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. We know that a true education can only be gained by a strong and trusted partnership between teachers and 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.

The School’s motto, ‘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 MBE Head

CURRICULUM OVERVIEW

ART

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

Picasso

The Art curriculum is designed to help pupils develop the essential skills and experiences they need for academic success at GCSE and A Level. We strive to inspire our pupils in their pursuit of artistic excellence and nurture their creative spirit by creating a curriculum and environment that promotes independent inquiry and empowers pupils in the freedom of choice. The curriculum is based on four key areas: developing ideas, exploring materials, recording ideas, observations and insights, and, ultimately, demonstrating the ability to realise ideas with purpose and intent.

EXPAND, EXPERIMENT, BROADEN

At the end of Year 8, pupils will have:

• Worked in a 2D and 3D format – with a clear understanding of the differences of each

• Explored a range of familiar and new materials with guidance and instruction

• Expanded knowledge of colour terminology – complementary/primary/secondary

• Experimented with different drawing mediums – considering the purpose and

Pablo

properties of different mediums

• Expanded a variety of technical approaches allowing for exploration and experimentation with ideas

• Broadened observational skills – working from first-hand sources, developing their understanding of first-hand recording

• Broadened personal ideas about artists/craftspeople – considering the context of the work and developing their written and verbal communication skills

• Developed skills in reviewing their own creative process, considering how to adapt and refine their work

• Developed understanding of art vocabulary relevant to their project - incorporating key formulae elements when writing or discussing their work and the work of others

The Living World

Throughout the year, pupils will produce work for the following pathways:

Theme

2D (Painting and Drawing), 3D Sculpture, Mixed Media (printmaking, textiles, photography)

Whilst the skills developed will be consistent throughout projects across the year, individual outcomes and specific content of projects will vary.

GLOBAL CITIZENSHIP

By promoting cultural awareness, interdisciplinary connections, critical thinking, communication, and environmental and social responsibility within our artists we aim to empower pupils to become global citizens. By studying diverse art forms, pupils develop understanding and respect for different cultures. They make interdisciplinary connections, analyse global issues, and propose creative solutions. Art serves as a universal language, enabling communication and dialogue with a global audience. Projects addressing environmental and social challenges cultivate responsibility and empower pupils to contribute positively to a more inclusive and sustainable world. Our art curriculum nurtures empathetic, culturally aware, and socially conscious individuals, preparing them to be active global citizens.

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.

COMPUTER SCIENCE

“Coding is today’s language of creativity. All our children deserve a chance to become creators instead of consumers of computer science.”

Maria Klawe

In Year 8, pupils build up on the knowledge and skills developed in Year 7. The goal of this course is to introduce pupils to the breadth of Computer Science. Pupils develop habits of creative and collaborative problem-solving while ensuring that they are responsible, competent, confident, and creative users of information and communication technology. Through a problem-based curriculum, pupils explore the breadth of experiences and challenges that constitute Computer Science.

TERM KEY CONCEPTS

Autumn Creative Physical Computing

Computational Thinking and Programming

Spring

Summer

ASSESSMENT

TOPICS

• Advanced Scratch Programming

• Machine Learning

• Financial Literacy

• Cybersecurity

• Website Design

• Mobile App development

Formative assessment will take the form of quizzes, short coding tasks, multiple choice questions, checking of books and oral questioning. This will help examine pupils’ understanding and application of their computational thinking skills. Each term will end with a summative assessment which will consist of a paired/group project that will enable pupils to showcase the skills learned during the term.

ESSENTIAL SKILLS

In Year 8 Computer Science class, pupils acquire a range of essential skills that serve as a foundation for their future technological endeavours. Pupils gain hands-on experience in using productivity tools such as OneNote, spreadsheets, and presentation software, enhancing their digital literacy. Additionally, they delve into the basics of programming, exploring coding languages and concepts like loops, variables, and conditional statements. Problem-solving and logical thinking skills are cultivated as they tackle programming challenges and develop simple algorithms.

INTERCULTURAL LEARNING

In a Computer Science class for Year 8 pupils, intercultural learning is developed by

fostering an inclusive and diverse environment that celebrates different cultures and perspectives. The curriculum is designed to encourage pupils to collaborate on projects that incorporate different cultural elements, such as creating websites or mobile applications that celebrate diverse traditions or address global challenges. Teamwork and group assignments are structured to promote the exchange of ideas and experiences, allowing pupils to learn from one another’s unique perspectives. By exposing pupils to a range of cultural perspectives and encouraging respectful dialogue, the Computer Science class cultivates an atmosphere of mutual understanding and appreciation for diversity, fostering intercultural learning and preparing pupils for an interconnected global society.

DRAMA

‘All the world’s a stage’

William Shakespeare

‘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 Global Citizenship statement, develop the essential skills required for life beyond Harrow and develop pupils’ appreciation of the Theatre as a disciplined art form.

TERM TOPIC

Autumn Exploring stimuli and Devising

Drama: Trapped

Texts in practice:

Trainers by Deborah Keiller

ESSENTIAL SKILLS

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:

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.

PERFORMANCE SKILLS

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

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

‘Reading is the sole means by which we slip, involuntarily, often helplessly, into another’s skin, another’s voice, another’s soul.’

Joyce Carol Oates

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

Autumn The Art of Rhetoric

Poetry

Spring Novel

Gothic Literature: prose (short stories and extracts)

Summer Imaginative Writing

Drama: Shakespeare

ESSENTIAL SKILLS

TOPICS

• 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

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

J.R.R. Tolkien

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, pupils 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

Autumn Globalisation

GEOGRAPHICAL CONTENT

• 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

• Fieldwork designed to embed key skills, namely:

• Data collection using Survey 123

• Data presentation using ArcGIS

• Data analysis

• Conclusion

• Evaluation

• Pupils will evaluate how accessible Hong Kong is for people with a range of accessibility needs thus how inclusive the design is

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 pupils 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 pupils to diverse regions, cultures, and global issues. Through topics like globalisation, population dynamics, and sustainable development, pupils 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

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

Hilary Mantel

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 Industrial Revolution 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 pupils will gain cultural competency from engaging with different historical settings. Lessons will regularly involve collaborative discussions, in pairs or small groups. Pupils will engage with technology via OneNote, but also to privately research for historical

projects, which will develop digital literacy. Developing oracy and literacy will help pupils 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 limits of my language are the limits of my world.”

Ludwig Wittgenstein

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 pupils 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 TERM - PUSHING MENTAL AND PHYSICAL LIMITS

Finding key information in a text

Reading

Vocabulary

Grammar

Eliminating ‘almost right’ answers

Emotions; personality

Traditions and festivals

Present simple & present continuous

Present perfect simple & present perfect continuous

Phrasal verbs; prepositions; completing gapped texts

Choosing the correct sentences

Non-linear reading

Success and fame Cities

Past simple & past continuous

Past simple & present perfect

Phrasal verbs & collocations

Past perfect simple & past perfect continuous

Future forms

Countable/uncountable nouns

Quantifiers

Collocations; expressions

Video

Speaking

Identifying your reason for listening

Predicting content

Answering personal questions

Talking together

Writing Genre: Biography

Skill: Identifying chronological order

Scanning statements while listening Eliminating incorrect answers

Comparing photos Expressing opinions

Organising your ideas

Writing an opinion essay

Cambridge B2 First for Schools examination:

COMPONENT ASSESSMENT & WEIGHTING

Reading 40%

Writing 20%

Speaking 20%

Listening 20%

Engaging your reader

Writing an article

SUMMARY OF THE COMPONENT CONTENT

Pupils need to be able to understand a range of texts, including how they are organised and the opinions and attitudes expressed in them.

Pupils’ use of English will be tested by tasks which show how well they can control their grammar and vocabulary.

Writing different types of text: articles, essays, letters/emails, reviews. Depending on the question, pupils will have to advise, compare, describe, explain, express opinions, justify and/or recommend something.

Exchanging ideas, expressing and justifying opinions, agreeing and/or disagreeing, suggesting, speculating, evaluating, reaching a decision through negotiation, etc. This is done on-site with Cambridge examiners.

Tests your ability to follow and understand a range of spoken materials, such as interviews, radio broadcasts, presentations, talks and everyday conversations.

LANGUAGES

At Harrow International School Hong Kong, our vision is to develop confident and communicatively efficient language learners who can convey their ideas and understand others in a range of contexts. Our curriculum prioritises communicative fluency and the development of practical, high-frequency language skills, enabling our pupils to build the vocabulary, grammar and functional abilities needed for effective communication. Our curriculum promotes cultural competency, and we aim to develop an appreciation for the linguistic and cultural diversity of the French and Spanish speaking worlds.

CHINESE

“They who love it are better than those who know it and they who delight in it are better than those who love it. To complete a good task, an artisan needs the best tools.”

Confucian Analects

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

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

• Reading 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

Autumn Family relationships

Spring Travel and culture

Summer Creative writing and commentary

CONTENT AND FOCUS

• My family

• Communication and appreciation

• Influential people and role models

• Fashion and youth culture

• Vocabulary and useful expressions

• Travel experiences

• Dealing with the unexpected

• Cultural shock and its value

• Vocabulary and useful expressions

• 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

Autumn Holiday and transportation

Spring Healthy life styles

Summer Special activities

CONTENT AND FOCUS

• Holiday seasons

• Weather and travel conditions

• Travel planning and tips

• Vocabulary and practical expressions

• Self-management

• School events

• Group activity and value

• Money matters

• Vocabulary and useful expressions

• Media and social environment

• Charitable activities

• International day in school

• Vocabulary and practical expressions

ESSENTIAL SKILLS

Pupils’ learning in the Year 8 Non-native stream will continue to be based around the four skills of reading, writing, speaking and listening. Pupils will further their competence and proficiency in the core language and develop their communication skills. They will be able to understand longer passages and recognise people’s basic points of view. They will link sentences and paragraphs, structure ideas and adapt previously-learnt language for their own purposes. They will continue to develop the ability of editing and redrafting their work, using reference sources to improve their quality of expression. Cultural competency is nurtured through classroom activities, and group collaboration and digital literacy are also emphasised.

INTERCULTURAL LEARNING

In the Year 8 non-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 have 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 non-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.

FRENCH

“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.”

Nelson Mandela

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. Pupils will be exposed to increasingly complex grammar and will learn to express themselves in three time frames.

TERM TOPIC

Autumn • Paris

• Holiday accommodation and past holidays

CONTENT AND FOCUS

• Saying what you can do in Paris

• Identifying and describing places in Paris

• Saying what I did

• Booking a room

• Making a complaint

• Describing a past hotel stay

• Describing what I did on my holiday

Spring

• Leisure

Summer

• Health

ESSENTIAL SKILLS

• Saying what I do depending on the weather

• Talking about free time activities

• Saying what I’m going to do

• Talking about future plans

• Saying what I did recently

• Talking about my diet

• Saying what I do to stay healthy

• Making health complaints

• Giving health advice

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 French-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

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

Autumn Module 1 Free time Module 2 The world of work

TOPICS

• Talking about things you like

• Using irregular verbs in the present tense

• Talking about your week

• Using regular verbs in the present tense

• Talking about films

• Using the near future tense

• Talking about a birthday

• Using the preterite

• Talking about life as a celebrity

• Using three tenses together

• Understanding descriptions of days out

• Saying what you have to do at work

• Saying what job you would like to do

• Talking about your future

• Describing your job

Spring Module 3 Health and diet

• Talking about diet

• Talking about an active lifestyle

• Talking about your daily routine

• Talking about getting fit

• Talking about ailments

Summer Module 5 An adventure in Madrid

• Meeting and greeting people

• Talking about a treasure hunt

• Discussing buying souvenirs

• Saying what you will do

• Making yourself understood

• Saying the right thing in different situations

ESSENTIAL SKILLS

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

“Mathematics is not just about numbers, equations, and computations. It is about understanding the world around us and uncovering the hidden patterns that shape our universe.”

Maryam Mirzakhani

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 as 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

“Where Words Fail, Music Speaks”

Hans Christian Andersen

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

Autumn 1 - African Music

2 - Pop Music

Spring 1 - Rock and Roll

2 - Classical Fusion

CONTENT

• 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.

Summer 1 - Samba •

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 of tech platforms such as OneNote, GarageBand, Logic Pro, YouTube, Spotify, Teams and iPads. Each of these platforms will provide different skills for the pupils. Creativity can be explored in many different ways through Composition and 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 other forms of questions.

INTERCULTURAL LEARNING

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

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

“An active mind cannot exist in an inactive body”

George S Patton Jr

Our curriculum aims to establish Harrow International School Hong Kong as a leading independent coeducational sports school in Asia. We provide equal opportunities for all pupils to participate in various sports at appropriate levels. Our primary goal is to develop a structure that helps each pupil reach their physical potential while promoting lifelong commitment to health, fitness, and overall well-being. We strive to foster a positive sporting attitude based on leadership, excellence, sportsmanship, and fair play. While we value success in competitions, we also emphasise using sports as a platform for learning important life lessons. We recognise that winning, although important, is not the sole focus but a means to develop essential skills and values. This curriculum aims to provide a well-rounded sports education that equips our pupils with the skills and mindset for success in both sporting endeavours and all areas of their lives.

Our vision through PEH is to give every pupil a wide variety of opportunities to develop and strengthen their values, physical competence and confidence. This will ensure our pupils have the tools to lead a long and healthy lifestyle in a complex world.

At Harrow Hong Kong, we have incorporated Health into our curriculum to give it a holistic touch. Therefore 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 seasonal 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 Table Tennis

Football Rugby Tennis Gymnastics

Harrow Fit

Golf (off site) Horse Riding (off site) Athletics

Netball Pickleball Cross country

GOLF & HORSE RIDING

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

PHYSICAL EDUCATION & HEALTH LESSONS

Physical Education and Health classes offer pupils diverse experiences in a range of

activities and environments, such as fields, pools, courts, sports halls, and tracks. These classes not only provide opportunities for pupils to engage in sports both on and off the field but also serve as a gateway to various career paths. Careers in fields like physiotherapy, law, player representation, sports organisation management, medicine, and more can be pursued through Physical Education and Health education.

HOUSE SPORT

At Harrow International School Hong Kong we have an all-inclusive House sports Competition that allows our pupils to have another opportunity to play sport and wear their House colours with pride. House sport is a hotly-contested competition and you can see the passion in every House when they compete against one another. All Houses take part in the following sports: Sports Day (Track & Field), Cross Country, Netball, Football, Touch Rugby, Basketball, Swimming, Dodgeball and Badminton. House sport competitions are opportunities to:

• Build a cohesive house culture

• Develop camaraderie, friendships & trust

• Provide leadership opportunities

• Represent a team and contribute to competitive competition

• Stay active

• Take part in a variety of sports

COMPETITIVE SPORTS PROGRAMME

Participating in sports is part of our culture here at Harrow Hong Kong. Recreation and competitive sport is catered for in fifteen sports codes across the academic year. Our competitive sports programme offers regular opportunities to play fixtures against other International and local schools in Hong Kong. We compete in the International Schools Sports Federation Hong Kong (ISSFHK) and some Hong Kong Schools Sports Federation (HKSSF) leagues and annual friendly fixtures. Fixtures take place mostly mid-week 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 CURRICULUM ACTIVITIES (SCA)

Sports Super Curriculum 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. SCAs vary according to sports seasons and facility availability. The following sports are usually offered with additional SCAs being added when opportunities arise.

Badminton

Basketball

Netball

Harrow Fit Tennis Volleyball

Football Athletics Cross Country

Badminton Touch Rugby Gymnastics

Indoor Cricket Pickleball

CO-CURRICULAR ACTIVITIES (CCA)

The Co-Curricular programme delivers extra lessons for pupils to polish their sporting skills or play recreationally. It allows pupils to stay active after a day of academic study and get in the extra work if pupils are pursuing academic and sporting goals. Co-Curricular activities supplement our PEH and SCAs if pupils need to work on their skills to get ahead and achieve the targets they have been set by their teachers. The following sports are delivered throughout the year:

Rugby Fitness Room Tennis Volleyball

Basketball

Netball

Swimming

Football Athletics Cross Country

Badminton Touch Rugby Gymnastics

Table Tennis

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

PHILOSOPHY & RELIGIOUS STUDIES (PRS)

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

Aristotle

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

PRS 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

“The important thing is not to stop questioning. Curiosity has its own reason for existing.”

Albert Einstein

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 Combustion Space

Spring Term Growing Our Food Metals and Their Uses

Summer Term Diet and Nutrition 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 and creativity to create a video and present to their peers. This allows the development of their effective communication.

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

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

Theodore Roosevelt

The Individual Needs Department at Harrow Hong Kong works alongside Language & Learning, Counselling and House Pastoral Teams to ensure that the academic, social, and pastoral needs of pupils are met through quality differentiation, effective collaboration between educational stakeholders, and impactful staff development. The Individual Needs Department works with pupils who require extra support or extension beyond regular classroom differentiation in order to meet their learning needs. The Individual Needs Department supports pupils who enter the School with existing reports of individual needs and those who are later identified through the School’s referral system. Depending on the level of support needed, pupils may receive short-term or long-term intervention from an individual needs staff member within their regular lessons in collaboration with the class teacher, in small groups, or 1:1. The department also works with members of staff by identifying and sharing differentiation strategies based on specific pupil profiles, monitoring pupil progress, and providing professional development.

Examples of the Individual Needs provision for pupils in Year 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 five-minute break between each period to allow pupils time to move from one department to another. Although there are three consecutive periods in the afternoon, they include SCA periods on most afternoons of the week.

8.00 AM - 8.10 AM Morning Call Over in Houses (start of the day)

8.15 AM - 9.10 AM Period 1

9.15 AM - 10.10 AM Period 2

AM - 11.30 AM Period 3

AM - 12.30 PM Period 4

PM - 1.30 PM Lunch 1.35 PM - 2.30 PM Period 6

2.35 PM - 3.30 PM Period 7

3.35 PM - 4.30 PM Period 8

4.45 PM Co-curricular activities

4.45 PM Buses for Day Pupils depart

MID-MORNING BREAK

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

LUNCH

Lunch is a formal meal when the House Master or House Mistress, usually accompanied by one or more of the House Pastoral Team, eats with the House in their designated area in the Dining Hall. High standards of behaviour and manners are expected, but lunch is an important break in the middle of the day and an opportunity for building the strong sense of House community with both boarders and day pupils. Occasionally, lunch is ‘free-seating’ which allows pupils to socialise with friends from other Houses and Year groups.

ASSEMBLY

On Monday morning, there is an Assembly for the Upper School at 8.20am in the Queen Elizabeth II Hall. There is a shortened Tutor time before this.

HOUSE ETHOS

The House’s primary function is to provide a secure, happy and nurturing environment, in which all pupils thrive. Under the House Master’s/ House Mistress’ (HMs) leadership, and with the support of other pastoral specialists, the House underpins a pupil’s personal and academic development so that they are prepared to enjoy life and contribute to their community.

They keep a watchful eye over the welfare, personal and academic development of every pupil in their care. For parents, their child’s HM and tutor are their main point of contact, and their child’s development is very much a partnership between pupil, parent and School. We encourage regular communication via phone and email, and parents receive a House newsletter every fortnight with an update of recent events and forthcoming dates.

THE HOUSES

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

PREP HOUSES YEAR 6-8

BOYS HOUSES

DARWIN

BANKS

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 HMs in their roles. All House Tutors play a role in the supervision and running of the House during the course of a week (including eating meals with pupils, helping with running evening prep and activities, and helping to facilitate House discussion meetings).

CONSULTANT SCHOOL PSYCHOLOGIST

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

SCHOOL COUNSELLOR

As part of the wider pastoral team the School Counsellor, Ms. Lauren Liu, works with the HMs to ensure pupils are receiving the highest level of pastoral support. The School Counsellor helps pupils in the areas of academic achievement, career and social / emotional development, assisting the wider pastoral team to ensure today’s pupils become productive, well-adjusted adults of tomorrow. Pupils are able to self-refer, or alternatively, parents and staff can refer pupils through the HM in order to see the School Counsellor.

ILLNESS

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

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

COMMUNICATION WITH THE SCHOOL

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

THE HOUSE MASTER/HOUSE MISTRESS

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

EMAIL

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

HONG KONG SOCIAL MEDIA PAGES

At Harrow Hong Kong, we understand that parents like to keep informed of school events in different ways. We are also well aware that parents have online access and many use social media regularly. With this in mind the School has created a presence on Facebook, X and Instagram. Below are some recommended social media addresses to follow.

Facebook Page

Harrow International School Hong Kong /HarrowHK

X

@Harrow_HK @HeadHarrowHK @HarrowHKLS

Instagram /harrowhongkong /harrowhksport

We always recommend using social media as a secondary source of obtaining information as important messages will always be communicated to you via email through Consolidated Communications.

AUTHORISED ABSENCE

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

PREP

Prep is the work set by teachers to support the academic work completed in class and to help prepare for the work in future lessons. Prep should be able to be completed independently (without adult support) and should be appropriately challenging, whilst also being manageable within the time suggested. Prep is set on Teams, but pupils should use a physical or digital planner to track prep deadlines and completion. The amount of time that a pupil is expected to spend on prep varies by year group and by day of the week. Pupils are encouraged to work without distractions and to stick to the allocated time, but may sometimes need to and/or want to find extra time to develop or finish their work. They are discouraged from working late at night or regularly spending more time on prep than is suggested. If they find that this is often the case, they should speak to their tutor or House Master / Mistress who can help them identify strategies for managing their workload.

Prep School

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

• Year 6 - 40 minutes.

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

• Year 7 - 60 minutes.

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

• Year 8 - 75 minutes.

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

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

Years 9 to 11

Pupils in Year 9 and above are set daily prep.

• Year 9 - 90 minutes

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

• Years 10 and 11 - 90 minutes

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

Sixth Form: independently guided

In the Sixth Form, pupils are expected to spend between 2 and 4 hours per week on set prep for each subject. In addition to this, pupils should dedicate two more hours to wider reading, reviewing and consolidating notes for each subject, as well as further research when time permits. This independent study is crucial for achieving success in A level courses.

CONFIDENTIALITY AND CONSENT

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

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

RECORDS

A written record is kept of the following:

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

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

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

• Any safeguarding allegations or suspicions of abuse.

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

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

CHANGE IN DETAILS

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

MEDICAL CARE

The School has a Health Care Centre on site, which is open 24 hours a day during school term time (Sunday to Friday evenings) and is staffed by qualified Nurses. All pupils have access to the Health Care Centre when needed. Teachers or Teaching Assistants will send or escort children who are ill or injured to the Health Care Centre. Children who feel unwell or are injured should first ask an adult before visiting the Health Care Centre.

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

MEDICATION

Prescribed and ‘household’ medications are kept securely in a locked cabinet in the Health Care Centre. Pupils with medical conditions such as asthma, diabetes or severe allergic reactions are permitted to keep possession of their medication, but parents should inform the HM and the Health Care Centre. A spare inhaler, Epipen, Jext etc. should be given to the Health Care Centre in case of emergencies. Any medication prescribed by a doctor, however, should not be kept by the child or in school bags, but should be given to the HM to hand to the Health Care Centre. Only the Health Care Centre dispenses prescribed medicines, which should be in a clearly labelled medical bottle with the child’s name and dosage on it. If the details on the label are not written in English, parents are requested to provide an accurate and detailed translation. Nonprescribed medicines cannot be given by our Health Care Centre and should not be sent into school.

WELLBEING

Our PSHE programme is called Facing Challenges and seeks to encourage and develop resilience amongst pupils who face a variety of personal challenges in their everyday lives. Health, social, economic and academic issues can all prove to be obstacles that prevent them from realising their potential or affect their wellbeing. The Facing Challenges programme aims to develop resilient individuals who embody the Leadership Attributes – dealing with problems positively and always looking for the solutions to any setback.

The Facing Challenges programme, therefore, is one of the cornerstones of our pastoral education provision. The programme is supplemented by expert external speakers.

In the 6th Form, Facing Challenges is replaced by the Beyond Harrow programme, with a shift in emphasis towards the needs of older pupils and with an eye on life beyond school, including careers and university advice. There is a weekly designated university preparation programme for all 6th formers in the school timetable.

HARROW HORIZONS PROGRAMME

Harrow Horizons is our outstanding enrichment programme, which complements and extends beyond the School’s academic and pastoral provision.

Our diverse range of regular weekly activities – in Sport, Music, Drama, Creative Arts, Charity and Academic Extension and more – encourage pupils to develop new skills, hone existing ones further, and build friendships across year groups and Houses. Pupils are expected to take two Super Curriculum activities (SCAs) a week each term; they may also take as many optional Co-Curricular activities (CCAs) as they like in the periods before School, at lunchtime and after School.

With a staggering 250 activities on offer every week, including many founded and led by pupils, there is truly something for everyone.

Alongside the SCA and CCA programme, Harrow Horizons also encompasses the following annual events and opportunities:

• Leadership in Action Week, where pupils develop leadership skills and contribute to service projects in Hong Kong and in countries across South-East Asia

• Our full programme of trips and expeditions throughout the year

• Our regular work with our School Charities, culminating in Long Ducker

• Our pupil-led Societies

• The Duke of Edinburgh’s Award, offered at Bronze and Silver levels

• Our Speakers’ Forum series, where prominent experts in their fields – economics, medicine, art, sustainability and more – present to invited pupilsOur School Publications, edited, designed and written by pupils

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, with one set of Full Reports published for each year group each year.

PARENTS’ EVENINGS

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

1:1 DEVICE PROGRAMME

The School requires all pupils in Year 6, Year 7 and Year 8 to have their own Apple iPad 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 an iPad through the School - we will provide fully configured and ready-to-use Apple iPads available for purchase at a discounted rate.

Reconfiguring an existing Apple iPad that meets certain specifications.

More information can be received by contacting the IT Department at its@harrowschool.hk

SPEECH DAY

Speech Day (also known as ‘Speeches & Prizes’) is held on the final day of the Summer Term and is a formal celebration of pupils’ achievements over the course of the year. The Upper School Speeches & Prizes programme consists of a series of short drama and musical pieces from pupils, a prize-giving ceremony, a speech from the Head, and a re-enactment of the traditional Harrow School Bill ceremony. Every pupil files past the Head, raising their hat and saying “Here, Ma’am!” as their name is called.

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

BUS ROUTES

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

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

WEATHER

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

Broadcasts are usually announced on both radio and television by 6.15am and are repeated at regular and frequent intervals throughout the day. The updates will also be shared on social media and via SMS.

Parents are advised to refer to the Parent Portal about the arrangements, which apply in all cases except when pupils are taking external examinations.

Pupils, parents and staff should check the government’s announcements regularly, but if you have any enquiries, please contact the respective Class Teacher if needed.

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

INDIVIDUAL MUSIC LESSONS

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

Acoustic Guitar French Horn Saxophone

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

Cello Orchestral Percussion Trombone

Classical Guitar Trumpet

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

Tuba

Drum Kit Ukulele

Electric Guitar Viola

Flute Piano Violin

FOOD

The School’s catering company is Epicure who were appointed in 2024. They provide a morning and afternoon snack, plus a full lunch buffet in the Dining Halls every day, as well as lunch and 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 27 September 2024

Friday 18 October 2024

Friday 28 February 2025

Friday 28 March 2025

Friday 25 April 2025

Friday 30 May 2025

If for any reason, your child is unable to make any of the above dates, we recommend you contact the British Council in Hong Kong or other established organisations (the overseas school you are applying to may have some recommendations) to help you make similar testing arrangements. Should you be considering moving, please do contact Ms Haydon at ahaydon@harrowschool.hk who will be happy to meet with you to discuss your child’s future education.

SCHOOL UNIFORM

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

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

School uniform can be purchased from the online store

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

LAI CHI KOK UNIFORM SHOP

10.00AM - 6.00PM (Monday to Saturday)

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

Tel: +852 2523 2517 / +852 2742 2498

SCHOOL SHOP

Normal school days:

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

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

PUPIL DRESS CODE

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

STAFF LIST

HEAD

SENIOR LEADERSHIP TEAM

Principal Deputy Head (Curricular)

Principal Deputy Head (Pastoral and Wellbeing)

Deputy Head (Academic)

Deputy Head (Pastoral and Wellbeing)

Deputy Head (Co-Curricular & Organisation)

Assistant Head (Sixth Form)

Assistant Head (Digital Strategy, Assessment and Tracking)

Assistant Head (Academic)

Assistant Head (Continuing Professional Development)

Assistant Head (Pastoral and Wellbeing)

Head of Lower School

Deputy Head of Lower School (Academic)

Deputy Head of Lower School (Pupil Wellbeing)

Assistant Head of Lower School (Pupil Progress)

Assistant Head of Lower School (Continuing Professional Development)

Assistant Head of Lower School (Digital Strategy and Technology)

Assistant Head (Early Years)

Director of Operations

Director of Human Resources

Director of Finance

Head of Communications

Executive Assistant to the Head and Head of Administration

Ms Ann Haydon MBE EAH ahaydon@harrowschool.hk

Ms Laura Yandell LMY lyandell@harrowschool.hk

Mr Tom Hicks TCH thicks@harrowschool.hk

Mr James Brewer JCB jbrewer@harrowschool.hk

Ms Kirsten McLintock KJM kmclintock@harrowschool.hk

Mrs Sabrina Peck SLP speck@harrowschool.hk

Mr Jonny Franks JMF jfranks@harrowschool.hk

Mr Darren Bastyan DB dbastyan@harrowschool.hk

Ms Freya Crofton FXC fcrofton@harrowschool.hk

Mrs Victoria Marshall VLM vmarshall@harrowschool.hk

Ms Kim Gration KG kgration@harrowschool.hk

Mr Brendan Shanahan BS bshanahan@harrowschool.hk

Mr Gary Hancock GMH ghancock@harrowschool.hk

Mrs Lauren Berner LMB lberner@harrowschool.hk

Ms Dawn Chambers DC dchambers@harrowschool.hk

Ms Hannah Davies HLD hdavies@harrowschool.hk

Mr James Rose JR jrose@harrowschool.hk

Mr Chris Russell CSR crussell@harrowschool.hk

Mr Jim Nightingale jnightingale@harrowschool.hk

Ms Denise West DMW dwest@harrowschool.hk

Ms Miranda Ng sfng@harrowschool.hk

Mrs Penny Hicks ph@harrowschool.hk

Ms Joanne Kar jkar@harrowschool.hk

THE HOUSES

PREP HOUSES

BANKS

House Master

Assistant House Mistress

Mr Nick Weinberg NW nweinberg@harrowschool.hk

Ms Megan Smith MVS msmith@harrowschool.hk

DARWIN

House Master

Assistant House Mistress

FRY

House Mistress

Assistant House Master

LYON

House Mistress

Assistant House Master

NIGHTINGALE

House Mistress

Assistant House Mistress

PARKS

House Mistress

Assistant House Mistress

SHACKLETON

House Master

Assistant House Master

SENIOR HOUSES ANDERSON

House Mistress

Assistant House Mistress

CHURCHILL

House Master

Assistant House Mistress

GELLHORN

House Mistress

Assistant House Mistress

Mr Tom Cameron TXC tcameron@harrowschool.hk

Ms Holly de Vies HDV hdevies@harrowschool.hk

Mr Eugene Sze ES esze@harrowschool.hk

Mrs Kirsty Wilson KHW kwilson@harrowschool.hk

Mr Chris Mclnnes CPM cmcinnes@harrowschool.hk

Mrs Connie Hu HDV chu@harrowschool.hk

Ms Rebekah Flynn CMH rflynn@harrowschool.hk

Ms Charlotte TownsendCFT ctownsend@harrowschool.hk

Ms Catherine Illsley CMI cillsley@harrowschool.hk

Mr Will Bussey WDB wbussey@harrowschool.hk

Mr Conor Hartley CRH chartley@harrowschool.hk

Mrs Swati Ray SRA sray@harrowschool.hk

Ms Amanda Lam AM amlam@harrowschool.hk

Mr Ross Stokley RAS rstokley@harrowschool.hk

Ms Laura Eastaff LFE leastaff@harrowschool.hk

Ms Naina Nightingale NRN nnightingale@harrowschool.hk

Mrs Georgia Barker GAB gbarker@harrowschool.hk

KELLER

House Mistress

Assistant House Mistress

PEEL

House Master

Assistant House Master

SHAFTESBURY

House Master

Assistant House Master

SUN

House Master

Assistant House Master

WU

House Mistress

Assistant House Mistress

MATRONS

PUPIL DEVELOPMENT & WELLBEING TEAM

Head of Individual Needs

Teacher of Individual Needs

Teacher of Individual Needs

Head of Language and Learning

Teacher of Language and Learning

Language and Learning Support Teacher

The School Psychologist

School Counsellor

Mrs Gillian Nightingale GEN gnightingale@harrowschool.hk

Ms Rachel Chicken RLC rchicken@harrowschool.hk

Mr Dom Berner DEB dberner@harrowschool.hk

Mr Dan Moss DM dmoss@harrowschool.hk

Mr Robert Powell RTP rpowell@harrowschool.hk

Mr Milo Bellamy MLB mbellamy@harrowschool.hk

Mr Oliver Paulin OP opaulin@harrowschool.hk

Mr Reece Hamon RNH rhamon@harrowschool.hk

Ms Lee Collins LSC lcollins@harrowschool.hk

Mrs Ella Loosmore ELL eloosmore@harrowschool.hk

Mrs Catherine Illsley CMI cillsley@harrowschool.hk

Mr Mark Edwards MAE medwards@harrowschool.hk

Mrs Melanie Cameron mcameron@harrowschool.hk

Ms Michelle Gedge MSG mgedge@harrowschool.hk

Ms Amanda Lam ALH amlam@harrowschool.hk

Ms Kim Gration KG kgration@harrowschool.hk

Ms Leanne Chu LXC lchu@harrowschool.hk

Ms Elaine Shek EYS eshek@harrowschool.hk

Mr Nicholas Stone NJS nstone@harrowschool.hk

Ms Yee To SYT syto@harrowschool.hk

Dr Rachel Gregory rgregory@harrowschool.hk

Ms Lauren Liu RL lliu@harrowschool.hk

KEY EDUCATIONAL SUPPORT

General Enquiries info@harrowschool.hk

Lower School Office ls-info@harrowschool.hk

Upper School Office us-info@harrowschool.hk

Bus Information bus-info@harrowschool.hk

Accounts account@harrowschool.hk

Admissions admissions@harrowschool.hk

Human Resources hr@harrowschool.hk

ICT its@harrowschool.hk

HEADS OF DEPARTMENT

ART

DRAMA

ENGLISH

ECONOMICS

GEOGRAPHY

HISTORY AND POLITICS

PRS

LANGUAGES

CHINESE

FRENCH

SPANISH

MATHEMATICS

MUSIC

PHYSICAL EDUCATION

Director of Sport

Head of Upper School Sport

Head of Lower School Sport

Academic PE

Athletics

Mrs Gemma Myles GEM gmyles@harrowschool.hk

Ms Vicky Courtis VLC vcourtis@harrowschool.hk

Mr Dom Rapley DR drapley@harrowschool.hk

Ms Charlene Doherty CMD cdoherty@harrowschool.hk

Mrs Letitia Weinberg LPW lweinberg@harrowschool.hk

Mr David Tuck DPT dtuck@harrowschool.hk

Mr Milo Bellamy MLB mbellamy@harrowschool.hk

Mr Graham Simms GS gsimms@harrowschool.hk

Dr Levi Gao LXG lgao@harrowschool.hk

Ms Lucy White LXW lwhite@harrowschool.hk

Mrs Yolanda Homs YH yhoms@harrowschool.hk

Ms Louise Ackroyd LEA lackroyd@harrowschool.hk

Mr Tom Wiggall TW twiggall@harrowschool.hk

Mr Ian Williams ILW iwilliams@harrowschool.hk

Mr Ben Loosmore BL bloosmore@harrowschool.hk

Ms Hannah Minty HLM hminty@harrowschool.hk

Mr Huw Alexander HJA halexander@harrowschool.hk

Mrs Sarah McMillan SMC smcmillan@harrowschool.hk

Football

Gymnastics

Netball

Rugby

Swimming

Tennis

PSYCHOLOGY

SCIENCE

Prep School Science Coordinator

Biology

Chemistry

Physics

LIBRARY & LEARNING LOUNGE

SIXTH FORM & CAREERS

Assistant Head (Sixth Form)

Head of Year 12/13 and Teacher of Geography

Head of Year 12/13 and Teacher of English

EXAMINATIONS

Examinations Officer

Assistant Examinations Officer

SCHOLARSHIPS

Head of Scholars and Academic Extension (Art, Drama, Music, Sport)

Head of Scholars and Academic Extension (Academic, Chinese, STEAM)

Head of Bursaries

TRIPS & EXPEDITIONS

Head of Pupil Leadership

Duke of Edinburgh’s Award Coordinator

CHARITIES & COMMUNITY

Head of Charities & Community Service

Mrs Shannon Hobbins SXH shhobbins@harrowschool.hk

Ms Hannah Minty HLM hminty@harrowschool.hk

Mr Chris Kinloch CRK ckinloch@harrowschool.hk

Mr Malcolm Green MJG mgreen@harrowschool.hk

Mr Ross Stokley RAS rstokley@harrowschool.hk

Ms Sharin Sikka SSI ssikka@harrowschool.hk

Mr Matthew Twomey MNT mtwomey@harrowschool.hk

Ms Tiffany Searle TLS tsearle@harrowschool.hk

Ms Siobhan McCrohan SOM smccrohan@harrowschool.hk

Mr Andrew Davies AJD ajdavies@harrowschool.hk

Ms Julia Davidson JLD jdavidson@harrowschool.hk

Ms Julia Besnard JAB jbesnard@harrowschool.hk

Mr Jonny Franks JMF jfranks@harrowschool.hk

Mr James Roscoe JRO jroscoe@harrowschool.hk

Ms Jess Darke JAD jdarke@harrowschool.hk

Dr Catherine Clerc CC cclerc@harrowschool.hk

Mrs Sioned Ralph SCR sralph@harrowschool.hk

Ms Olivia Coady OC ocoady@harrowschool.hk

Mr Rob Powell RTP rpowell@harrowschool.hk

Ms Jenny Mitchell JEM scholarships@harrowschool.hk

Mr Tom Carter TCA tcarter@harrowschool.hk

Mr Phil Harwood PAH pharwood@harrowschool.hk

Ms Wen-Ju Yang WJY wjyang@harrowschool.hk

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

Tel: (+852) 2824 9099

Fax: (+852) 2824 9928

harrowschool.hk