per week but, in addition, plan to spend a further 2 hours on wider reading, reviewing notes, and researching where time allows. This independent study is essential for success and, due to the expectation of independent learning, they should not be expected to spend more than 4 hours per week on directed prep for any one subject.

CONFIDENTIALITY AND CONSENT

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

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

RECORDS

A written record is kept of the following:

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

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

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

• Any safeguarding allegations or suspicions of abuse.

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

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

CHANGE IN DETAILS

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

MEDICAL CARE

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

MEDICATION

Prescribed and ‘household’ medications are kept securely in a locked cabinet in the Health Care Centre. Pupils with medical conditions such as asthma, diabetes or severe allergic reactions are permitted to keep possession of their medication, but parents should inform the HM and the Health Care Centre. A spare inhaler, Epipen, Jext etc. should be given to the Health Care Centre in case of emergencies. Any medication prescribed by a doctor, however, should not be kept by the child or in school bags, but should be given to the HM to hand to the Health Care Centre. Only the Health Care Centre dispenses prescribed medicines, which should be in a clearly labelled medical

bottle with the child’s name and dosage on it. If the details on the label are not written in English, parents are requested to provide an accurate and detailed translation. Nonprescribed medicines cannot be given by our Health Care Centre and should not be sent into school.

WELLBEING

Our 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. The programme is supplemented by expert external speakers.

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

HARROW HORIZONS PROGRAMME

An outstanding enrichment programme, which complements and extends beyond the School’s academic and pastoral provision, is part of the fabric of a Harrow education. Through providing a stimulating wider curriculum we inspire each child to develop the Harrow Leadership Attributes and the essential skills needed for success, happiness and leadership in the future. Quality and inclusivity are at the centre of our Harrow Horizons Programme.

The Harrow Horizons Programme can be distinguished into three main areas:

• Super-Curriculum Activities (SCAs)

• Co-curricular activities (CCAs)

• Leadership in Action (LiA)

Pupils choose two SCAs each term, which are taught within the structured School day.

CCAs take place before school, during lunchtimes and afterschool and are not part of timetabled lessons. Leadership in Action comprises the camps, trips 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.

REPORTS TO PARENTS

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

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

Grades

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

Full Reports and Progress Reports will be issued at different points in the academic year.

PARENTS’ EVENINGS

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

SPEECH DAY

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

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

1:1 DEVICE PROGRAMME (YEAR 8, 9, 10-11, 12-13)

The School requires all pupils from 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:

Purchasing a MacBook through the School - we will provide fully configured and ready-touse devices available for purchase at a discounted rate. Reconfiguring an existing Apple MacBook that meets certain specifications. More information can be received by contacting the IT Department at its@harrowschool.hk

BUS ROUTES

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

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

Upper School pupils are not eligible for car permits for morning drop off and cars should not approach the School at drop off or collection times without a permit. There is no parking along Tsing Ying Road.

WEATHER

The rainy season in Hong Kong usually runs from April to September, and in severe weather conditions the School adheres to official public announcements from the Hong Kong Observatory and the Education Bureau.

Broadcasts are usually announced on both radio and television by 6.15am and are repeated at regular and frequent intervals throughout the day. The updates will also be sent via email and on the School’s social media platform.

Parents are advised to refer to the School’s Communications 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.

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

INDIVIDUAL MUSIC LESSONS (YEARS 6-13)

All individual instrumental music lessons take place during the school day on a rotating schedule in order that children do not have to be excused from the same class lesson each week. Hence, the lesson time is different every week. There are 30 lessons taught over the whole academic year and the termly invoices are separated into three groups – 13 lessons for the Autumn Term, 10 lessons for the Spring Term and 7 lessons for the Summer Term. Should you have any questions, please contact the Music Department by email at music.enquiries@harrowschool.hk. Music lessons are given for the following instruments:

Acoustic Guitar French Horn Saxophone

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

Cello Orchestral Percussion Trombone

Classical Guitar Trumpet

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

Tuba

Drum Kit Ukulele

Electric Guitar Viola

Flute Piano Violin

FOOD

The School’s catering company is Chartwells and it provides a morning and afternoon snack, plus a full lunch buffet in the Dining Hall every day, as well as lunch and dinner for our Boarders. There are three choices of hot food at lunch and dinner each day (one western, one Asian and one vegetarian), as well as a salad bar, soup and sandwich option. The children choose which option they would like and may have second helpings if they wish. Fresh fruit is always available. All lunch menus are available for parents to view on the School website. The School caters for special dietary requirements and these should be made clear to the HM and to the Admissions department when the pupil first enters the School via the Pupil Medical Form. In order to protect those members of the School community who have serious food allergies, we ask that no food or snacks are brought from home.

OVERSEAS SCHOOLS’ ENTRANCE EXAMINATIONS

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

Friday 29 September 2023

Friday 27 October 2023

Friday 23 February 2024

Friday 22 March 2024

Friday 26 April 2024

Friday 24 May 2024

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.

SCHOOL UNIFORM

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

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

School uniform can be purchased from the online store

https://www.ufsonline.com.hk/HA/ , the School Shop or the shop in Lai Chi Kok:

LAI CHI KOK UNIFORM SHOP

10.00AM - 6.00PM (Monday to Saturday)

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

Tel: +852 2523 2517 / +852 2742 2498

SCHOOL SHOP

Normal school days:

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

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

PUPIL DRESS CODE

Uniform is one of the obvious links with Harrow School in the UK. Pupils are reminded of the history and tradition that comes with wearing the Bluer and Hat: they are expected to wear the uniform with pride and respect for what it represents. School uniform should be worn to all periods during the School day, apart from PE and Games periods or other prior arrangements. Pupils should change into or out of sports kit at break or lunch and not remain in it all day. For boarders, “home clothes” may be worn after the end of the formal School day.

STAFF LIST

HEAD

SENIOR LEADERSHIP TEAM

Principal Deputy Head (Curricular)

Principal Deputy Head (Pastoral and Wellbeing)

Deputy Head (Academic)

Deputy Head (Pastoral and Wellbeing)

Deputy Head (Co-Curricular & Organisation)

Assistant Head (Digital Strategy, Assessment and Tracking)

Assistant Head (Academic)

Assistant Head (Pastoral and Wellbeing)

Head of Lower School

Deputy Head of Lower School (Academic)

Deputy Head of Lower School (Pupil Wellbeing)

Assistant Head of Lower School (Pupil Progress)

Assistant Head of Lower School (Digital Strategy and Continuing Professional Development)

Assistant Head (Early Years)

Director of Operations

Director of Human Resources

Director of Finance

Director of Human Resources

Head of Communications

Executive Assistant to the Head and Head of Administration

THE HOUSES

PREP HOUSES

BANKS

House Master

Assistant House Mistress

Ms Ann Haydon EAH ahaydon@harrowschool.hk

Ms Laura Yandell LMY lyandell@harrowschool.hk

Mr Tom Hicks TCH thicks@harrowschool.hk

Mr James Brewer JCB jbrewer@harrowschool.hk

Ms Kirsten McLintock KJM kmclintock@harrowschool.hk

Mr Jonny Franks JMF jfranks@harrowschool.hk

Mr Darren Bastyan DB dbastyan@harrowschool.hk

Ms Freya Crofton FXC fcrofton@harrowschool.hk

Ms Kim Gration KG kgration@harrowschool.hk

Mr Brendan Shanahan BS bshanahan@harrowschool.hk

Mr Gary Hancock GMH ghancock@harrowschool.hk

Mrs Lauren Berner LMB lberner@harrowschool.hk

Ms Dawn Chambers DC dchambers@harrowschool.hk

Ms Abi Hiley ALH ahiley@harrowschool.hk

Mr Chris Russell CSR crussell@harrowschool.hk

Mr Jim Nightingale jnightingale@harrowschool.hk

Ms Madeleine Ponting mponting@harrowschool.hk

Ms Miranda Ng sfng@harrowschool.hk

Ms Madeleine Ponting mponting@harrowschool.hk

Mrs Penny Hicks sfng@harrowschool.hk

Ms Joanne Kar jkar@harrowschool.hk

Mr Nick Weinberg NW nweinberg@harrowschool.hk

Ms Megan Smith MVS msmith@harrowschool.hk

DARWIN

House Master Mr Tom Cameron TXC tcameron@harrowschool.hk

Assistant House Mistress Ms Bonnie Tang BXT btang@harrowschool.hk

FRY

House Mistress Ms Jenny Mitchell JEN jmitchell@harrowschool.hk

Assistant House Mistress Mrs Catherine Illsley CMI cillsley@harrowschool.hk

LYON

House Mistress Mrs Kirsty Wilson KHW kwilson@harrowschool.hk

Assistant House Master Mr Chris Mclnnes CPM cmcinnes@harrowschool.hk

NIGHTINGALE

House Mistress Mrs Holly De Vies HDV hdevies@harrowschool.hk

Assistant House Mistress Ms. Connie Hu CMH chu@harrowschool.hk

PARKS

House Mistress Ms Charlotte TownsendCFT ctownsend@harrowschool.hk

Assistant House Mistress Ms Lizzie McGough ECM lmcgough@harrowschool.hk

SHACKLETON

House Master Mr Rian Stone RXS rstone@harrowschool.hk

Assistant House Master Mr Jamie Tsang JXT jtsang@harrowschool.hk

SENIOR HOUSES ANDERSON

House Mistress Mrs Swati Ray SRA sray@harrowschool.hk

Assistant House Mistress Ms Amanda Lam AM amlam@harrowschool.hk

CHURCHILL

House Master Mr Ross Stokley RAS rstokley@harrowschool.hk

Assistant House Mistress Ms Laura Eastaff LFE leastaff@harrowschool.hk

GELLHORN

House Mistress Ms Naina Nightingale NRN nnightingale@harrowschool.hk

Assistant House Mistress Mrs Georgia Barker GAB gbarker@harrowschool.hk

KELLER

House Mistress Mrs Gillian Nightingale GEN gnightingale@harrowschool.hk

Assistant House Mistress Ms Tiffany Searle TLS tsearle@harrowschool.hk

PEEL

House Master Mr Dom Berner DEB dberner@harrowschool.hk

Assistant House Mistress Ms Helen Cook HXC hcook@harrowschool.hk

SHAFTESBURY

House Master Mr Robert Powell RTP rpowell@harrowschool.hk

Assistant House Master Mr Milo Bellamy MLB mbellamy@harrowschool.hk

SUN

House Master

Mr Oliver Paulin OP opaulin@harrowschool.hk

Assistant House Master Mr Will Bussey WDB wbussey@harrowschool.hk

WU

House Mistress Ms Lee Collins LSC lcollins@harrowschool.hk

Assistant House Mistress Mrs Ella Loosmore ELL eloosmore@harrowschool.hk

MATRONS

Mrs Catherine Illsley CMI cillsley@harrowschool.hk

Mr Mark Edwards MAE medwards@harrowschool.hk

Mrs Melanie Cameron mcameron@harrowschool.hk

Ms Michelle Gedge MSG mgedge@harrowschool.hk

PUPIL DEVELOPMENT & WELLBEING TEAM

Head of Individual Needs

Teacher of Individual Needs

Ms Amanda Lam ALH amlam@harrowschool.hk

Ms Kim Gration KG kgration@harrowschool.hk

Teacher of Individual Needs

Head of Language and Learning

Teacher of Language and Learning

Language and Learning Support Teacher

The School Psychologist

School Counsellor

KEY EDUCATIONAL SUPPORT

Ms Leanne Chu LXC lchu@harrowschool.hk

Ms Cody Edene CE cedene@harrowschool.hk

Mr Nicholas Stone NJS nstone@harrowschool.hk

Ms Yee To SYT syto@harrowschool.hk

Dr Rachel Gregory rgregory@harrowschool.hk

Ms Lauren Liu RL lliu@harrowschool.hk

General Enquiries info@harrowschool.hk

Lower School Office ls-info@harrowschool.hk

Upper School Office us@harrowschool.hk

Bus Information bus-info@harrowschool.hk

Accounts account@harrowschool.hk

Admissions admissions@harrowschool.hk

Human Resources hr@harrowschool.hk

ICT its@harrowschool.hk

HEADS OF DEPARTMENT

ART

DRAMA

ENGLISH

HUMANITIES

ECONOMICS

GEOGRAPHY

HISTORY AND POLITICS

PRS

LANGUAGES

CHINESE

FRENCH

SPANISH

MATHEMATICS

Mrs Gemma Myles GEM gmyles@harrowschool.hk

Ms Vicky Courtis VLC vcourtis@harrowschool.hk

Mr Dom Rapley DR drapley@harrowschool.hk

Ms Charlene Doherty CMD cdoherty@harrowschool.hk

Mrs Letitia Weinberg LPW lweinberg@harrowschool.hk

Mr David Tuck DPT dtuck@harrowschool.hk

Mrs Sabrina Peck SLP speck@harrowschool.hk

Mrs Jessica Glover JKG jglover@harrowschool.hk

Mr Levi Gao LXG lgao@harrowschool.hk

Ms Lucy White LXW lwhite@harrowschool.hk

Mrs Yolanda Homs YH yhoms@harrowschool.hk

Ms Louise Ackroyd LEA lackroyd@harrowschool.hk

MUSIC

PHYSICAL EDUCATION

Director of Sport

Head of Upper School Sport

Head of Lower School Sport

Academic PE

Athletics

Football

Gymnastics

Netball

Rugby

Swimming

Tennis

LIBRARY & LEARNING LOUNGE

Mr Tom Wiggall TW twiggall@harrowschool.hk

Mr Ian Williams ILW iwilliams@harrowschool.hk

Mr Ben Loosmore BL bloosmore@harrowschool.hk

Ms Hannah Minty HLM hminty@harrowschool.hk

Mr Huw Alexander HJA halexander@harrowschool.hk

Mrs Sarah McMillan SMC smcmillan@harrowschool.hk

Mr Lee Tsang

Mrs Shannon Hobbins SXH shhobbins@harrowschool.hk

Ms Hannah Minty HLM hminty@harrowschool.hk

Mr Chris Kinloch CRK ckinloch@harrowschool.hk

Mr Malcolm Green MJG mgreen@harrowschool.hk

Mr Ross Stokley RAS rstokley@harrowschool.hk

Ms Julia Besnard JAB jbesnard@harrowschool.hk

SIXTH FORM & CAREERS

Director of Sixth Form

Assistant Director of Sixth Form (Head of Year 13), Oxbridge Coordinator and Sixth Form Guidance Coordinator

Assistant Director of Sixth Form (Head of Year 12) and USA Universities Coordinator

EXAMINATIONS

Examinations Officer

Assistant Examinations Officer

SCHOLARSHIPS

Ms Jo Morris JLM jmorris@harrowschool.hk

Mr James Roscoe JRO jroscoe@harrowschool.hk

Ms Jess Darke JAD jdarke@harrowschool.hk

Dr Catherine Clerc CC cclerc@harrowschool.hk

Mrs Sioned Ralph SCR sralph@harrowschool.hk

Head of Scholarships & Bursaries scholarships@harrowschool.hk

TRIPS & EXPEDITIONS

Head of Pupil Leadership

Duke of Edinburgh’s Award Coordinator

CHARITIES & COMMUNITY

Head of Charities & Community Service

Mr Tom Carter TCA tcarter@harrowschool.hk

Mr Phil Harwood PAH pharwood@harrowschool.hk

Ms Wen-Ju Yang WJY wjyang@harrowschool.hk