UPPER SCHOOL AND BEYOND

Why Studying English Literature A Level Will Enhance Your Child’s Employability

Deciding on A Level options is arguably one of the most important decisions your child will have to make in their lives. We want to choose courses for them that will set them up with the skills to tackle many different responsibilities head on and provide them with a way to collaborate and communicate with other professionals in their field. These criteria highlight English Literature A Level as a great course choice, one that will make any students’ applications for studying in the UK and other institutions abroad stronger.

The study of English Literature aims to provide a varied understanding of the world around us. Through it, students learn of past and present events, and of different people and places all over the world. In this sense, English Literature goes hand in hand with, or can provide an even more in-depth understanding of, subjects such as History, Law, Art, Politics, Marketing, Philosophy, and Theoretical Science. The many ways that English Literature A Level allows students to understand society is very valuable for careers associated with the subjects mentioned above.

English Literature is the second most chosen A Level

in the United Kingdom because it provides students with skills that are not found in other courses. Unlike teaching methods in Mathematics and Sciences, English Literature students are encouraged to learn and interact with the course in a way that is more realistic and useful in a professional environment. In English Literature lessons, students learn how to express their ideas convincingly both verbally and in writing; a skill needed for university papers and exams, as well as writing-based professions. This is where many without this experience, and who haven’t studied English are unsuccessful. English Literature teaches students how to structure arguments, how to explain and give evidence to their work as well as other important parts of work-based communication. These are very important for business deals and negotiations, job interviews, speaking at conferences, giving presentations and more.

By studying English Literature, students’ English speaking skills will improve; leading to higher IELTS scores and more of a chance of gaining entrance to top universities and companies throughout the English speaking world.

Maths and Science are incredibly important, we all know this, but you must ask yourself as a parent: how can I expect my child to succeed in the career they choose, in the world’s largest economies, if they cannot write, speak nor understand the language which these places use, to a professional level?

Tyla Arabas Head of English

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Cambridge University presentation

We have been working hard to support all of the Year 13 students who are applying to the US with Early Action and Early Decision. The Careers and University Guidance office has been a hive of activity as students have been working tirelessly to meet the November 1st deadline. They completed superb essays that showcase their interest and suitability for their chosen majors, and worked hard to ensure they demonstrated how they could contribute to the community of their chosen institutions. Even under intense pressure, they remained calm and focused and were always smiling and supporting one another. The hard work doesn’t stop there as we prepare for the Universities of California and Regular Decision in the coming weeks. We wish them all the best of luck! Andy Brown Careers and University Guidance University Guidance Update The University and Careers team have been busy coordinating the new format of virtual university fairs, remote university visits, UCAS applications and US applications. On Tuesday 22nd September, Silke Mentchen, Director of Outreach and Senior Language Teaching Officer at the University of Cambridge, recorded a remote presentation for Harrow Bangkok students and parents about the benefits of obtaining a good grade in IGCSE Thai as a Home Language, and the advantages of studying a foreign language at IGCSE and A Level. In her presentation, Silke acknowledged that qualifications in languages can make students’ applications to Cambridge University stand out and there was also a Q&A session in which the students in attendance asked a series of pertinent questions. The informative presentation was designed to support Harrow Bangkok students in Year 9 and above as they select their subjects for the next phase of their education. It can be accessed in full through the QR code.

Simon Small

Careers and University Guidance

US University Applications:

Head of Languages A wide selection of UK and US universities provided lectures and seminars during the virtual CIALFO Fair at the beginning of September and this, together with the UCAS Virtual Exhibition at the end of September, gave our students (and parents) ample opportunity to browse universities and participate in the sessions provided by those of particular interest.

Together with this, students from Year 11 to Year 13 have been invited to sign up for inspiring and informative seminars each week from various universities. So far, these have included Imperial University on Space Exploration, a fascinating insight into the logistical problems associated with space travel and how Imperial are at the forefront of research into this, an engaging presentation from Warwick University, advice on writing personal statements and 3D Engineering from Bath University and several from Bristol University including Law and Engineering. In addition, Boston University provided an evening seminar and St. Andrews, a presentation for our Medics.

All of the above have provided our students with the opportunity to have a virtual personalised tour around the university, learn about specific specialisms and to ask the presenter questions about the courses, requirements, application procedures and university life in general.

In addition, the careers office has been a hive of application activity; thirty seven UCAS applications have been sent to date with offers already coming in, much to the excitement of the students. All of the Early Decision and Early Action US applications have been completed and the current focus is on Japan, Singapore, Hong Kong, Canada and the Netherlands applications.

Anna Casteja Careers and University Counselor

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Making a positive contribution to the community by applying knowledge with compassion

Last week, the World Economic Forum released an article entitled “These are the top 10 jobs skills of tomorrow”, which addressed issues related to ‘double disruption’ of the economic impact of the pandemic and increased automation of jobs. They suggested that an estimated 50% of the current workforce will need to reskill by 2025. Students today need to be prepared with the skills to enter the ever-changing workplace, and in some cases, for jobs that don’t yet exist. They will require advanced technical skills together with a range of non-subject specific transferrable skills and emotional intelligence. Top examinations results will not be enough. At Harrow Bangkok, our High Performance Learning approach focuses on how great learners think and behave in order to secure outstanding outcomes. The teachers systematically provide opportunities for students to deliberately practise their thinking and performing skills to ensure that they are ready to take on challenges and succeed in the future. The the World Economic Forum released a list of the 10 Top Skills for 2025, separated into four types of skill categories. The 10 Top Skills for 2025 overlap almost perfectly with the HPL Thinking and Performing Skills Harrow International School Bangkok has committed to a new scheme called the Equity Partnership. This involves our students working with students from government schools and encouraging them to develop their entrepreneurial spirit as well as their marketing skills. It provides a natural extension from the very well established and successful Junior Achievement as the students are in a more training and mentoring role. It is supported by the Equitable Education Fund and they have paired the school with one in Lampang. Poon (K13), Amy (N13), Mind (K13), Anchan (B12) and Cha-ame (N12) are all pioneering this project and over the half term break Poon, Amy and Anchan met with our host schools and the training and mentoring began. I will release more details in the next Harrovian but for now, please watch this space for a new product that will come onto the internet in December. It was said to be one of the most promising products of the entire fair and it has been personally trialled by myself and members of the team. It promises to be a real beauty. Watch this space…

Richard Downs

Developing world-class students for top universities and competitive careers

Head of Keller House

that we are teaching our students, which is why our they are experiencing a world-class dynamic learning experience at Harrow Bangkok. If you would like to find out more about 21st Centu-

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ry skills, I recommend that you watch the World Economic Forum’s video entitled What we need to teach our children for the jobs of tomorrow.

We will now explore the four types of skill categories in more detail:

How are we developing Problem Solving skills? Five of the Top 10 skills focus are using analytical or critical thinking, creativity and the ability to be original and use initiative. When LINKING or ANALYSING in lessons or on Challenge Days, students develop their critical or logical thinking, precision and complex and multi-step problem-solving skills. These skills are practised in lessons when linking to prior learning, building on it and applying it to new contexts. When CREATING, students get the chance to develop their flexible and fluent thinking skills, to be intellectually playful and original whilst developing revolutionary or evolutionary solutions to problems.

How do we improve student’s self management skills? Two of the Top 10 skills focus are active learning and learning strategies, resilience, stress tolerance and flexibility. Throughout Prep Phase, emphasis is placed on teaching students to develop their META-THINKING skills, or the ability ‘thinking about one’s thinking’. This is built upon in SR5 and Sixth Form where students are regularly required to reflect upon their performance and strategise for improvement. With regular practice, perseverance and a positive mindset, students develop their AGILITY and HARDWORKING skills and resilience. This is specifically taught via the GRIT programme (Growth, Relationships, Identity, Tenacity) which is our bespoke Personal, Social and Health Education curriculum with runs from Year 6 – 13. What opportunities will Harrow Bangkok students get to work with people? The ability to work with others and develop EMPATHY is driven by our activities and expeditions programme outside school, as well as during tutorials, House events and in collaborative tasks in lessons. Students are also encouraged to participate and take the lead in community outreach activities such as Harrow Ocean Warriors, Maesot initiatives, House and Sixth Form charity visits, as well as set up their own. The extensive variety of LEADERSHIP opportunities in each phase allows students to deliberately practice their leadership skills, make mistakes and develop the ability to lead with confidence, effect and compassion.

How have our students developed their Technological Use and Development? The pandemic and subsequent period of online learning provided our school community with an unprecedented need to improve their technical knowhow. All members of the community were on a steep technological learning curve between March and June 2020. Few people had heard of Zoom, breakout rooms or Classkick prior to the lockdown but necessity drove innovation and technological upskilling for all Upper School staff and students. Such MASTERY developed in a very short period of time, and with our continued use of the Google Drive and Google Suite of applications, our students continue to be provided with opportunities to deliberately practise and develop strong technical skills which will be fully transferable to life after Harrow Bangkok.

High Performance Learning at Harrow Bangkok The High Performance Learning framework is driving our teaching and learning strategy and we are tracking the provision of opportunities to develop thinking and performing skills as well as progress and improved student outcomes. Over the next few Harrovians, we will have ‘Spotlight on HPL’ articles from our eight faculties to showcase the excellent, innovative and effective teaching strategies and learning opportunities being provided for our students. In delivering Educational Excellence for Life and Leadership, High Performance Learning at Harrow Bangkok is providing the framework and vehicle to ensure that, in addition to outstanding academic outcomes, our students are equipped with world-class, versatile and flexible thinking and performing skills

Kathryn Gavin Head of SR5

for the 21st century.

UPPER SCHOOL AND BEYOND

As Socrates once said, “the mind is everything, what you think you become”. With this in mind, we have been working hard in Humanities to use High Performance Learning strategies to instil a sense of intellectual curiosity in our students and equip them with both the skills and the self-confidence to fulfil their potential and more. We have adapted and developed a variety of resources and approaches including HPL homework tasks, retrieval sheets, structure supports for mastery and much more.

How we are developing our students’ thinking/performing skills? In order to support our students in being successful we have utilised many strategies to first change and develop their thinking skills and the way they approach their learning.

One example is the development of meta-thinking planning sheets for assessments in the Prep phase. This encourages students to take ownership of their learning, self-regulate their choices and choose the best approach to ensure their own success. Providing this opportunity has seen our students think more carefully about what each assessment task requires them to do and to critically consider the steps they can take.

This has not only improved the confidence to approach tasks independently but has also seen our students become more reflective about the processes involved in their learning and how they can adapt these to progress even further. This is just one of many successes as we continue to encourage students to become critical and reflective thinkers.

How are the staff involved in this? We have also looked at the thinking skills and approaches of staff to help our students become more thoughtful and inquisitive learners.

Our Humanities classrooms are now equipped with

HPL in Humanities

a HPL critical thinking question cards keyring. This means staff have easy access to a range of questions related to the HPL skills so they can challenge students to think more deeply about their approaches to learning, their interpretation of the evidence being explored and also the outcomes they produce.

This encourages a holistic approach to questioning and planning to broaden student engagement and thinking about a topic. Staff and students are both involved in a shared journey as HPL becomes a more prevalent feature of the lessons and resources in Humanities.

How is HPL impacting student outcomes? As a result, we have seen greater self-awareness from the students as they are empowered and able to better reflect on how they have achieved success, and equally how to strategise for meaningful improvement. Our students are also becoming increasingly inquisitive about their learning as they are encouraged to ask questions, be confident in sharing and justifying their views and to think both flexibly and critically about the information presented to them in their lessons.

The quality of the work produced in lessons also mirrors this success as the mindset of students has begun to shift, focusing on perseverance, the value of challenge and how to be resourceful in overcoming and tackling complex tasks. We are all still learning as we embark on this HPL journey as a school, but I am confident that as the year continues it will only serve to strengthen the already inspiring and innovative approaches and provision within the Humanities Faculty.

Bryony Owen Head of Humanities

UPPER SCHOOL AND BEYOND

ZOOM Japanese Exchange

For the last 4 weeks, Year 11 students of Japanese have been speaking on Tuesday afternoons with Japanese students of the same age from Kaichi High School, Japan in a Zoom Breakout Room arrangement.

Each Y11 student is designated a partner in the Japanese school and prepares for a set of questions on one of the GCSE topic themes. We get ready to answer to one topic in Japanese and also to ask a second topic in English.

We begin a Zoom call with both schools, which brings about 10 people into the Zoom. We then set up breakout rooms, and pupils go into each room in pairs for a 20 minute conversation session. It has been a revelation in terms of motivation building. In the words of

Languages Pop Video Competition

75 students in Year 7, Year 8 and Year 9 recently participated in the 2020 Languages Pop Video Competition. The participants worked individually or in groups of up to five students to record and film themselves singing a song in Thai, Chinese, Japanese or French. The students were not allowed to sing a song in their native language. The aim of the competition was to enable students to apply their language skills in an exciting way and to enthuse them about their language learning. The participants were creative in their productions and the impressive submissions included movie soundtracks in French, Japanese versions of K-pop songs and Chang Song (Elephant Song) in Thai. Students received gold, silver and bronze awards based on the quality of their work. The following participants received gold awards. Congratulations to all of the participants.

Simon Small Head of Languages Prikthai, one of our Y11 students: “I have to admit that I didn’t prepare enough and I also got very nervous and shy. But this gave me a great new experience and I really appreciated talking to my partner”.

We go again with a full interview on the 10th and 17th. Pupils are boosting their oral capabilities for the up-coming GCSE mock and this is more real and engaging than practising talking on your own. Thanks go to Noriko Sakamoto at Kaichi High School in Wakayama for bring such a great partner school in setting it up.

Benjamin Stainer Lead Teacher of Japanese Upper School

Languages Pop Video Competition - Gold Awards Focus-C7 Tracy-C7

Hyeonwoo–K8 Ivan–C8 Jennie–S8 Forest–So8 Alyssa–K8 Mimi–S8 Mona–S8 Proud–S8 Eclair–B8 Kana–B8 Nikki-C8 Mild–C8 Stephanie–C8 Amy–C8

Memee–N9 Ranae-So9 Emmy–N9 Jamie–K9 Kan Plu–C9 Phoebe-B9 Wendy–So9 Sophia–C9 Lillian–So9 Maile–B9 Emma–C9 Plearn-C9 Itim–K9 Pang–K9 Katie–N9

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Prep House Football

Tuesday 3rd November

On Tuesday 3rd November the Prep Phase students were involved in the Prep House Football tournament. The tournament was planned and delivered by our team of Level 3 Sports Leaders. The Level 3 Sports Leaders Award is a nationally recognised qualification that enables students to independently lead purposeful and enjoyable sporting events. It is a fantastic opportunity for our older students to develop their leadership skills such as communication, organisation and motivation. All six Houses played in two pools competing against one another to secure the coveted title of Prep Football Champions! The sun was shining and there was a cool breeze as the first games kicked off. With over 300 students involved, the atmosphere was electric with teams showing great house spirit and cheering on their teammates. There were nail-biting moments with several matches finishing with a penalty shoot-out. Despite setbacks for Byron and Nehru they persevered, showing resilience and determination. With the final scores added up, the champions of the Prep House Football 2020 were Keller, closely followed by Churchill and Sonakul in joint second place. A day filled with blue skies, big smiles and an abundance of House spirit!

Rosie Davies Prep House Leader Byron

UPPER SCHOOL AND BEYOND

Prep House Music

As dawn breaks over November skies spare a thought for Derek Bentley who 68 years ago would have been waking under darker skies in Wandsworth, South London, as he contemplated his own mortality. Don’t we all? But his intimations of death were far more imperative as he looked forward to a noose having been charged with murder. His case was to become a cause célèbre that witnessed both his execution and eventual exoneration. According to popular estimation his case hinged on the use of the term “Let him have it!” - to be interpreted either as a request to his armed partner, Christopher Craig to give up the revolver then pointing at a policeman, or as an example of gangster vernacular made famous in recent movies such as Newman’s ‘711 Ocean Drive’. Unfortunately, Craig shot the policeman

and Bentley paid the price.

This case was the focus of an activity in a recent lesson where an aspiring lawyer was given a short space of time to read contemporary reportage and construct an argument for Bentley’s defence. Five minutes later she was required to deconstruct her own points as she modelled the approach of the prosecution. I am happy to say that Gwen(S13) performed very well under time pressure highlighting the difference between the culpability of an accomplice and a perpetrator, the concerns around the Bentley’s mental capabilities and, of course, focusing on his apparent desire for the holder of the weapon to give the gun to the policeman.

This is just one example of many areas of curriculum enrichment within Sixth Form and if in the coming weeks you find yourself looking at the options now available you will see that we are incorporating some exciting new ventures such as TEDx, Language ab initio and a Thinking Skills course.

Robert Paler Deputy Head Academic

Senior House Dragonboat

The beautifully revamped lakeside surroundings set the scene for this year’s highly anticipated Senior House Dragonboat competition. Perfect weather conditions on Day 1 allowed wins for Byron, Sonakul and Suriyothai in the Year 9-10 category, but it was all about fast timings to progress to the finals. Day 2 saw the Year 11-13’s battle it out with impressive wins for Churchill, Keller and Nehru. The lakeside was buzzing on Days 3 and 4 with a superb turnout for the final rounds. In the end, the purples of Suriyothai were victorious over the oranges of Sonakul and were crowned Year 9-10 champions. While in the Year 11-13 category, Churchill were out-paddled by Nehru in a hotly contested race to secure 1st place for the Reds who maintain their impressive winning streak. Well done to all our students involved this year.

Lawrence Prunty Head of Byron House

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Upper School Loy Krathong Day

This year the Harrow Bangkok community celebrated the Loy Krathong Festival on Friday 30th October. Loy Krathong is an ancient Thai tradition which takes place on the evening of the full moon in the 12th lunar month (usually in November). ‘Krathong’ is a Thai term which refers to a piece of banana trunk decorated with folded banana leaves, flowers, candle and incense. The word ‘Loy’ in Thai means to float. When put together, those two words mean ‘floating krathong’ festival. Nowadays, due to environmental concerns, people have become more creative in their craft and design the krathong from coconut shells, flowers, ice, baked bread, etc.

There are many stories regarding how the festival originated. One of the versions is that Thai people have long been closely associated with rivers as Thailand is a country based on agriculture. Rivers are regarded as blood veins. As the rice harvest season ends, it is time to thank the goddess of water for a year of abundant water supply and to show respect to the goddess of river who is called Pra Mae Kongka. Thai people make a krathong to worship and to ask for forgiveness for polluting the water. In addition to this, it is believed that krathongs will carry away the misfortunes of the past year and will make wishes come true for the coming year. During the Loy Krathong week at Harrow Bangkok, Year 6 – Year 10 students had a chance to practise their handicraft skills by making krathongs from natural materials during their Thai lessons to take home and float on Loy Krathong Day. It was a pleasure to see our students and staff dressed up beautifully in traditional Thai costumes to show their appreciation for the Thai festival and they looked fabulous!

The highlight of the day was the House Krathong Making Competition at lunchtime. Students in each House made krathongs from eco-friendly materials such as vegetables, fruits and flowers. By incorporating HPL thinking and performing skills, the students had a great opportunity to use their creativity, work collaboratively as a team, show awareness for society and the environment by using natural materials, and enhance their leadership attributes. The winning House was Nehru, 2nd was Suriyothai and 3rd was Sonakul. It was a wonderful week that was full of culturally enriching activities that celebrated the uniqueness of Thai culture around the school.

Jurairat Watanapongvanich Head of Upper School Thai

UPPER SCHOOL AND BEYOND

Sixth Form curriculum enrichment

As dawn breaks over November skies spare a thought for Derek Bentley who 68 years ago would have been waking under darker skies in Wandsworth, South London, as he contemplated his own mortality. Don’t we all? But his intimations of death were far more imperative as he looked forward to a noose having been charged with murder. His case was to become a cause célèbre that witnessed both his execution and eventual exoneration. According to popular estimation his case hinged on the use of the term “Let him have it!” - to be interpreted either as a request to his armed partner, Christopher Craig to give up the revolver then pointing at a policeman, or as an example of gangster vernacular made famous in recent movies such as Newman’s ‘711 Ocean Drive’. Unfortunately, Craig shot the policeman and Bentley paid the price.

This case was the focus of an activity in a recent lesson where an aspiring lawyer was given a short space of time to read contemporary reportage and construct an argument for Bentley’s defence. Five minutes later

Sixth Form Committee The Student Academic Leadership Team

SALT SALT continually works to provide as many opportunities for students to extend themselves beyond their studies in the classroom as possible. We believe that academic excellence is the byproduct of students being innately curious about the world around them, and as such we aim to assist students in developing their academic flexibility and confidence so that they can engage successfully with their chosen subject at university level and beyond.Through initiatives promoting wider reading discussions and bringing in experts she was required to deconstruct her own points as she modelled the approach of the prosecution. I am happy to say that Gwen(S13) performed very well under time pressure highlighting the difference between the culpability of an accomplice and a perpetrator, the concerns around the Bentley’s mental capabilities and, of course, focusing on his apparent desire for the holder of the weapon to give the gun to the policeman.

This is just one example of many areas of curriculum enrichment within Sixth Form and if in the coming weeks you find yourself looking at the options now available you will see that we are incorporating some exciting new ventures such as TEDx, Language ab initio and a Thinking Skills course.

Robert Paler Deputy Head Academic

for insight in their respective fields, we hope to realise our vision of providing an abundance of opportunities to extend oneself. One such initiative is the formation of student-led societies for specific subject areas - we hope to gather like-minded students and encourage meaningful discussions on a weekly basis. We are also expanding the horizons of our students through regular guest speakers who are keen to share their knowledge and experiences with our students, inspiring them to actively engage with new ideas which ultimately helps to build academic curiosity and confidence. Parents are always welcome as guest speakers to share their experiences, knowledge and skills and we welcome your input into our programme.

Throughout the year, we will work closely with peers and teachers to develop an environment that is supportive, stimulating, and oftentimes challenging at the same time. Ultimately, we aspire to be yet another body of people working to develop critical thinking skills to prepare students to prosper in their lives beyond school.

We would also like to use this platform to invite any interested guest speakers. If you are interested in talking about your experience or knowledge to students passionate in their subjects, please contact the Chairs of this committee Keen (K13) and Focus (B13) at keen_ko@harrowschool.ac.th & focus_as@harrowschool.ac.th.

SALT Nov 2020

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What is deep work and how can it help students achieve more in less time?

Over the half-term break, I read the book ‘Deep Work: Rules for Focused Success in a Distracted World’ by Cal Newport. The book itself was a fascinating read, but what struck me most about this were the implications for education and how the idea of ‘deep work’ could benefit our students at Harrow Bangkok.

So what is ‘deep work’? According to Cal Newport, deep work occurs when we focus without distraction on a cognitively demanding task, enabling us to move beyond ‘shallow work’ to meaningful work and learning.

In his research, Cal Newport interviewed around fifty ultra-high-achieving college undergraduates from some of the USA’s most competitive schools. He found something quite surprising: The very best students often studied less. This was because these students understood the role intensity plays in productivity and therefore went out of their way to maximise their concentration—radically reducing the time required to prepare for tests or write essays, without diminishing the quality of their results. The below equation summarises this idea.

Work Produced = (Time Spent) x (Intensity of Focus)

This is particularly pertinent given the digital age we live and the impact of COVID-19, which has only increased the amount of time students spend online where distractions are rife. In my role as Head of Suriyothai House, I increasingly find myself having conversations with students about their workloads. Late nights completing coursework and preparing for future assessments lead to poor

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Who wants to be a word millionaire?

sleep habits. This lack of sleep can then, in turn, affects wellbeing and productivity, leading to a vicious cycle of ‘shallow’ inefficient working.

This cycle can, however, be broken. By focusing on the intensity of work, students can optimise the amount of time they spend studying and as a result, live a more balanced, productive and happy life.

So what does this look like for our students? Before starting a deep work session, a student should determine how much time they should devote to the task ahead. To begin with, starting small, with as little as 15 minutes, and then gradually increasing to longer sessions. Within these sessions, students need to work in a distraction-free environment conducive to long periods of focus. This might mean working without access to social media, email or even the internet (if it is not needed for the task). Revision activities where students deliberately practice engaging with the material offer far more depth than merely reading through a set of notes. Activities such as summarising notes, quizzing, using flashcards, creating graphic organisers and completing past paper questions are all great examples of this.

As Year 11 approach their mock exams, and many other students look ahead to the rest of the year with assessments on the horizon, I encourage you to consider the importance of ‘deep work’ and how it can help our students reach their potential.

Andrew Archibald Head of Suriyothai House

It has been incredibly pleasing to welcome students back to our library reading books and quizzing on them. We all know that there is nothing more relaxing than losing yourself in a good book. But it helps us develop our language skills too.

Since the start of the academic year, our Harrow Bangkok Year 6 to 9 students have read a staggering 56 million words. Students have been reading their books in their registrations, library lessons and at break and lunchtimes. What an achievement!

In October we were proud to announce our first Word Millionaires of 2020-21. Aran K8, Lila K6 and Sebi N8 were our top 3 millionaires of term 1A. They were, however, closely followed by Fred C6, Finlay B8, Dome C6, Shin K7, Ang Pao S7, Lillian So9 and Pun C8.

When asked why they enjoy reading, they said it was fun. They love stories that stretch beyond our imagination. Lillian commented that she loved exploring new and unknown ideas, while Fred felt his reading helped him with his work. While some find it relaxing and a good way to combat stress, others find reading takes them somewhere movies cannot.

How many more students will become word millionaires this half term?

Tyla Arabas Head of English