YEAR 10-11 INFORMATION BOOKLET 2026-27 by Harrow International School Hong Kong

2026-27 SENIOR SCHOOL

YEARS 10 AND 11 INFORMATION BOOKLET

CONTENTS WELCOME TO YEARS 10 AND 11

CURRICULUM OVERVIEW

USEFUL INFORMATION

THE SCHOOL DAY

HOUSE ETHOS

KEY PERSONNEL

COMMUNICATION WITH THE SCHOOL

AUTHORISED ABSENCE

PREP

CONFIDENTIALITY AND CONSENT

MEDICAL CARE

HARROW HORIZONS PROGRAMME

REPORTS TO PARENTS

PARENT CONSULTATION EVENTS

1:! DEVICE PROGRAMME

MOBILE PHONES AND SMARTWATCHES

SPEECH DAY

BUS ROUTES

WEATHER

INDIVIDUAL MUSIC LESSONS

FOOD

OVERSEAS SCHOOLS’ ENTRANCE EXAMINATIONS

SCHOOL UNIFORM AND PUPIL DRESS CODE

GOVERNANCE

RELATIONSHIP STATEMENT

STAFF LIST

MESSAGE FROM THE HEAD

WELCOME TO YEARS 10 AND 11 Welcome to the GCSE years at Harrow Hong Kong. Over these two years, pupils hone their knowledge and independence as they work towards GCSE qualifications. The Harrow values underpin this stage, guiding pupils towards both academic success and personal growth. The Harrow Horizons programme continues to enrich pupil experience. Last year, we introduced the Harrow Diploma, which now provides structured opportunities for leadership development and skill-building across the curriculum. Pastoral support remains a priority. Following enhancements last year, pupils now benefit from increased tutor time and a strengthened PSHE provision as they prepare for GCSE examinations and beyond. As Head of Harrow International School Hong Kong, I am pleased to support pupils through this important stage and beyond.

Rosie McColl Head

CURRICULUM OVERVIEW ART “Every child is an artist. The problem is how to remain one once we grow up” Pablo Picasso We follow the Edexcel GCSE Art and Design qualification within the ‘Fine Art’ pathway. This is designed to support a wide range of pupil interests and creates opportunities to explore a range of more specialist pathways such as photography, 3D Design, textiles and digital art, as well as more traditional painting and drawing disciplines. The GCSE course (not IGCSE) is assessed internally by the Art Department and is moderated by the exam board during a site visit at the course’s conclusion with 100% of the work produced during the 2-year course being part of their final awarded Grade. The Y10 GCSE Foundation Course aims to prepare pupils for the rigour of GCSE Art by ensuring they develop fundamental skills necessary for academic success and establish sound study habits and routines that will enable them to succeed academically. Building on the skills acquired in Year 9, pupils will engage in a series of short-form projects during the first term, introducing a variety of media, techniques, and processes that reinforce their foundational abilities. These projects focus on enhancing routines, commitment, and pace, enabling pupils to make more informed choices as they commence work on their main Component 1 project in the second half of the Spring term. This long-form project will continue until December of Year 11 and will create opportunities for pupils to develop independent projects and outcomes that explore ideas, medium and concepts personal to them. At the end of this project, pupils will produce a final piece for this project under exam conditions during their Year 11 mock exam. Component 2, in the form of an externally set assignment, is released to pupils at the start of January and takes the form of a theme designated by the exam board, this acts as a starting point for their personal ideas and investigations and pupils are encouraged to pursue techniques, processes and ideas that inspire them personally. This project culminates in a 10-hour period of sustained focus at the end of the Year 11 course where pupils produce the final piece for this project. 6

YEAR 10 Autumn

Spring

Summer

FOCUS Foundation Course: A short form project that builds technical proficiency and broadens skill set

Component 1: Personal Portfolio

YEAR 11

PROJECT Visual Recording and Exploration Painting Mixed Media: Print and Textiles 3D Making skills Pupils will have the opportunity to select materials, artists and contextual inspiration based on their own ideas and interests as guided by their classroom teacher.

FOCUS

PROJECT

Component 1: Personal Portfolio Autumn

Timed Mock Examination (10 Hours)

Spring

Component 2: Externally Set assignment Released 2nd January

Summer

Timed Examination (10 Hours)

Pupils will have the opportunity to select materials, artists and contextual inspiration based on their own ideas and interests as guided by their classroom teacher.

GCSE Art at a glance: COMPONENT 1: PERSONAL PORTFOLIO (INTERNALLY SET ASSIGNMENT) This comprises all work produced from the start of Year 10 to the end of the Autumn term in Year 11.

60% of the qualification 72 marks (18 marks for each of the four Assessment Objectives)

COMPONENT 2: EXTERNALLY SET ASSIGNMENT This comprises all work produced from the January of Year 11 until their final exam session at the start of the Summer term.

40% of the qualification 72 marks (18 marks for each of the four Assessment Objectives)

ASSESSMENT The GCSE Art course is marked holistically across each component, with work being reviewed against the following assessment objectives:

DEFINITION AO1: Developing

Pupils must demonstrate critical understanding by exploring and

ideas through

developing ideas informed by relevant sources.

investigations Pupils are required to select and experiment with appropriate media, AO2:

materials, techniques, and processes. This refining process involves

Refine work,

critically evaluating their experiments, adjusting based on outcomes, and

exploring ideas

integrating feedback to enhance the quality and depth of their creative work.

AO3: Record ideas,

Pupils should effectively document their thoughts and reflections

observations and

throughout the creative process, showing relevance to their intentions.

insights AO4:

Pupils must produce work that realises their intentions, demonstrating a

Present a

clear understanding of visual language and its application. This refers to

personal and

the creation of final outcomes to projects, where identifying intentions

meaningful

and planning the production process is as crucial as the technical

response

execution of the work.

Pupils are marked on the work accumulated in their personal portfolio via periodic sketchbook review. This process will assess all work created to date within a given project against AO1, AO2 and AO3 with summative assessment of the whole project being undertaken at the end of each section of the foundation course and after the mock exam session in January of Year 11 when pupils will have made their final piece and generated the evidence required for AO4.

INTERCULTURAL LEARNING Intercultural learning is a key component of the GCSE 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.

ACADEMIC HONESTY Academic honesty is an essential component of the GCSE Art curriculum. As part of the qualification, pupils will be expected to produce original work that reflects their own ideas, insights and abilities. It is important that they do not plagiarise or copy the work of others, as this goes against the principles of academic integrity and can have serious consequences for their grades and future academic pursuits. Pupils must also ensure that any sources used within their work are properly cited and referenced, and that all work submitted has been seen to be worked on during class time. The Art Department takes academic honesty very seriously, and any instances of plagiarism or academic misconduct will be dealt with in accordance with school policy. 8

BIOLOGY “Only if we understand, will we care. Only if we care, will we help. Only if we help, shall all be saved” Jane Goodall Biology is the study of life. Our aim, through the delivery of the Biology curriculum, is to equip pupils with a deeper understanding of how life works. By fostering a better understanding of themselves and the living world they inhabit, we strive to cultivate in our pupils a caring, empathetic attitude towards all living things. Pupils commence the Edexcel International GCSE Biology (9-1) course in Year 9. Here at Harrow Hong Kong, the course is divided into three years of study with Years 10 and 11 having six lessons per fortnight. We divide the course into 16 topics, which are distributed across the three years of study. Year 10 pupils will complete the following topics: TERM

Autumn

Spring

Summer

TOPICS COVERED 1.

Food and Digestion

Photosynthesis and Food

SKILLS COVERED

Production 3.

Coordination in Humans

Microorganisms

Ecology and the Environment

Homeostasis and Excretion

Evaluating the energy in food practical

Explaining limiting factor data

Plotting a bar graph

Designing a method for respiration in yeast

Sampling

Using models

The following topics are covered in Year 11: TERM

TOPICS COVERED 1.

SKILLS COVERED

DNA, Protein Synthesis and

Command words

Cell Division

Interpretation of graphs (menstrual

Human Reproduction

Transport in Plants

Using a potometer

Inheritance and Evolution

Continuous and discontinuous data

Spring

Changing Organisms

Data analysis

Summer

Exam preparation

Autumn

cycle)

Revision skills

Practical activities are integrated into the curriculum and the skills developed form part of the assessment of the course. There are 13 core practical activities that are covered throughout the course; however, pupils have the opportunity to do many more beyond the specification.

ESSENTIAL SKILLS Throughout the course, pupils develop strong investigative skills, including: •

Devising a method to test an investigative question

•

Identifying the variables involved

•

Collecting accurate and reliable data with consideration of safety

•

Analysing their results by drawing a conclusion and evaluating their investigation

Pupils also develop critical thinking and collaborative problem-solving skills throughout the course and develop mathematical skills through accurate drawing of graphs, describing results and carrying out calculations based on data.

INTERCULTURAL LEARNING Biology is taught through a multicultural lens. For example, when studying yeast, pupils discuss breads around the world and bake hot cross buns. When studying genetics, pupils learn about genetic differences and similarities.

ASSESSMENT Pupils’ progress will be monitored through each topic through the use of informal knowledge and skills checks in the form of preps, quizzes and in-class questioning. Each topic has a Common Assessed Task which will assess a chosen skill, such as graph drawing or investigation design. Regular internal assessment takes place throughout the three years of study, enabling close tracking of every pupil’s progress. These will be in the form of end of topic tests and end of year assessment and will consist of exam questions taken from our specification, which can include multiple choice, short response questions, long response questions, skills questions and calculation questions. Both formative and summative assessments will be followed up with Stepping Up activities to ensure further progress is made. The course is 100% externally assessed at the end of Year 11 by examination and pupils will achieve a grade 9-1. Some pupils will take Double Award Science and so, will only take Paper 1. PAPER

Paper 1 - 61.1 % (110 minutes) Paper 2 - 38.9 % (70 minutes) Not taken for Double Award.

COVERAGE

This paper assesses all the content of the specification, excluding the Triple award content (as indicated by the statements in bold on the specification) This paper assesses all content of the specification, including some of the Triple award content (as indicated by the statements in bold on the specification)

CHEMISTRY “Science, my lad, is made up of mistakes, but they are mistakes which it is useful to make, because they lead little by little to the truth.” Jules Verne Our mission in Chemistry is to nurture pupils’ curiosity about the world around them. Pupils commence the Edexcel International GCSE Chemistry course in Year 9 and the course is divided into three years of study. Year 9 pupils have four lessons per fortnight and Years 10 and 11 have six per fortnight. Pupils who join the School in Year 10 will attend compulsory catch-up sessions to review the work missed. As well as learning the fundamental ideas of what matter is made of, and the properties and reactions of different types of substances, the course encourages them to apply their knowledge and understanding to real-world contexts. Pupils study the full range of chemical ideas: Principles of Chemistry, Inorganic Chemistry, Physical Chemistry and Organic Chemistry. This prepares them effectively for studying at a higher level. TERM

YEAR 10 TOPICS COVERED

YEAR 11 TOPICS COVERED

Autumn

Group 1 and 7 Reactivity series Structure and Bonding

Gas and Ion Tests Organic Chemistry Energetics

Spring

Rates of Reaction Moles Alkanes and Alkenes

Electrolysis and Metal Extraction Equilibria

Summer

Making Salts

n/a (Revision and consolidation)

ESSENTIAL SKILLS IGCSE learning develops essential skills, including collaborative problemsolving, creativity, critical thinking, cultural competency, digital literacy, effective communication, and leadership. Group work and lab experiments foster collaboration, while experimentation promotes creativity. Analysing complex data develops critical thinking, and exploring relevant chemical concepts promotes cultural competency. Using digital tools promotes digital literacy, and presenting findings develops effective communication. Group work and lab experiments foster leadership skills through effective communication and goal achievement.

ASSESSMENT Regular internal assessment in the form of topic tests also takes place throughout Years 10 and 11, through progress preps, common assessed tasks and end of topic tests. These enable close tracking of every pupil’s progress. The course is 100% externally assessed at the end of Year 11 by examination and pupils will achieve a grade 9-1.

INTERCULTURAL LEARNING IGCSE Chemistry explores chemical concepts applicable to various cultures and societies worldwide. It covers crucial topics such as energy conservation and matter behaviour, relevant to fields like engineering and medicine. Studying IGCSE Chemistry can provide a deeper understanding of chemistry’s role in shaping our world and increase appreciation for scientific knowledge’s intercultural relevance.

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

YEAR 10 TERM

KEY CONCEPTS •

Decomposition and Abstraction

•

Data Types and Operations

•

Flowcharts

•

Sequence, Selection and Iteration

•

CPU, Storage and Main Memory

•

Von Neumann Model

•

Embedded Systems

•

Machines and Computational Modelling

•

Binary

•

Data Storage and Compression

Problem Solving and

•

Encryption

Algorithmic thinking.

•

Binary and Hexadecimal

•

Programming.

•

ASCII and Unicode

•

Data Representation.

•

Data Representation

•

Compression

•

Computer Concepts.

•

Programming Arrays and Lists

•

Logic Gates

•

Operating Systems

•

Utility Software

•

System and Application Software

•

High and Low Level Programming Languages

•

Translators

•

Subprograms

•

Validation

•

Programming Errors

•

Testing

Autumn

•

Spring

Summer

TOPICS

YEAR 11 TERM

TOPICS COVERED

SKILLS COVERED (COMMON ASSESSED TASK) •

Searching and Sorting Algorithms

•

Arrays

•

Subprograms

•

File Handling

•

Pseudocode

Problem Solving and

•

Trace Tables

Algorithmic thinking.

•

Types of Networks

•

Programming.

•

Network Protocols

•

Computer Concepts.

•

Network Topologies

•

Communication and

•

Communication Standards

the Internet

•

Security

Impact of Technology

•

Protecting Systems

with AI and Ethics

•

The Internet and the World Wide Web

•

Emerging trends, Issues and Impact

•

Quantum Computing

•

DNA Computing and Nanotechnology

•

Programming Consolidation

• Autumn

•

Spring

ESSENTIAL SKILLS In an IGCSE Computer Science class, pupils acquire a diverse set of skills that empower them to navigate the digital world with confidence and competence. First and foremost, they develop strong logical thinking skills, learning programming languages such as Python. They gain a deep understanding of algorithms, data structures, and problem-solving techniques, enabling them to design and implement efficient and robust solutions. Moreover, pupils develop critical thinking skills, as they learn to analyse and evaluate the ethical implications and societal impacts of technology.

ASSESSMENT STRUCTURE The Edexcel International GCSE in Computer Science consists of two externally assessed papers assessing content across six topic areas. It is a linear qualification. Two examinations must be taken in the same series at the end of the course of study. The assessment comprises the following papers: Paper 1: Written - Principles of Computer Science (2 hours) Paper 2: Practical - Fundamental Problem-solving and Programming Skills (3 hours)

INTERCULTURAL LEARNING The IGCSE curriculum is designed to provide pupils with exposure to diverse cultures and perspectives, reflecting the interconnected nature of our globalised world. Through collaborative projects, pupils are encouraged to work in diverse teams, incorporating different cultural backgrounds and experiences. This encourages them to appreciate the value of different viewpoints, communication styles, and problem-solving approaches. Additionally, the class incorporates case studies and real-world examples from various cultures, highlighting the different ways in which technology is applied and understood worldwide. Pupils are also exposed to coding and programming practices from different countries, enabling them to understand how cultural factors can influence technological innovations. 14

DRAMA ‘All the world’s a stage’ William Shakespeare Our vision is to ignite creativity, foster self-expression, and cultivate a lifelong appreciation for the performing arts. We strive to create a dynamic and inclusive environment where pupils can explore the transformative power of drama, develop their artistic skills, and grow into confident, empathetic individuals. By integrating theoretical knowledge with practical experience, we aim to empower our pupils to become skilled performers, critical thinkers, and collaborative team players. The GCSE Drama specification we follow is AQA. There are three main components of the GCSE Drama qualification: •

Component 1: Understanding Drama

•

Component 2: Devising Drama

•

Component 3: Texts in Practice

Throughout their lessons they will be given verbal and written feedback from their teacher. Pupils will be assessed on a range of practical and written work. Pupils will complete Component 2 in Year 10. TERM

TOPIC

Introduction to GCSE Drama

DETAILS / FOCUS Pupils are introduced to the GCSE course structure, assessment components, and core performance and analytical skills.

Component 1:

Autumn

Understanding

In-depth study of the set text, exploring characterisation,

Drama

themes, staging, and performance interpretation. Pupils

Blood Brothers

develop both practical and written exam skills.

(Willy Russell) Pupils perform in the annual Harrow Hong Kong Christmas

Christmas Carol Concert, presenting an interpretation of

Performance Project

a Christmas-themed text. This provides experience of live performance for an audience.

Spring

Component 2:

Pupils create an original performance inspired by themes

Devising Drama

from Blood Brothers, developing skills in collaboration,

(40%)

creativity, and theatrical decision-making. Assessment: • Devising Log (60 marks) • Devised Performance (20 marks)

Summer

Component 3: Texts in Practice

Pupils rehearse and perform extracts from published plays, building performance techniques and preparing for the final assessed performances in Year 11.

ESSENTIAL SKILLS In Year 10, pupils develop the seven essential skills through: •

Creativity - Exploring diverse theatrical styles/genres, character development, alternative interpretations, and devising original theatre.

•

Collaborative Problem-Solving - Small group performances, technical design collaboration, textual analysis discussions, and reflective group work.

•

Critical Thinking - Applying skills to textual analysis, performance evaluation, and peer/self-reflection.

•

Cultural Competency - Exploring stories, characters, performance styles, and the social/cultural/historical/political contexts of plays.

•

Effective Communication - Practicing verbal, non-verbal, collaborative, feedback, and self-awareness skills.

•

Leadership - Building capacities through leading discussions, directorial opportunities, and creative decision-making.

•

Digital Literacy - Conducting research, watching live theatre on streaming platforms, creating technical designs, and operating design elements.

INTERCULTURAL LEARNING Through the study of Blood Brothers, pupils explore themes of class, opportunity, and social inequality, gaining insight into how societal structures shape individual lives. Devising work encourages them to respond to stimuli that reflect real-world issues, fostering awareness of different perspectives and lived experiences. Pupils begin to critically evaluate how drama communicates social and cultural meaning.

YEAR 11 TERM

TOPIC Component 2:

Pupils finalise and submit their Devising Log (40% of

Devising Drama

GCSE). This consolidates their independent creative

(Completion)

process and evaluation skills.

Component 3: Texts in Autumn

Practice (Monologues)

begin

rehearsal

scripted

monologues,

developing character interpretation and performance technique. Introduction to exam preparation:

Understanding Drama

• Section A: Theatre roles, staging and live theatre skills

(Sections A & B)

• Section B: Study of Blood Brothers

Texts in Practice (Performance) Component 1: Understanding Drama (Sections A, B & C) Component 1: Understanding Drama Summer

Pupils

Component 1:

Component 3:

Spring

DETAILS / FOCUS

(Final Preparation)

Pupils perform two monologues for an external examiner (worth 20% of final grade). Continued exam preparation including: • Section C: Live Theatre Evaluation Final consolidation of all exam sections: • Section A: Theatre roles and skills • Section B: Blood Brothers • Section C: Live theatre analysis

Component 1: Written

Final GCSE written exam, assessing knowledge, analysis,

Examination (40%)

and evaluation across all three sections.

ESSENTIAL SKILLS In Year 11, pupils develop the seven essential skills through: •

Creativity - Exploring diverse theatrical styles/genres, character development, alternative interpretations, and devising original theatre.

•

Collaborative Problem-Solving - Small group performances, technical design collaboration, textual analysis discussions, and reflective group work.

•

Critical Thinking - Applying skills to textual analysis, performance evaluation, and peer/self-reflection.

•

Cultural Competency - Exploring stories, characters, performance styles, and the social/cultural/historical/political contexts of plays.

•

Effective Communication - Practicing verbal, non-verbal, collaborative, feedback, and self-awareness skills.

•

Leadership - Building capacities through leading discussions, directorial opportunities, and creative decision-making.

•

Digital Literacy - Conducting research, watching live theatre on streaming platforms, creating technical designs, and operating design elements.

INTERCULTURAL LEARNING Pupils refine their ability to interpret and perform texts from different cultural and social contexts, particularly through scripted performance and examination work. Through rehearsal and performance, they engage with diverse characters and viewpoints, developing sensitivity to context, audience, and intention. They also analyse how theatre practitioners and productions communicate ideas internationally.

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 Pupils take both IGCSE Edexcel English Language A and IGCSE English Literature. The courses are taught simultaneously and are assessed by examination only, at the end of Year 11.

ENGLISH LANGUAGE IGCSE Throughout the course, pupils will study the texts from Parts 1 and 2 of the Pearson Edexcel International GCSE English Anthology in detail, learning to analyse the effects of writers’ techniques and to compare writers’ ideas, perspectives and use of linguistic and structural features. Their analysis will then support the development of their writing as pupils will be taught how to incorporate the features they analyse into their own writing and will learn how to use these devices effectively. Pupils will learn how to write effectively and coherently, use grammar correctly, and punctuate and spell accurately. In Year 10, pupils also complete a Spoken Language Endorsement (reported separately) to prove their spoken language proficiency. YEAR

TERM

TOPIC

Autumn

Prose, poetry and imaginative writing (Language Paper 2)

Spring

Non-fiction and transactional writing (Language Paper 1)

Summer

Autumn

Non-fiction and transactional writing (Language Paper 1)

Spring

Revision

Summer

Revision and examinations

Revision Spoken Language Endorsement (Language option)

ESSENTIAL SKILLS Critical thinking, effective communication and collaborative problem solving are developed through teaching methods when exploring a variety of texts. Pupils are encouraged to share their ideas, experiences and knowledge through discussion and writing, balancing the ability to work independently and collaboratively when appropriate. Pupils are increasingly able to use digital technology with confidence to evaluate the reliability of sources, research and write essays, whilst also balancing this with the need to take care with the quality of their handwriting.

INTERCULTURAL LEARNING Pupils study texts from different cultures in the non-fiction, prose and poetry units. By exploring different beliefs, values and attitudes in texts, pupils develop their understanding of the importance of social and cultural contextual factors in the production and reception of texts.

ASSESSMENT IGCSE English Language Paper 1 is Non-fiction Texts and Transactional Writing (60%, 135 minutes). Section A is a mixture of short and long-answer questions related to a non-fiction text from Part 1 of the Pearson Edexcel International GCSE English Anthology and one previously unseen extract. In Section B, there is a choice of two questions involving a given audience, form and purpose. For example, pupils might be asked to write a speech, a magazine article or a guide. Paper 2 is Poetry and Prose Texts and Imaginative Writing (40%, 90 minutes). In Section A, there is one essay question on a poetry or prose text from the Edexcel International GCSE English Anthology. The text is provided. In Section B, there is an imaginative writing task from a choice of three.

ENGLISH LITERATURE IGCSE Pupils will have the opportunity to study poetry, a novel and two plays (one modern, one Shakespearean). The aims of this qualification are to enable pupils to engage with and develop the ability to read, understand and respond to a wide range of literary texts from around the world. They also develop an appreciation of the ways in which writers achieve their literary effects, exploring, through literature, the cultures of their own and other societies. This course also enables pupils to find enjoyment in reading literature and understand its influence on individuals and societies. YEAR

TERM

TOPIC

Autumn

Modern Prose (Literature Paper 1)

Spring

Modern Drama (Literature Paper 2)

Summer

Comparative poetry (Literature Paper 1)

Autumn

Literary Heritage Text – Shakespeare (Literature Paper 2)

Spring

Comparative and Unseen poetry (Literature Paper 1)

Summer

Revision and examinations

INTERCULTURAL LEARNING Pupils study texts from different cultures in the modern prose and some contemporary poetry, and different time periods with the Shakespeare play and some classic poetry. By exploring different beliefs, values and attitudes in texts, pupils develop their understanding of the importance of social and cultural contextual factors in the production and reception of texts.

ASSESSMENT IGCSE English Literature Paper 1 is Poetry and Modern Prose (60%, 120 minutes). In Section A, there is one 20-mark essay question exploring the meaning and effects created in an unseen poem. In Section B, there is one 30-mark essay question from a choice of two, comparing two poems from Part 3 of the Pearson Edexcel International GCSE English Anthology. For Section C, Modern Prose, there is one 40-mark essay question from a choice of two on each of the set texts, and this section is closed book (e.g. Of Mice and Men). Paper 2 is Modern Drama and Literary Heritage Texts (40%, 90 minutes). Both sections are open book and pupils answer two questions: there is one 30-mark essay question from a choice of two on each of the set texts (e.g., An Inspector Calls, A View From the Bridge and Macbeth or Romeo and Juliet).

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

EDEXCEL INTERNATIONAL GCSE GEOGRAPHY (9-1) Specification 4GE1 ASSESSMENT Paper 1 40%

Physical Geography

Paper 2 60%

Human Geography

1 hour 10 minutes examination 1 hour 45 minutes examination

In Years 10 and 11, pupils embark on their journey of studying the Edexcel International GCSE syllabus in Geography. This comprehensive course builds upon the geographical knowledge and skills developed in previous years, allowing pupils to delve deeper into the world around them. The syllabus covers a diverse range of topics, equipping pupils with a solid foundation in both physical and human geography. By exploring geographical themes and engaging in intercultural learning, pupils become critical thinkers, global citizens, and agents of positive change. They are empowered to analyse complex issues, contribute to sustainable development, and make informed decisions that shape the world around them. Throughout the course, pupils will develop essential skills and engage in intercultural learning, fostering a deeper understanding of the world and their place within it. The study of Geography in Years 10 and 11 prepares pupils to tackle the challenges of the future and become active participants in creating a more sustainable and inclusive world.

PAPER

TOPIC

Coastal Environments

Hazardous

GEOGRAPHICAL CONTENT

•

Coastal processes

•

Formation of coastal landforms

•

Coastal Ecosystems

•

Coastal Management

•

Conflicts at the coast

•

Causes of coastal flooding

•

Causes of natural hazards

•

Distribution of natural hazards

•

Reasons why people live in areas at risk

•

Vulnerability to hazards

•

Short- and long-term impacts of hazard

Environments

events •

Hazard management

•

Preparation

•

Short term responses and relief

•

Long term responses

Paper 1 Pupil investigation: To what extent is longshore drift the primary process affecting Cheung Sha Beach? Many of the key theories and concepts from the Coastal Environment unit will be brought to life for the pupils when they attend a local field trip to Cheung Sha Beach. The pupils will Coastal Environment

gain experience in a variety of data collection

Fieldwork

techniques, which are used to investigate coastal processes and landforms. Key Skills •

Accurate and reliable data collection

•

Mapping

their

fieldwork

data

using

ArcGIS •

Using GIS to analyse data

PAPER

TOPIC

GEOGRAPHICAL CONTENT •

Classification of employment by economic sector

•

Factors affecting the location of economic activity in each economic sector and how these factors can change over time.

Economic

•

Activity and Energy

Positive and negative impacts of economic sector shifts in developed and developing countries.

•

Informal employment

•

Population theories and resource management

•

Types of energy

•

Energy demand vs energy production

•

Sustainable management of energy

•

Trends in urbanisation over the last 50 years

•

Factors affecting the rate of urbanisation and the emergence of megacities

Urban

•

Problems associated with rapid urbanisation

Environments

•

Factors affecting urban land use patterns

•

Urban challenges facing a developed country and a developing country

• Paper 2

Strategies to make urban living sustainable

Pupil investigation: How does the urban environment change between Central and Sham Shui Po? Many of the key theories and concepts from the Urban Environment unit will be brought to life for the pupils when they Urban Environment Fieldwork

attend a local field trip. The pupils will gain experience in a variety of data collection techniques, which are used to investigate urban environments. Key Skills •

Using Survey123 to collect fieldwork data

•

Accurate and reliable data collection

•

Mapping their fieldwork data using ArcGIS

•

Using GIS to analyse data

Factors encouraging the rise of the global economy The role of global institutions in creating a globalised world Costs and benefits of globalisation Globalisation

Impacts of migration

and Migration

Different approaches of managing migration Impacts of tourism Different approaches to make tourism sustainable The influence of geopolitical relationships

ESSENTIAL SKILLS Throughout the course, pupils develop essential skills that will prepare them for the future. Creativity in geography involves developing research questions, utilising diverse data collection methods, and finding innovative solutions to issues like climate change. Pupils collaborate on projects and group work to address spatial problems. Critical thinking is fostered through analysing various information sources and perspectives. Cultural competency is enhanced by studying global locations and respecting cultural differences in research communication. Digital literacy is developed using tools like GIS for data analysis and creating visualizations. Effective communication skills are emphasised through presentations, concise writing, and crafting compelling maps. Leadership is cultivated by collaborating in fieldwork groups and fostering respectful relationships.

INTERCULTURAL LEARNING Geography plays a crucial role in promoting intercultural learning by exposing pupils to diverse regions, perspectives, and global issues. Through topics such as globalisation, urban environments, and economic activity, pupils gain cultural awareness, empathy, and a broader understanding of global interconnectedness. They recognise the importance of collective responsibility, reflect on their actions’ impact on the environment and people worldwide, and contribute to building a more sustainable and inclusive future.

ASSESSMENT Assessment in Geography comprises both formative and summative methods to evaluate pupils’ progress and understanding. These assessments are designed to measure their knowledge, application of geographical skills, data analysis abilities, and effective communication of findings. Formative assessments include class activities, discussions, and quizzes to gauge understanding and identify areas of improvement and peer assessments and feedback to encourage collaboration and critical thinking skills. Summative assessment in geography is carried out through written tests, collaborative group work, oral presentations, individual research projects and a fieldwork assessment, in which pupils plan and carry out an investigation and analyse the data. There are two summative written examinations.

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

EXAMINATION BOARD Edexcel (4HI1 2017 Specification) HISTORY GCSE A world divided Superpower Relations 1943-72 (Depth) Reasons for the Cold War Autumn Term

Early Developments in the Cold War The Cold War in the 1950s Three crises: Berlin, Cuba and Czechoslovakia The Thaw and moves towards Detente Russia and the Soviet Union (Investigation and Breadth Studies)

Spring Term

Tsarist Rule in Russia 1905-1914 Opposition to Tsarist Rule 1914-17 Provisional Government and the Bolshevik Revolution The Bolshevik consolidation of power and the Civil War War Communism and the New Economic Policy (NEP)

Summer Term

A divided Union: civil rights in the USA, 1945-74 (Depth) The Red Scare and McCarthyism Civil Rights in the 1950s The Impact of Civil Rights protests 1960-74 Other protest movements: pupils, women, Vietnam

Autumn Term

Nixon and Watergate The Middle East: Conflict and Change 1917-2012 (Investigation and Breadth Studies) Palestine, 1917-1946 The Creation of Israel and the War of 1948-49 Tension and Conflict, 1956-73

Spring Term

Diplomacy, peace then wider war, 1973-83 Changing methods of warfare at the beginning of the 21st century, 2000-2011

ASSESSMENT Paper 1 50% of IGCSE (90 minutes) Paper 2 50% of IGCSE (90 minutes)

Two Depth Studies

Historical Investigation and a Breadth Study in Change

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. Pupils’ critical thinking will develop as they learn how to answer short and long form answers and learn to work with historical sources.

INTERCULTURAL LEARNING The GCSE course is the first look at international relations and societies in the process of transformation. The Civil Rights unit allows pupils to examine the negative consequences of racism and that societies can improve and transform themselves.

LANGUAGES “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 At Harrow Hong Kong, we love languages and our mission is to develop excellent linguists and confident communicators who are passionate about learning languages. Our pupils will be able to express themselves effectively, both orally and in writing, and reach their potential in the target language. They will cultivate the necessary skills to grow as linguists and have an excellent understanding and appreciation of the language, culture and customs of the countries of the French, Spanish and Chinese speaking worlds. In the Prep School, all pupils study two languages: French or Spanish and Chinese, with all levels of Chinese catered for. Pupils moving up from the Lower School continue with the languages they had been studying lower down the School. New pupils will join a group that is best suited to their needs and interests. In Years 10 and 11 all pupils are strongly encouraged to opt to take at least one of Chinese, French or Spanish at IGCSE level, and some pupils opt to take two (Chinese and a European Language). At A Level, all three languages are offered and any pupil who has studied the language at IGCSE is free to take the A Level course provided they achieve grade 7 or above.

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 This is a two-year programme, building towards the IGCSE Chinese examination. The course allows pupils to develop the ability to communicate clearly, accurately and effectively in speaking and writing, to expand upon their wide range of vocabulary, perfect their grammar, character formation and punctuation, and boost their awareness of the audience being addressed. Based on pupils’ prior knowledge of the language, three streams of Chinese are offered: native, near-native and non-native. Pupils in each stream will develop appropriate reading, speaking and writing skills. Alongside language study, pupils will engage in a range of activities to develop their cultural competency and global awareness. NATIVE STREAM YEAR

TERM

CONTENT AND COVERAGE Topic: Nature, Technology and Multiculturalism Language skills:

Autumn

•

Dramatic conflicts and exploring authors’ intentions

•

Debating skills and critical thinking

•

Character construction techniques

•

Prose and its stylistic features

Topic: Values Language skills: 10

Spring

•

Narrative writing - story plots

•

Argumentation

•

Reading and discursive writing

Topic: Environment and Humanity Language skills: 10

Summer

•

Classical Chinese

•

Writing fundamentals

•

Writing summaries and planning

Topic: Overall revision Language skills: 11

Autumn

•

Classical Chinese

•

Reading comprehension of modern Chinese

•

Creative and argumentative writing

Topic: Overall revision focusing on writing skills 11

Spring

Summer

•

Descriptive writing

•

Narrative writing

•

Imaginative writing

Revision and examinations

ESSENTIAL SKILLS Pupils will continue to improve their native level of reading, writing, listening and speaking. The course develops pupils’ abilities to communicate accurately, appropriately and effectively in speech and writing, develops their comprehension, inference and analysis skills, whilst also promoting pupils’ knowledge of how the Chinese language can be used and enjoyed. The course will also help pupils to develop their critical thinking and problem-solving skills.

INTERCULTURAL LEARNING Pupils will study a combination of selected texts to expand their knowledge of Chinese culture and history. Through enquiry-based study, pupils will further their language skills as well as their cultural awareness. As a result, they will gain more understanding of the importance of social and cultural contextual factors in the study of literary texts.

ASSESSMENT There will be summative assessments throughout the course on reading and writing. Pupils will also be assessed in class by their teachers to receive regular written and verbal feedback. Formative assessment will be conducted regularly in class in the form of quizzes, vocabulary tests, individual or group projects, oral presentations as well as short written tasks. At the end of Year 11, pupils will take the Cambridge Chinese First Language examination (0509).

NEAR - NATIVE STREAM YEAR

TERM

CONTENT AND COVERAGE Main topic: Young people and education Sub-topics:

Autumn

•

Society and education

•

Future career plans

•

Friendship

•

Peer pressure/conflict

Subject-Specific Skill Development •

Reading and listening comprehension

•

Speaking and writing skills (short essay writing with guided questions and argumentative writing)

Main topic: Society Sub-topics:

Spring

•

Family relationships

•

Cultural exchange and social responsibility.

•

Jobs

•

Leisure activities

•

Communication and technology

Subject-Specific Skill Development •

Reading and listening comprehension

•

Speaking and writing skills (short essay writing with guided questions and argumentative writing)

Main topic: The world Sub-topics:

Summer

•

Geographical surroundings

•

Global warming, earth protection and urban development

•

The environment

Subject-Specific Skill Development •

Reading and listening comprehension

•

Speaking and writing skills (short essay writing with guided questions and argumentative writing)

Main topic: Cultural diversity Sub-topics:

Autumn

•

Festivals and celebrations

•

Customs and traditions

•

Culinary diversity

Subject-Specific Skill Development •

Reading and listening comprehension

•

Speaking and writing skills (short essay writing with guided questions and argumentative writing)

Renewable energy and recycling. 11

Spring

Descriptive essay writing. Preparation for the oral exam and past paper practice

Summer

•

Past papers and revision

•

IGCSE examination

ESSENTIAL SKILLS Pupils will continue to improve their reading, writing, listening, and speaking. The course develops pupils’ abilities to communicate accurately, appropriately and effectively in speech and writing, develops their comprehension, inference and analysis skills, whilst also promoting pupils’ knowledge of how the Chinese language can be used and enjoyed. The course will also help pupils to develop their critical thinking and problem-solving skills. Pupils will have opportunities to do various presentations and demonstrations as well as idea sharing in and outside of the classroom. The course will promote the personal development and understanding of self and others.

ASSESSMENT There will be summative assessments throughout Year 10 in all four skills of speaking, listening, reading and writing in addition to formative assessments, such as quizzes, vocabulary tests and projects which enable pupils to demonstrate their learning in a range of different ways. At the end of the course in Year 11, pupils will be assessed by means of a speaking test, a listening paper and a reading and writing paper by the Cambridge IGCSE course (0523).

FOREIGN STREAM YEAR

TERM

CONTENT AND COVERAGE Main textbook used: Edexcel GCSE (9-1) Main topic: Home and abroad Sub-topics:

Autumn

•

Home and house

•

Life in towns and rural life

•

Travel and cultural experiences

•

Weather and transport

Main topic: The world around us Sub-topics: 10

Spring

•

Media communication

•

Information and communication technology

•

Cultural differences

•

Environmental issues

Main topic: Social activities, fitness and health Sub-topics: 10

Summer

•

Special occasions

•

Hobbies, interests, sports and exercise

•

Shopping and money matters

•

Food and drink

•

Social responsibility

Main topic: Personal life and relationship Sub-topics: 11

Autumn

•

Neighbourhood and neighbourhood development

•

Daily routine and activities

•

Relationships with family and friends

•

Childhood and role models

•

Change and transformation

Main topic: Education and Employment Sub-topics:

Spring

Summer

•

School life and routine

•

School rules and pressures

•

School trips, events and exchanges

•

Work, careers and volunteering

•

Technology and the future

•

Future plans

•

Past papers and revision

•

IGCSE examination

ESSENTIAL SKILLS Pupils will continue to improve their reading, writing, listening and speaking. Pupils need to develop their ability to read and write a range of Chinese characters. The course is an integrated study of language and culture and focuses on issues related to pupils’ everyday lives and the world around them. The course aims to develop pupils’ ability to recognise basic Chinese characters and to communicate accurately on simple daily matters. Through various class activities, the course will promote the personal development and understanding of self and others. In addition, digital literacy is focused upon throughout the course.

INTERCULTURAL LEARNING Pupils will make the connections between language and culture and develop their understanding of the world around them. Through classroom activities, pupils will further their language skills as well as their cultural awareness.

ASSESSMENT There will be summative assessments throughout the course on all four skills of speaking, listening, reading and writing. Pupils will also be assessed in class by their teachers to receive regular written and verbal feedback. Formative assessment will be conducted regularly in class in the form of quizzes, vocabulary tests, individual or group projects, oral presentations as well as short written tasks. At the end of Year 11, pupils will take the Edexcel International GCSE examination in Chinese.

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 10 and 11 will be following the Edexcel International GCSE specification (91). Year 10 pupils will learn increasingly complex and varied vocabulary to communicate about some familiar topics, while Year 11 pupils will tackle more challenging topics such as environmental issues and technology. YEAR 10 TERM

Autumn

Spring

Summer

TOPIC

CONTENT AND FOCUS •

Talking about sports

•

Sport

•

Describing the benefits of doing sports

•

Reading

•

Talking about books and reading

•

TV and cinema

•

Talking about TV shows and films

•

Talking about films and actors

•

Talking about what you eat

•

Talking about special meals

•

Describing family occasions

•

Describing festivals and traditions

•

Food and festivals

•

Describing your town/neighbourhood

•

Town

•

Talking about what you do on holiday

•

Holidays

•

Talking about your ideal holiday

•

Making hotel reservations

YEAR 11 TERM

TOPIC

CONTENT AND FOCUS •

Talking about your school and school in the French-speaking world

• Autumn •

Spring

Summer

•

School rules

School and

•

Success and pressure at school

education

•

Exchanges

The world of work

•

Future plans

•

Jobs and job applications

•

The importance of languages

•

Volunteer work

•

Internet

•

Talking about technology and your phone

•

Technology

•

Saying what I do online

•

Environmental issues and other problems

•

The environment

faced by the planet •

Protecting the planet

ESSENTIAL SKILLS The IGCSE course constitutes an integrated study with a focus on language and culture. It fosters a range of transferable skills including communication, critical thinking, research skills and creativity, which are valuable to the individual and society.

INTERCULTURAL LEARNING At IGCSE level, the pupils will continue to explore and engage with the culture and society of countries and communities where French is spoken, such as festivals and traditions, film, and the French school system.

ASSESSMENT There will be summative assessments throughout Years 10 and 11 in all four skills and formative assessments such as quizzes and vocabulary tests. At the end of the course in Year 11, pupils will be assessed by means of a speaking test (25%), a listening paper (25%) and a reading and writing paper (50%).

SPANISH “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 Years 10 and 11 have chosen to study the language to IGCSE level and will be following the Edexcel International GCSE specification (9-1). Pupils will be developing their language skills in speaking, listening, reading and writing. YEAR 10 TERM

Autumn

Spring

TOPIC AREA •

House and home

Topic Area C Personal life

•

Daily routines and helping at home

and relationships

•

Relationships with family and friends

•

Childhood

•

Life in the town and rural life

•

Holidays, tourist information and directions

•

Services

•

Customs

•

Everyday life, traditions and communities

•

Special occasions

•

Hobbies, interests, sports and exercise

Topic Area A Home and abroad

Topic Area E Social Summer

TOPIC AREA COVERAGE

activities, fitness and health

YEAR 11 TERM

TOPIC AREA Topic Area E Social

Autumn

activities, fitness and health

Spring

Summer

Topic Area D The world around us

Past papers and revision

TOPIC AREA COVERAGE •

Shopping and money matters

•

Accidents, injuries, common ailments and health issues

•

Food and drink

•

Environmental issues

•

Weather and climate

•

Travel and transport

•

The media

•

Information and communication technology

•

Past papers and general revision of all past topics

INTERCULTURAL LEARNING In IGCSE, the pupils will continue to explore and engage with the culture and society of countries and communities where Spanish is spoken.

ASSESSMENT There will be summative assessments throughout Year 10 in 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. At the end of the course in Year 11, pupils will be assessed by means of a speaking test (25%), a listening paper (25%) and a reading and writing paper (50%).

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 Years 10 and 11 are a continuation of the three-year programme teaching towards the Edexcel IGCSE Mathematics A (9-1) qualification. The scheme is linked to the Pearson Edexcel Mathematics (9-1) Book 1 and Book 2. The pupils retain Book 2 for their studies and have access to digital versions of these textbooks for use both in and out of class. As in Year 9, a strong emphasis continues to be placed on developing pupils’ problemsolving and reasoning skills which form a large part of the IGCSE (9-1) course.

MAIN TOPICS OF STUDY FOR YEAR 10 AUTUMN TERM •

Sequences and series

•

Recurring decimals

•

Proportionality (algebraic)

•

SPRING TERM

•

Further Index Laws and Surds

•

Further Quadratic Equations, Manipulation

Measurement & Unit Conversions

•

and Graphs

Similar Shapes, Surface Area, & Volume

•

Linear Transformations

•

Circle Theorems

•

Sketching and Using

•

Probability

Graphs

•

Averages and Measures

• •

SUMMER TERM

•

Further Sets Language and Notation

Inequalities (Linear and

of Spread, Cumulative

Quadratic)

Frequency Graphs &

Further Simultaneous

Histograms

•

Function Notation

•

Vectors

•

Algebraic equations

•

Trigonometry

Equations

MAIN TOPICS OF STUDY FOR YEAR 11 AUTUMN TERM

•

Graphical Transformations

•

Algebraic Proof

•

Further Coordinate Geometry

•

Differentiation

SPRING TERM

SUMMER TERM

Revision, extension and consolidation of all topics. A bespoke revision programme has been set up to enhance pupil fluency in all topics as well as develop the crucial problem-solving techniques needed to tackle the most challenging questions in the Mathematics examinations.

Mathematics ‘exam skills’ are

explicitly taught and equip pupils with strategies to deal with questions in an unfamiliar setting under timed conditions.

All pupils are grouped into sets for their learning of Mathematics in the Senior School, and movement between groups occurs as appropriate to ensure optimal learning for every pupil. All sets will cover the same core content, with slight variations in challenge and pace. At Harrow Hong Kong, we take pride in the outstanding results that we achieve, which is made possible by placing pupils in sets that are specifically tailored to their individual needs.

ESSENTIAL SKILLS In the classroom, learning Mathematics goes beyond mastering routine methods; it fosters a lifelong engagement with the subject and empowers pupils to apply their knowledge effectively. Pupils will develop cultural competency by exploring

diverse mathematical theories and appreciating contributions from various cultural backgrounds. Pupils will enhance their digital literacy skills through the use of tools such as GeoGebra and Desmos, which will subsequently improve their mathematical understanding. Emphasis is also placed on collaborative problem-solving, enabling pupils to work together to reason and solve problems effectively. Creativity in mathematics is encouraged through innovative approaches, strategies, and insights to explore concepts, patterns, and relationships in novel ways. Pupils will also be inspired to express their creativity by visualising and articulating concepts differently and connecting mathematics to real-world applications. Moreover, pupils will refine their critical thinking skills by analysing mathematical facts, and arguments to form reasoned judgments about mathematical problems or situations. Innovative teaching methods will be used to challenge pupils’ understanding, helping them to see connections between topics and to apply their knowledge to new and unfamiliar problems. Pupils will be provided with strategies to hone their problemsolving abilities collaboratively, which in turn enhance their critical thinking skills. Additionally, pupils will have opportunities to demonstrate leadership in class and learn to communicate their mathematical thoughts effectively and elegantly. They will exhibit a growth mindset by adopting a ‘can-do attitude’ and embracing learning from their mistakes. By integrating these essential skills into our mathematics curriculum, we prepare pupils to navigate complex challenges with confidence and adaptability, equipping them for success in both academic and real-world contexts.

INTERCULTURAL LEARNING Throughout the year, we will endeavour to recognise and respect the diverse cultural backgrounds and experiences inherent in mathematics. By exploring and valuing various mathematical perspectives and appreciating contributions from different cultural and ethnic backgrounds, we aim to enrich global awareness and intercultural competence.

ASSESSMENT In Mathematics, we believe that cumulative assessments not only enhance factual retention but also improve problem-solving skills, which are crucial for success in the subject. Each teacher utilises a variety of methods to regularly assess their pupils’ understanding during lessons and encourage pupils to engage in regular review of their work rather than relying on last-minute cramming, which is ineffective in the long term. The assessments and feedback provided are intentionally designed to be formative, ensuring that pupils gain valuable insights into their understanding and can identify areas for improvement. This approach helps pupils to develop a deeper comprehension of mathematical concepts and fosters continuous academic growth. All pupils will sit the higher IGCSE Mathematics examination at the end of Year 11. They will take two 2-hour examinations, each carrying a 50% weighting towards the final grade. 41

MUSIC “Where Words Fail, Music Speaks” Hans Christian Andersen The Edexcel GCSE Music course is divided into three strands – Performing (30%), Composing (30%) and Appraising (40%). Pupils considering Music GCSE should be playing at a minimum of ABRSM Grade 3 on instrument or voice by the end of Year 9 and should be currently taking individual music lessons. Pupils should also have strong theory knowledge prior to starting the course (at ABRSM Grade 5 level). Performing: Each pupil’s performance portfolio will include a solo performance and an ensemble performance. These performances can be produced on any instrument or voice. Assessment takes place at the start of the Spring Term of Year 11. Composing: Composition portfolios consist of two pieces: one composed to a set brief released by the exam board and one free composition. Both compositions will be completed in Year 11. Pupils will develop their compositional skills throughout the course and will have access to two music-specific software packages, Sibelius Ultimate and Logic Pro X. Appraising: The examination takes place in the Summer Term of Year 11. The appraising part of the course is based on four Areas of Study: Instrumental Music; Vocal Music; Music for Stage and Screen; and Fusion Music. Pupils study two set works from each of these and learn about the context and musical features associated with the different styles and composers. All pupils also have access to the vibrant co-curricular Music programme which runs throughout the year and GCSE pupils are expected to take part in at least one ensemble. 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.

MAIN TOPICS OF STUDY FOR YEAR 10 YEAR 10

COMPOSITION

PERFORMANCE

Autumn

Theory foundation course (time signatures, key) and fundamentals of harmony, counterpoint and melodywriting, supported by technical exercises and short (two- or three-week) composition projects.

Pupils working with instrumental teachers

Spring

Series of three-four week short composition projects based on different topics in Areas of Study 1 and 2 in preparation for coursework in Yr 11. In this term, these include melodic variations, Ground Bass, Serialism and Minimalism.

Pupils working with instrumental teachers

Summer

Introduction to more advanced composition techniques including timbre, texture, spacing, scoring and idiomatic instrumental writing. Continuation of composition projects, covering Impressionist harmony and Song writing. Revision of concepts in preparation for exam. After exams, Composition to set brief.

Pupils working with instrumental teachers Assessed performance in class as part of Yr 10 End of Year Assessment

APPRAISING (SET WORKS)

Instrumental Music 1700–1820 Purcell & Bach

Vocal Music Queen & Beethoven

Music for Stage and Screen Schwartz & Williams

MAIN TOPICS OF STUDY FOR YEAR 11 YEAR 11

COMPOSITION

Autumn

Composition to be completed by End of Term

Spring

Summer

PERFORMANCE

APPRAISING (SET WORKS)

Begin recording performances

Fusions Afro Celt & Esperanza Spalding

Performance Day in late January (After Mocks)

Revision of Set Works & Exam Practice

ESSENTIAL SKILLS Edexcel GCSE Music develops essential skills such as collaboration, creativity, critical thinking, digital literacy, effective communication, and problem-solving through its diverse curriculum. Pupils enhance collaboration and communication by performing in ensembles, working closely with peers to achieve cohesive performances. Creativity is nurtured through composition tasks, where pupils craft original pieces, while critical thinking and problem-solving are honed as they analyse music, explore compositional techniques, and refine their work. Digital literacy is advanced through the use of music software for notation, composition, and recording, preparing pupils for the demands of the modern music industry. These skills collectively equip pupils with a strong foundation for both musical and non-musical pursuits.

INTERCULTURAL LEARNING Edexcel GCSE Music promotes intercultural learning by exploring a diverse range of set works that highlight different historical periods, genres, and cultural influences. Through the study of Instrumental Music 1700–1820, pupils engage with the Baroque era through Purcell and Bach, gaining insight into the rich traditions of European classical music. Vocal Music spans contrasting styles, from the operatic grandeur of Beethoven to the iconic rock sound of Queen, showcasing the evolution of vocal expression across cultures and time. Music for Stage and Screen introduces pupils to the theatrical and cinematic works of Schwartz and Williams, reflecting global storytelling traditions. Additionally, the fusion of Irish, African, and electronic elements in Afro Celt Sound System and the contemporary jazz artistry of Esperanza Spalding further broaden pupils’ understanding of how music connects diverse cultures, fostering a deep appreciation for musical and cultural diversity.

PHYSICS “The most incomprehensible thing about the universe is that it is comprehensible” Albert Einstein Year 10 is the second year of a three-year programme teaching towards the Edexcel International GCSE Physics (9-1) qualification. Ultimately the purpose is to enthuse pupils to want to understand the world around them whilst providing them with a sense of inquisitiveness and curiosity.

ESSENTIAL SKILLS There will be a focus on developing pupils’ practical, analytical, and problem-solving skills. They will also be able to use data loggers and other data recording devices and learn to manipulate software to achieve the desired aim of the experiment they are conducting. Pupils are required to perform calculations, draw graphs and describe, explain and interpret physical phenomena. Some of the question content will be unfamiliar to pupils; these questions are designed to assess data-handling skills and the ability to apply physical principles in unfamiliar situations.

THE MAIN TOPICS OF YEAR 10 PHYSICS INCLUDE: TERM

TOPICS COVERED 1.

SKILLS COVERED

Waves (properties & types of wave,

Understanding wave

Doppler effect, EM spectrum, uses, refraction, total internal reflection, sound) Autumn

Electricity (charge & static electricity, current, voltage & resistance, circuits & components, I-V graphs, mains, power & safety)

components, I-V graphs, mains, power & safety) 4.

experiments into refractive index, graph drawing Circuit building, use of data loggers, modelling of circuits

Electricity (charge & static electricity, current, voltage & resistance, circuits &

Spring

propagation, conducting

Radioactivity and Particles (radioactive decay, radiation, half-life, uses, fission,

Circuit building, use of data loggers, modelling of circuits Modelling of concepts, calculations, graph drawing

nuclear power stations, fusion) Conducting experiments 5. Summer

to determine specific heat

Solids, Liquids and Gases (density, pressure, change of state, specific heat capacity, gas laws)

capacity of metals and investigate the relationship between pressure and temperature, graph drawing

THE MAIN TOPICS OF YEAR 11 PHYSICS INCLUDE: Up to 2027-28 TERM

TOPICS COVERED 1.

Astrophysics (orbital calculations, lifecycle of stars, cosmology)

Understanding the scale and evolution

Electromagnetism (magnetism,

of the cosmos

magnetic fields around wires,

Autumn

SKILLS COVERED

electromagnets, the motor effect, charged particles in magnetic fields, electromagnetic induction,

Understanding of electromagnetism, constructing devices such as DC electric motors, longer response questions explaining concepts

generators, transformers) 3. Spring

Radioactivity and Particles (radioactive decay, radiation, half-

Modelling of concepts, calculations,

life, uses, fission, nuclear power

graph drawing

stations, fusion) Summer

Revision

TERM

TOPICS COVERED 1.

Advanced Forces (Newton’s 3rd law, momentum, Newton’s 2nd law, car safety, moments)

2. Autumn

SKILLS COVERED

Electromagnetism (magnetism, magnetic fields around wires, electromagnets, the motor effect, charged particles in magnetic fields, electromagnetic induction,

Understanding vectors and the effects of forces, more complex calculations Understanding of electromagnetism, constructing devices such as DC electric motors, longer response questions explaining concepts

generators, transformers) Spring

Summer

Astrophysics (orbital calculations,

Understanding the scale and evolution

lifecycle of stars, cosmology)

of the cosmos

Revision

ASSESSMENT Regular internal assessment takes place throughout the three years of study, enabling close tracking of every pupil’s progress. The course is 100% externally assessed at the end of Year 11 by examination and pupils will achieve a grade of 9-1. In Physics, pupils sit two papers: •

Examination Paper 1 - 61.1% (120 minutes)

•

This paper assesses all of the content of the specification, excluding some of the more in-depth areas of the course content.

•

Examination Paper 2 - 38.9% (75 minutes)

This paper assesses all content of the specification, including some of the more indepth areas of the course content. A few pupils will follow the Double Award IGCSE Science course and will sit Paper 1 in each of the sciences, achieving two Science IGCSEs.

INTERCULTURAL LEARNING Being a global citizen is at the heart of the Physics curriculum through developing an understanding of issues affecting the world, from electricity transmission to understanding local contexts. As pupils explore topics such as nuclear energy and the use of technology in society, they are encouraged to think about the ethical implications of these advancements on a global scale. They develop an understanding of the responsibility scientists and engineers have towards society and the importance of making informed and ethical decisions that benefit humanity as a whole. This cultivates a sense of global citizenship by encouraging pupils to consider the broader impacts of their actions and contributions to the scientific field. Overall, the IGCSE Physics syllabus actively promotes and includes elements of global citizenship. By fostering an understanding of global interconnectedness, addressing global issues, encouraging ethical considerations, and promoting collaborative learning experiences, it equips pupils with the knowledge, skills, and attitudes necessary to become responsible global citizens who are aware of their impact on the world and actively contribute towards positive change. 47

GCSE PHYSICAL EDUCATION - SPORTS SCIENCE “An active mind cannot exist in an inactive body” George S Patton Jr The GCSE PE syllabus provides an innovative and practical Academic PE programme to create a lifelong interest in Sports Science. Core principles are to: •

Highlight and problem-solve contemporary issues surrounding sport

•

Develop a range of core and advanced skills within a variety of sporting activities

•

Bridge the gap between theoretical understanding and practical performance

•

Inspire pupils to pursue avenues involving physical activity and sport

Examination Board: AQA (8582) The course empowers pupils to deepen their understanding of how their bodies function, enhance their lifestyle, and optimise sports performance across diverse backgrounds. In Year 10, pupils delve into the fascinating realm of exercise physiology, exploring the science behind movement and uncovering various training methods to elevate their sports capabilities. They also analyse the unique demands of different sports and perform fitness tests in various contexts, equipping them with practical skills to immediately enhance their own training and performance development. In Year 11, pupils embark on a captivating journey that explores the psychological factors influencing sports performance, the media’s role in shaping the sporting landscape, the impacts of drugs in sport, and the crucial role of nutrition in maintaining a healthy lifestyle and influence on sports performance. This year not only emphasises individual growth through sport but also enables pupils to draw from their past experiences, implementing strategic changes for future performances. Throughout the two-year course, pupils showcase their aptitude by being assessed on their top three sports, selected from a pre-approved list. Additionally, they engage in written coursework, critically analysing their own performance or that of another athlete.

Year 10

Year 11

Paper 1 Unit 1: Anatomy and Physiology Unit 2: Movement analysis Unit 3: Physical training Unit 7: Use of data

Paper 2: Unit 4: Sports Psychology Unit 5: Socio-cultural influences Unit 6: Health and fitness

Total marks: 78

Year 10 and 11

NEA Practical: Total: 3 x sports 1 x Individual 1 x Team 1 x individual or team Each marked out of 25

NEA Coursework: A written piece of work analysing the pupil’s strongest sport

Total marks: 75

Total marks: 25

60% = Theory / 40% = NEA Practical Total marks: 260 (after scaling)

ESSENTIAL SKILLS Pupils engage in group activities, team sports, and practical scenarios that require collaboration and problem-solving. They learn to evaluate performance, identify strengths and weaknesses, and make informed decisions for improvement. The curriculum also promotes understanding diverse cultures in sports, digital literacy through technology integration, and encourages creative thinking within the boundaries of sports. Pupils develop leadership skills through captaincy or event organisation and enhance communication abilities for effective expression and feedback.

INTERCULTURAL LEARNING Intercultural learning in GCSE PE broadens pupils’ perspectives by exposing them to diverse sporting traditions and practices from around the world. It promotes cultural appreciation, inclusivity, and challenges stereotypes. Through this learning, pupils develop empathy, cultural competency, and a global mindset, fostering respect for cultural diversity and creating a more inclusive environment in sports and beyond. Pupils who wish to study Physical Education should: 1.

Demonstrate a sincere passion for sports, fitness and health and a genuine desire to enhance personal performance through the acquisition of Sports Science knowledge.

Possess a diverse background in competitive sports, having participated actively in a variety of disciplines.

Engage consistently in the School’s SCA (Super Curricular Activities) and CCA (Co-curricular Activities) programmes, exhibiting a willingness to compete both for Harrow and external clubs.

Exhibit a proactive approach towards personal development by taking ownership of practical performances, reflecting on progress, and actively seeking guidance from dedicated teachers and coaches to refine skills in chosen sports. 49

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 Physical Education is to give every pupil a wide variety of opportunities to develop and strengthen their values, physical competence and confidence. This will ensure our pupils have the tools to lead a long and healthy lifestyle in a complex world. The Physical Education experience is integral to a Harrow Hong Kong education and is accessed in several ways. Pupils in Years 10-13 have a double Games lesson each week. If pupils choose GCSE Sports Science, then they will have access to 5 single theory lessons in addition to games. The premise of the programme is to enable every pupil to flourish. 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 which allows them to develop, display and transfer their skills.

GAMES As pupils progress into the Senior School, the consistency of sports being offered, in relation to the ISSFHK seasons, remains the same as in the Prep School. 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 in line with the four competitive seasons. At this stage we also feel it is important to broaden the pupils’ horizons to some more leisure-based activities, enabling pupils to build positive relationships with activities which may feature in their lives after School. The pupils are asked to choose their Games options from the following sports: Badminton

Volleyball

Basketball

Table Tennis

Football

Rugby

Tennis

Netball

Harrow Fit

Golf (off site)

Pickleball

Athletics/XC

Gymnastics

Touch Rugby

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 Develop leadership skills Represent and contribute to 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 are catered for in twenty 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 mainly in the International Schools Sports Federation Hong Kong Leagues (ISSFHK) and some Schools Sports Federation of Hong Kong China (SSFHKC) leagues in addition to annual friendly fixtures. Fixtures take place mostly mid-week with 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. They 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 Department is highly experienced in high performance sport. Pupils who aspire 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 the same time. All fixtures, results and team details can be found at sport.harrowhongkong.hk

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

Harrow Fit

Tennis

Volleyball

Basketball

Football

Athletics

Cross Country

Netball

Badminton

Touch Rugby

Gymnastics

Pickleball

Table Tennis

Swimming

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. Cocurricular activities supplement our PE and SCAs if pupils need to work on their skills to get ahead and achieve the targets they have been set by their teachers. Rugby

Use of Fitness Room

Volleyball

Basketball

Football

Athletics

Cross Country

Netball

Badminton

Toch Rugby

Gymnastics

Swimming

Table Tennis

Pickleball

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

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

THE AQA RELIGIOUS STUDIES COURSE Religious Studies challenges pupils with questions about belief, values, meaning, purpose and truth, empowering them to develop their own attitudes towards important issues. Pupils will also gain an appreciation of how religion, philosophy and ethics form the basis of global culture. They will develop analytical and critical thinking skills, the ability to work with abstract ideas, leadership, debate and research skills. COURSE COMPONENTS Paper 1: The Study of Religions Beliefs, teachings and practices of two religions: •

Buddhism

•

Christianity

1 hour 45 minute exam - 50% of the total grade Paper 2: Thematic studies Four philosophical and ethical studies on: •

Religion and life

•

The existence of God and revelation

•

Peace and conflict

•

Crime and punishment

1 hour 45 minute exam - 50% of the total grade

TOPICS INCLUDE: • • • • • •

The Trinity Pilgrimage Enlightenment Meditation Animal rights Attitudes towards creation and the origins of the universe • Environmental issues • Attitudes towards forgiveness

• Medical ethics • Arguments for and against God’s existence • Miracles • The problem of evil • Just war theory • Pacifism and peace-making • Reasons for crime • Capital punishment

ESSENTIAL SKILLS Critical thinking is central to the Religious Studies course, not only nurturing pupils’ ability to explain and analyse beliefs and theories, but also to evaluate them and reach justified conclusions. Pupils practise debating ideas, providing evidence to support points and carrying a line of argument. Religious Studies also provides a vital tool for the development of cultural competency by providing opportunities for pupils to engage with diverse perspectives, including Christian, Buddhist and non-religious worldviews. The study of religion is also a creative pursuit, as pupils are encouraged to come up with unique perspectives and responses to complex philosophical problems. In addition to using digital technologies to enhance learning, pupils are encouraged to think deeply about the ethical and social implications of their use. Leadership is developed through nurturing the critical thinking skills needed to evaluate complex ideas and making decisions as a result. Communication skills are developed through debates and discussions, focusing on argumentation and persuasion. Religious Studies lessons can also develop collaborative skills through group discussions, debates, and projects that require pupils to analyse complex philosophical and ethical questions as a team.

INTERCULTURAL SKILLS Religious Studies can be a powerful tool for intercultural learning through the study of diverse beliefs and practices within and between the Christian and Buddhist faiths, as well as non-religious and philosophical traditions. Thematic studies allow for an examination of the intersection of philosophy, ethics, religion and culture, engaging with diverse perspectives, reflecting on personal biases and assumptions, and providing opportunities for cross-cultural and interfaith dialogue.

LANGUAGE AND LEARNING (L&L) “The limits of my language are the limits of my world.” Ludwig Wittgenstein Language is at the very heart of the learning process, and it is the mission of the L&L department to fully prepare our multilingual pupils to excel in Academic English. To achieve success in their forthcoming GCSE and A-level subjects (and beyond) our pupils are required to use Academic English for such purposes as explaining, narrating, recounting, arguing, analysing and describing across a range of subject areas and in a variety of modes. Such language does not come naturally and requires explicit teaching. Pupils need to develop their understanding of how Academic English functions in order to achieve a range of purposes that are critical to success in school and exams. In Years 10 and 11, pupils will study a high-level, in-depth, advanced Academic English course following the Cambridge C1 Advanced programme from Cambridge English Qualifications, which they will sit in Year 11. In Year 10, pupils will consolidate previous learning while advancing to the more challenging aspects of the C1 syllabus. Pupils who are not yet at the standard of C1 by the end of Year 11 can opt to sit the B2 examination instead. The course consists of advanced 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. TERM

KEY CONCEPTS

TOPICS •

Autumn

•

Read and annotate a variety of texts, determine chronology,

City Spaces

recognise cause and effect, make inferences Spring

•

Extreme Jobs

•

Write essays, articles, stories, informal and formal emails and letters

•

Participate in discussions, justify opinions, handle disagreements

Summer

•

Animal Conservation

•

Listen and identify emotions, attitudes, and functions in spoken language.

ESSENTIAL SKILLS Essential skills are embedded into our lessons, particularly Effective Communication. Pupils are expected to enunciate and to convey ideas and information clearly and appropriately in various contexts. This involves using language accurately and fluently and listening actively to others. Pupils often work collaboratively to complete tasks and to think critically and creatively about texts and various situations. Pupils are increasingly able to use digital technology with confidence to evaluate, research and write.

INTERCULTURAL LEARNING The Senior School units cover cultural competency by looking at different cultures based on the topics or texts pupils are studying. Pupils compare their own culture with that of another country, enabling them to recognise, respect and appreciate diverse cultures.

ASSESSMENT Assessment in Years 10 - 11 may take a variety of forms and will cover all aspects of academic English language development. There will be termly assessments in the four skills of speaking, listening, reading, and writing, and pupils will sit the Cambridge C1 Advanced Examination (CAE) on-site in school. 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. The CAE is equivalent to the International English Testing System (IELTS) examination and is a recognised qualification, meeting the English language requirement at 100% of all UK universities. For more information on the Cambridge examinations, please visit the Cambridge assessments website.

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 and 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 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 shortterm or long-term intervention from an individual needs staff member within their regular lessons in collaboration with the class teacher, in small groups, or 1:1. The department also works with members of staff by identifying and sharing differentiation strategies based on specific pupil profiles, monitoring student progress, and providing professional development. Examples of the Individual Needs Provision for pupils in Year 10 and 11 are in-class support in Mathematics and English, and bi-weekly check-in support focused on revision strategies, organisation, and time management.

ASSESSMENT AND PUPIL PROGRESS Access arrangements for both internal and external assessments are facilitated by the department in partnership with the Examinations Officer and Deputy Head Academic in accordance with the guidelines from the Joint Council for Qualifications and Cambridge. As pupils prepare for their external examinations, new or updated specialist documentation may be requested to understand pupil needs and formally put in place access arrangements. Pupil and teacher input are an integral part of this process to ensure that pupils are given appropriate accommodations. The department can 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 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 10 and 11, pupils are encouraged to take ownership over their learning and commitments, reflecting on their learning and using effective strategies, and advocating for their needs.

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 five periods in the morning, each lasting 50 minutes, with a 20-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. 8.00 AM - 8.10 AM

Morning Call-over in Houses (start of the day)

8.15 AM - 9.05 AM

Period 1

9.10 AM - 10.00 AM

Period 2

10.00 AM - 10.20 AM

Break

10.25 AM - 11.15 AM

Period 3

11.20 AM - 12.10 PM

Period 4

12.15 PM - 1.05 PM

Period 5

1.10 PM - 2.00 PM

Lunch (Period 6)

2.05 PM - 2.55 PM

Period 7

3.00 PM - 3.50 PM

Period 8

3.55 PM - 4.30 PM

Period 9 (tutor and House time, the Futures programme and SCA+)

4.45 PM

Co-Curricular Activities begin / Buses for Day Pupils depart

MID-MORNING BREAK All pupils are able to return to Houses at break for a snack and to change their books for the two periods after break. We encourage pupils to use their lockers in House to prevent them from carrying around a heavy bag.

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 or 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 tutor, House Master/ House Mistress and Assistant House Master/ Assistant House Mistress 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 and in Years 9-13, pupils are allocated to one of the eight Senior School Houses. Alongside the House Master/House Mistress and Assistant HMs, we have Matrons to help boarding pupils, and prep Houses also have resident gap tutors.

SENIOR HOUSES YEAR 9-13 BOYS’ HOUSES

CHURCHILL PEEL SHAFTESBURY SUN

GIRLS’ HOUSES

KELLER GELLHORN WU ANDERSON

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.

ASSISTANT HOUSE MASTER/HOUSE MISTRESS Each House has an ASSISTANT HOUSE MASTER/HOUSE MISTRESS (AHM) who supports the House Master or House Mistress in keeping pupils safe and supporting their progress and wellbeing. They will deputise for the HM as needed.

HOUSE TUTOR Pupils enjoy tutor time each morning where they are registered by their Tutor during Call-over. They also have two extended tutor periods twice a week of 35 minutes, where tutors follow a bespoke programme for each phase of the school. Tutors meet with each of their tutees for a one-on-one conversation half termly and continually monitor their tutees’ academic achievements, wellbeing, co-curricular engagement, behaviour, achievements, attendance and their progress towards the Harrow Diploma. They are the primary point of contact between home and school. 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).

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 and oversees the counselling team.

SCHOOL COUNSELLOR As part of the wider Pastoral team the School Counsellors work with the School Psychologist, HMs and pastoral SLT 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. 63

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 TUTOR or HOUSE MASTER / HOUSE MISTRESS The first point of contact for a parent should be the tutor or HM. The School operates on an ‘open door’ policy and parents should feel comfortable with contacting their child’s 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@harrowhongkong.hk.)

EMAIL A significant proportion of the School’s communication with parents is by email and there are two Consolidated Communications which are our school letters, sent to parents each week (on Mondays and Thursdays). It is important that parents read the letters which are sent to them weekly from the school to ensure they stay fully informed. 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. Parents must ensure that the School holds accurate contact details so no correspondence is missed. Any problems with email should be addressed to the Director of ICT, Mr Dinesh Alwani (dalwani@harrowhongkong.hk).

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 of more than one day parents should contact the Senior Deputy Head (Whole School), Ms Laura Yandell (lyandell@harrowhongkong.hk) copying the HM and Tutor into the email. Parents should not expect permission to be automatically granted and should not make travel arrangements before receiving permission. If the absence is related to an elite co-curricular opportunity, parents should contact Mrs Sabrina Peck (speck@harrowhongkong.hk) copying in the HM and Tutor. All requests should be emailed to the School at least 5 working days before the planned absence, to give enough time for this to be approved. The School expects pupils to maintain 95% attendance or more. Any attendance that drops lower than 95% will be dealt with according to our attendance policy which can be accessed on our website. In exceptional circumstances, parents may request regular early leave from school so that their child may attend elite co-curricular training. Only absences that do not affect academic lessons (Games, SCA, Futures or pastoral time) may be considered. All applications for early leave should be submitted to Mrs Sabrina Peck (speck@harrowhongkong.hk) copying in the HM and Tutor.

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. Physical planners are provided to pupils in Years 6-10 and are an important part of maintaining contact between home and school. Parents of pupils in Year 6-10 are required to sign the planner at the end of each week. 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 or when there are major evening events (e.g. the termly Tuesday afternoon extended school). 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 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 firefighting 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@harrowhongkong.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 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@harrowhongkong.hk Parents must also inform their HM of any illnesses, injuries or other medical matters that have arisen whilst at home, during weekends or holidays. If a pupil is ill during a weekend or holiday, he or she should not return to school until fully recovered and is deemed no longer infectious. Children who have had a temperature (higher than 37.5 degrees) should remain at home and not return to School until 24 hours with a normal temperature, without any medication. Children who have had diarrhoea or who have been vomiting should not return to School until 48 hours after the final bout of vomiting or diarrhoea. If a pupil is away from School through illness, an operation or any other cause, parents should communicate this with the HM concerning the pupil’s likely return date and any restrictions on his or her participation in School life. The School would be happy to support pupils with School work or activities should there be long periods of unavoidable absence. The School does not offer online learning for pupils who are absent from school. Parents are required to complete a Medical Form for their child on entry to the School and provide relevant health information, including details of drug reactions, major allergies and notable medical conditions. When a child makes a visit to the Health Care Centre, the visit is noted in the child’s medical record along with any treatment given. The Health Care Centre will call the child’s parents to explain what has happened and the treatment that was given; they will also inform their HM of any concerns.

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

WELLBEING Our PSHE programme is led by Mr Philip Arnold and is taught by HMs, AHMs and by Mr Arnold. In the Sixth Form, PSHE is replaced by the Beyond Harrow programme, with a shift in emphasis towards the needs of older pupils and with an eye on life beyond school, including careers and university advice. There is a weekly designated university preparation programme for all Sixth Formers in the school timetable.

HARROW HORIZONS PROGRAMME The third pillar of a Harrow education is a varied and rich co-curricular programme, encouraging pupils to explore a broad range of experiences, as well as the opportunity to thrive in areas of passion and talent. Within the programme, pupils work towards the Harrow Diploma, gaining credits as they hone their essential skills, gain accreditations, and develop leadership attributes. Harrow Horizons SCAs and CCAs incorporate activities and experiences that fall within and across the four components of the Harrow Diploma: Active, Academic, Artistic and Altruistic. Our extensive programme of over 300 activities includes everything from music ensembles, to sports teams, drama productions to debate coaching. 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 over 14 other international destinations from Fiji to Mongolia

•

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 Award, offered at Bronze and Silver levels

•

Our Speakers’ Forum series, with speeches from prominent experts in their fields

•

Our School Publications, edited, designed and written by pupils

More information on Harrow Horizons is available on the School website.

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. Details of dates are sent out in September.

PARENT CONSULTATION EVENTS These events (held online during the School day) 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 events 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 from Year 9 to have their own Apple MacBook computer to access the curriculum effectively. We also support iPads as an alternative. The research is clear and compelling; continuously improving technologies are profoundly changing what, how, when, and where people learn. We aim for our pupils to become increasingly sophisticated users of technology and to support and enhance their learning in doing so while encouraging them to be responsible for all aspects of its use. There are two schemes available: Purchasing a MacBook through the School - we will provide fully configured and ready-touse devices available for purchase at a discounted rate. Reconfiguring an existing Apple MacBook that meets certain specifications. More information can be received by contacting the IT Department at its@harrowhongkong.hk

MOBILE PHONES AND SMARTWATCHES Harrow Hong Kong operates as a no-phone campus during the school day to ensure we provide the best possible learning environment for our pupils. The aim is not to remove technology from pupils’ lives, but rather to protect learning time, reduce social media pressures during the school day, and support pupils in developing positive interpersonal skills and healthy digital habits. This approach helps create a focused, respectful, and distraction-free environment. Each pupil is issued with a phone pouch, which is sealed during the day and checked by their tutor. Pupils are able to unlock their pouch at the end of the day using a special magnet. Smartwatches and other smart technology, such as smart glasses, are not permitted in school to ensure pupils can learn in a distraction-free environment. The expectations for pupil use of mobile phones are outlined below: •

Pupils must bring their mobile phone to school switched off or ‘on silent’ before placing it in their phone pouch.

•

Phones must be secured in the phone pouch at the designated time each morning, or immediately on arrival if a pupil is late.

•

The pouch must remain locked for the duration of the school day unless access is authorised by a member of staff.

•

Pupils are responsible for bringing their phone pouch to school each day in good condition and for keeping it with them unless another school procedure applies.

•

Pupils must not damage, tamper with, force open, swap, or misuse the pouch in any way.

•

Pupils must follow staff instructions promptly and respectfully in relation to the phone system.

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 students. The School has a strict Mandatory Bus Policy to follow. There are three ways to travel to the School, by bus, by foot or to board with us. Upper School pupils are not eligible for car permits for morning drop off and cars should not approach the School at drop off or collection times without a permit. There is no parking along Tsing Ying Road.

WEATHER The rainy season in Hong Kong usually runs from April to September, and in severe weather conditions the School adheres to official public announcements from the Hong Kong Observatory and the Education Bureau. Broadcasts are usually announced by the Observatory by 6.15am and are repeated at regular and frequent intervals throughout the day. The updates will also be posted on the website and the School will contact parents directly about any changes to school routines. Parents are advised to refer to the Parent Portal about the arrangements, which apply in all cases except when pupils are taking external examinations. Pupils, parents and staff should check the government’s announcements regularly, but if you have any enquiries, please contact the respective House Masters/House Mistresses if needed. The School’s Severe Weather Policy can be found on our website.

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@harrowhongkong.hk. Music lessons are given for the following instruments: Acoustic Guitar

French Horn

Bass Guitar

Harp (for up to ABRSM Grade 5 level) Singing

Cello Classical Guitar Clarinet

Orchestral Percussion

Saxophone Trombone Trumpet

Electric Guitar

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

Flute

Piano

Drum Kit

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 25th September 2026

Friday 30th April 2027

Friday 28th February 2027

Friday 28th May 2027

Friday 19th March 2027 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 McColl at rmccoll@harrowhongkong.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.collegepro.cn), the School Shop or the shop in Lai Chi Kok: LAI CHI KOK UNIFORM SHOP 10.00AM - 6.00PM (Monday to Saturday) Unit 1901, Orient International Tower, 1016-1018 Tai Nan West Street, Lai Chi Kok, Kowloon Tel: +852 2116 0674 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. No visible jewelleryis to be worn other than one pair of earrings (plain studs only). Hair should always be neat and tidy in appearance and pupils are not allowed any form of haircut, length or style that makes them stand out and may attract unnecessary attention. Pupils in Year 11 and below should tie their hair back if it is longer than shoulder length. Uniform which is damaged, or has become too small should be replaced accordingly. Please consult the School Website for more information about pupil dress code.

GOVERNANCE Hon Kenneth Lau, Chairman Address: Asia International Schools Limited (AISL), 35/F, Office Tower, Convention Plaza, 1 Harbour Road, Wan Chai, Hong Kong Tel: +852 2583 3109

RELATIONSHIP STATEMENT The Harrow International Schools, Harrow Hong Kong Children School, Harrow LiDe Schools and Harrow Little Lions (Early Years Centres) use Harrow School’s Name and Badge under a sub-licence granted by Harrow International Schools Limited (HISL), a trading subsidiary of the charity registered in England and Wales with charity number 310033 which owns Harrow School and its trademark, in return for a fee. The educational, administrative, financial and other operational responsibilities of the Harrow International Schools, Harrow Hong Kong Children School, Harrow LiDe Schools and Harrow Little Lions (Early Years Centres) are separate from those of Harrow School and rest with their owners and operators. The schools’ fees are paid to their owners and operators and not to Harrow School or HISL. Under the sub-licence, these schools are required to reflect Harrow School’s educational purpose, practice, strategy and philosophy and each is regularly evaluated by representatives of HISL. The schools’ Governing Boards include two representatives of HISL.

STAFF LIST HEAD

Ms Rosie McColl

RAC

rmccoll@harrowhongkong.hk

Senior Deputy Head (Whole School)

Ms Laura Yandell

LMY

lyandell@harrowhongkong.hk

Head of Upper School

Ms Hannah Lowe

HML

hlowe@harrowhongkong.hk

Deputy Head (Academic)

Mr James Brewer

JCB

jbrewer@harrowhongkong.hk

Deputy Head (Co-Curricular and Organisation)

Mrs Sabrina Peck

SLP

speck@harrowhongkong.hk

Deputy Head (Curriculum, Teaching and Learning)

Ms Freya Crofton

FXC

fcrofton@harrowhongkong.hk

AJS

aspillman@harrowhongkong.hk

Ms Kim Gration

kgration@harrowhongkong.hk

Ms Naina Nightingale

NRN

nnightingale@harrowhongkong.hk

Mrs Victoria Marshall

VLM

vmarshall@harrowhongkong.hk

Mrs Sioned Ralph

SCR

sralph@harrowhongkong.hk

Head of Sixth Form

Mr Jonny Franks

JMF

jfranks@harrowhongkong.hk

Head of Lower School

Mr Brendan Shanahan BS

bshanahan@harrowhongkong.hk

Deputy Head of Lower School (Academic)

Ms Dawn Chambers

dchambers@harrowhongkong.hk

Mrs Lauren Berner

LMB

lberner@harrowhongkong.hk

Mr Sam Hobbins

SDH

shobbins@harrowhongkong.hk

Mrs Hannah Davies

HLD

hdavies@harrowhongkong.hk

Mrs Hannah Russell

HAR

hrussell@harrowhongkong.hk

Mr James Rose

jrose@harrowhongkong.hk

Head of Early Years

Mrs Sophie Purnell

SCP

spurnell@harrowhongkong.hk

Director of Operations

Ms Bonnie Hung

bhung@harrowhongkong.hk

Director of Human Resources

Ms Denise West

dwest@harrowhongkong.hk

Director of Finance

Ms Miranda Ng

sfng@harrowhongkong.hk

Director of Marketing and Admissions

Ms Shirmy Li

shli@harrowhongkong.hk

SENIOR LEADERSHIP TEAM

Deputy Head (Pastoral, Boarding and Safeguarding) Ms Allison Spillman Assistant Head (Prep School, Pastoral and Wellbeing) Assistant Head (Senior School, Pastoral and Wellbeing) Assistant Head (Teaching, Learning and Continuing Professional Development) Associate Assistant Head (Teaching, Learning and Continuing Professional Development) (From 28 Sep 2026 to 22 Mar 2027)

Deputy Head of Lower School (Pastoral, Co-Curricular and Organisation) Assistant Head of Lower School (Pupil Progress) Assistant Head of Lower School (Continuing Professional Development) Associate Assistant Head of Lower School (Continuing Professional Development) (From 17 Aug 2026 to 23 Jun 2027) Assistant Head of Lower School (Digital Strategy and Technology)

THE HOUSES PREP HOUSES BANKS House Master

Mr Nick Weinberg

nweinberg@harrowhongkong.hk

Assistant House Master

Mr Philip Stott

PRS

pstott@harrowhongkong.hk

House Master

Mr Tom Cameron

TXC

tcameron@harrowhongkong.hk

Assistant House Mistress

Mrs Melanie Cameron

MEC

mcameron@harrowhongkong.hk

House Mistress

Mrs Holly De Vies

HDV

hdevies@harrowhongkong.hk

Assistant House Mistress

Ms Megan Smith

DARWIN

FRY

msmith@harrowhongkong.hk

LYON House Master

Mr Chris Mclnnes

Assistant House Master

Mr Eugene Sze

CPM

cmcinnes@harrowhongkong.hk esze@harrowhongkong.hk

NIGHTINGALE House Mistress

Ms Connie Hu

CMH

chu@harrowhongkong.hk

Assistant House Mistress

Mrs Shannon Hobbins

SXH

shhobbins@harrowhongkong.hk

(From AugustDecember 2026)

PARKS House Mistress

Ms Bridget Laatz

BEL

blaatz@harrowhongkong.hk

Assistant House Mistress

Mr Matthew Pettit

MJP

mpettit@harrowhongkong.hk

House Master

Mr Will Bussey

WDB

wbussey@harrowhongkong.hk

Assistant House Master

Mr Conor Hartley

CRH

chartley@harrowhongkong.hk

House Master

Mr Manoo Murthy

MMM

mmurthy@harrowhongkong.hk

Assistant House Mistress

Ms Amanda Lam

amlam@harrowhongkong.hk

SHACKLETON

SENIOR HOUSES ANDERSON

CHURCHILL House Mistress

Ms Rachel Chicken

RAS

rchicken@harrowhongkong.hk

Assistant House Master

Mr Philip Arnold

PJA

parnold@harrowhongkong.hk

House Mistress

Mrs Kirsty Wilson

KHW

kwilson@harrowhongkong.hk

Assistant House Mistress

Mrs Georgia Barker

GAB

gbarker@harrowhongkong.hk

GELLHORN

KELLER House Mistress

Mrs Gillian Nightingale GEN

gnightingale@harrowhongkong.hk

Assistant House Mistress

Mrs Zarina Long

ZKL

zlong@harrowhongkong.hk

House Master

Mr Dom Berner

DEB

dberner@harrowhongkong.hk

Assistant House Mistress

Ms Helen Cook

HXC

hcook@harrowhongkong.hk

House Master

Mr Robert Powell

RTP

rpowell@harrowhongkong.hk

Assistant House Master

Mr Milo Bellamy

MLB

mbellamy@harrowhongkong.hk

House Master

Mr Reece Hamon

RNH

rhamon@harrowhongkong.hk

Assistant House Mistress

Ms Charlotte Townsend CFT

Assistant House Master

Mr Oliver Paulin

opaulin@harrowhongkong.hk

House Mistress

Ms Lee Collins

LSC

lcollins@harrowhongkong.hk

Assistant Day House Mistress

Mrs Ella Loosmore

ELL

eloosmore@harrowhongkong.hk

Mr Mark Edwards

MAE

medward@harrowhongkong.hk

Mrs Melanie Cameron MEC

mcameron@harrowhongkong.hk

PEEL

SHAFTESBURY

SUN

ctownsend@harrowhongkong.hk

(Aug 2026 - Jun 2027 maternity cover)

MATRONS

Ms Michelle Gedge

MSG

mgedge@harrowhongkong.hk

Mr Paul Hubbard

PXH

phubbard@harrowhongkong.hk

PUPIL DEVELOPMENT & WELLBEING TEAM Head of Individual Needs

Ms Amanda Lam

ALH

amlam@harrowhongkong.hk

Teacher of Individual Needs

Ms Kim Gration

kgration@harrowhongkong.hk

Teacher of Individual Needs

Ms Leanne Chu

LXC

lchu@harrowhongkong.hk

Head of Language and Learning

Ms Elaine Shek

EYS

eshek@harrowhongkong.hk

Teacher of Language and Learning

Ms Siobhan Heuston

SIH

sheuston@harrowhongkong.hk

Language and Learning Support Teacher

Ms Yee To

SYT

syto@harrowhongkong.hk

The School Psychologist

Dr Rachel Gregory

RCG

rgregory@harrowhongkong.hk

School Counsellor

Ms Lauren Liu

lliu@harrowhongkong.hk

School Counsellor

Mr Wing Kong

WXK

wkong@harrowhongkong.hk

KEY EDUCATIONAL SUPPORT General Enquiries

info@harrowhongkong.hk

Lower School Office

ls-info@harrowhongkong.hk

Upper School Office

us-info@harrowhongkong.hk

Bus Information

bus-info@harrowhongkong.hk

Accounts

account@harrowhongkong.hk

Admissions

admissions@harrowhongkong.hk

Human Resources

hr@harrowhongkong.hk

ICT

its@harrowhongkong.hk

HEADS OF DEPARTMENT ART

Mrs Gemma Myles

GEM

gmyles@harrowhongkong.hk

CHINESE

Ms Charlene Gu

LGU

cgu@harrowhongkong.hk

COMPUTER SCIENCE

Mr Michael O'Gorman MXO

DRAMA

Ms Vicky Courtis

VLC

vcourtis@harrowhongkong.hk

ENGLISH

Mr Dom Rapley

drapley@harrowhongkong.hk

SPANISH

Mrs Yolanda Homs

yhoms@harrowhongkong.hk

FRENCH

Mr Elias Valdueza

EVG

evalduezagarcia@harrowhongkong.

Garcia ECONOMICS AND BUSINESS

Mr Mark Gardiner

mgorman@harrowhongkong.hk

hk MRG

mgardiner@harrowhongkong.hk

EPQ

Mr Simon Case

SJC

scase@harrowhongkong.hk

GEOGRAPHY

Mrs Letitia Weinberg

LPW

lweinberg@harrowhongkong.hk

HISTORY AND POLITICS

Mr David Tuck

DPT

dtuck@harrowhongkong.hk

PRS

Mr Milo Bellamy

MLB

mbellamy@harrowhongkong.hk

MATHEMATICS

Ms Louise Ackroyd

LEA

lackroyd@harrowhongkong.hk

MUSIC

Mr Tom Wiggall

twiggall@harrowhongkong.hk

Mr Jonathan Davies

JPD

jdavies@harrowhongkong.hk

Director of Sport

Mr Ian Williams

ILW

iwilliams@harrowhongkong.hk

Assistant Director of Sports (Upper School)

Mr Ben Loosmore

bloosmore@harrowhongkong.hk

Head of PE (Upper School)

Mr Huw Alexander

HJA

halexander@harrowhongkong.hk

Academic PE

Mr Huw Alexander

HJA

halexander@harrowhongkong.hk

Athletics

Mrs Sarah McMillan

SMC

smcmillan@harrowhongkong.hk

Gymnastics

Mrs Shannon Hobbins SXH

shhobbins@harrowhongkong.hk

Netball

Ms Hannah Minty

HLM

hminty@harrowhongkong.hk

Rugby

Mr Chris Kinloch

CRK

ckinloch@harrowhongkong.hk

Swimming

Mr Malcolm Green

MJG

mgreen@harrowhongkong.hk

Tennis

Mr Ross Stokley

RAS

rstokley@harrowhongkong.hk

PSYCHOLOGY

Mr Tom Roegele

TMR

troegele@harrowhongkong.hk

Director of Science

Ms Zara Holliday

ZRH

zholliday@harrowhongkong.hk

Prep School Science Coordinator

Mr Philip Stott

PRS

pstott@harrowhongkong.hk

Biology

Ms Tiffany Searle

TLS

tsearle@harrowhongkong.hk

Chemistry

Mr Andrew Davies

AJD

ajdavies@harrowhongkong.hk

Physics

Ms Julia Davidson

JLD

jdavidson@harrowhongkong.hk

STEAM Coordinator

Ms Leanne Johnston

LKJ

ljohnston@harrowhongkong.hk

LIBRARY & LEARNING LOUNGE

Ms Julia Besnard

JAB

jbesnard@harrowhongkong.hk

PHYSICAL EDUCATION

Football

SCIENCE

SIXTH FORM & CAREERS Head of Sixth Form

Mr Jonny Franks

JMF

jfranks@harrowhongkong.hk

Deputy Head of Sixth Form

Ms Jess Darke

JAD

jdarke@harrowhongkong.hk

Examinations Officer

Dr Catherine Clerc

cclerc@harrowhongkong.hk

Assistant Examinations Officer

Mrs Sioned Ralph

SCR

sralph@harrowhongkong.hk

Head of Scholars and Academic Extension

Ms Olivia Coady

ocoady@harrowhongkong.hk

Head of Bursaries

Ms Jenny Mitchell

JEM

jmitchell@harrowhongkong.hk

Head of Pupil Leadership

Mr Phil Harwood

PAH

pharwood@harrowhongkong.hk

Duke of Edinburgh Award Coordinator

Ms Sinead Healey

SMH

shealey@harrowhongkong.hk

Ms Wen-Ju Yang

WJY

wjyang@harrowhongkong.hk

EXAMINATIONS

SCHOLARSHIPS

TRIPS & EXPEDITIONS

CHARITIES & COMMUNITY Head of Charities & Community Service

HARROW INTERNATIONAL SCHOOL HONG KONG 38 Tsing Ying Road, Tuen Mun, New Territories, Hong Kong Tel: (+852) 2824 9099 Fax: (+852) 2824 9928

harrowhongkong.hk