Year 9 Information Booklet 2022-23 by Harrow International School Hong Kong

YEARSENIOR2022-231SCHOOL9INFORMATION BOOKLET

WELCOCONTENTSMETOYEAR9 4 CURRICULUM OVERVIEW 6 USEFUL INFORMATION 36 THE SCHOOL DAY 36 HOUSE ETHOS 38 KEY PERSONNEL 39 ILLNESS 40 COMMUNICATION WITH THE SCHOOL 40 AUTHORISED ABSENCE 43 PREP 43 CONFIDENTIALITY AND CONSENT 44 MEDICAL CARE 45 HARROW HORIZONS PROGRAMME 46 REPORTS TO PARENTS 46 PARENTS’ EVENINGS 47 1:1 DEVICE PROGRAMME 47 SPEECH DAY 47 BUS ROUTES 48 WEATHER 48 INDIVIDUAL MUSIC LESSONS 48 FOOD 49 OVERSEAS SCHOOLS’ ENTRANCE EXAMINATIONS 49 SCHOOL UNIFORM 50 STAFF LIST 54

At Harrow Hong Kong the House structure is embedded in the ethos of who we are and pastoral care is very important to us. We are fully committed to our pupils’ personal and social development alongside their academic success; if they are to achieve their best they need to be confident and happy. House Masters / House Mistresses, Assistant House Masters / House Mistresses, Tutors and Matrons are aware of the individual circumstances and needs of each pupil in their House and monitor their academic progress and personal development. Boarding is an essential part of the Harrow House system and the Houses are places where our pupils learn, lead and have fun within a family atmosphere.

Dedicated, creative and experienced teachers deliver an intellectually rigorous curriculum in order to feed curious minds. We value every boy and girl as a unique individual and ensure that all relationships are based on mutual respect. All staff take special care to ensure that children settle down quickly and happily into their new year group. We know that a true education can only be gained by a strong and trusted partnership between teachers and parents.

The School’s motto, Educational Excellence for Life and Leadership, encourages respect for and service to others. This underpins all that we do. The School aims to provide an excellent education within a community in which each pupil is recognised, cared for and valued. The School embraces its responsibility to develop the whole person and to instil a sense of service so that each pupil will wish to play an active part in Harrowsociety.HongKong

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

MESSAGE4 FROM THE WELCOMEHEAD TO YEAR 9

Ann Haydon Head

I am delighted to welcome your child into Year 9 at Harrow Hong Kong. I am confident that your child’s first year in the Senior School will be a happy and fulfilling one. It is during the course of this year that your sons and daughters will choose their GCSE options. Please be assured that we will offer guidance and support to our pupils and their parents throughout the option choice progress. This booklet is designed to give you an insight into the curriculum and other key events and activities which are due to take place in Year 9.

I look forward to meeting you soon and seeing your child flourish as they move through the School.

In their first year of Senior School Year 9 pupils continue their artistic journey by exploring the formal elements: line, shape, tone, texture, colour, pattern and form with broad project themes aimed to inspire them. To prepare pupils for potential GCSE study, the emphasis in Year 9 is on independence and exploration and creating opportunities for pupils to explore and respond to the work of a wide range of artists, blending their styles together alongside their project themes to create exciting, original artwork. Guided and supported by their teachers, pupils are given the opportunity to make more personalised choices with regards to subject matter, materials and contextual studies, building essential knowledge and skills for potential GCSE success.

Yutong Yan, Year 9

CURRICULUM6 OVERVIEW

ART

The Art curriculum is designed to develop the relevant skills and experiences that pupils will need for further academic success at GCSE and A Level. This is based on 4 key areas: developing ideas, exploring materials, recording from observation and ultimately in their ability to resolve a project with one fantastic piece of work. In Upper School we aim to develop pupils’ knowledge of the formal elements in order to enable them to develop fundamental skills in drawing and observation alongside their ability to respond to and be inspired by the work of others.

CONTROL, EXPLORE, REFINE, INVESTIGATE

GLOBAL CITIZENSHIP Art can enable pupils to explore their ideas and opinions in relation to wider world issues and encourages them to be a positive force for good in the world, as such global citizenship and intercultural learning is an integral part of our curriculum within the Art Department. We aim to raise pupil awareness of the UN Global Goals and use these as the thematic driving force for each project being studied. Year 9 pupils will study a range of projects inspired by Goal 4: Life below water and generate ideas and outcomes inspired by issues connected to pollution, climate change and preservation of biodiversity across the globe.

Pupils commence the Edexcel International GCSE Biology (9-1) course in Year 9 and the course is divided into three years of study (Year 9 have four lessons per fortnight and Years 10 and 11 have six per fortnight).

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Throughout the course, pupils develop strong investigative skills. These include devising a method to test an investigative question; identifying the variables involved; collecting accurate and reliable data with consideration to safety; and, finally, analysing their results by drawing a conclusion and evaluating their investigation. There is also ample opportunity for pupils to develop their mathematical skills, through accurate drawing of graphs, describing results and carrying out calculations based on data.

BIOLOGY8

• Use of biological resources

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• Ecology and the environment

1. Cells and Organisation of Living Things 4. Plant Growth and Reproduction

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, with dissections of hearts, lungs, kidneys and eyes creating much interest and excitement!

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The core practical activities that pupils in Year 9 will complete are as follows: observing osmosis in living tissues; investigating the effect of exercise on breathing rate and heart rate; investigating the rate of aerobic and anaerobic respiration in living organisms; and investigating germination in seeds.

Biology is the study of life. The department is alive with animals and plants of different varieties, and while some are there to be appreciated in their living form, others enable pupils to dissect and explore.

The broad topic areas covered by the course are as follows: The nature and variety of living organisms Structures and functions in living organisms Reproduction and inheritance

Here at Harrow Hong Kong, we divide the course into 16 topics, which are distributed across the three years of study. Year 9 pupils will complete the following topics:

2. Movement in and Out of Cells 5. The Circulatory System

3. Breathing and Respiration SKILLS DEVELOPED

Regularwrite-ups.internal

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assessment in the form of topic tests also takes place throughout Year 9, enabling close tracking of every pupil’s progress.

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In Year 9 the focus is on developing the skills that form the foundation of all future learning in Biology, so there is regular monitoring and assessment of investigation

ASSESSMENT

CHEMISTRY

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In Year 9, the topics studied are: Atoms, Elements, Compounds & Mixtures Crude Oil & Fuels Atomic Structure & The Periodic Table Gases in the Atmosphere & Tests for Gases Rates of Reaction • Ionic and Covalent Bonding

The course is 100% externally assessed at the end of Year 11 by examination and pupils will achieve a grade 9-1.

Our mission in Chemistry is to nurture pupils’ curiosity about the world around them. 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. In Year 9, pupils embark on their Edexcel International GCSE Chemistry journey. Over three years 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.

As well as gaining knowledge of chemical themes and concepts, pupils need to be able to apply their knowledge and understanding in different situations, including practical contexts. Experimental skills, and the analysis and evaluation of data and methods are developed through regular practical work, in the context of the chemistry being studied. Pupils improve their ability to approach problems in a logical way, and practise selecting and applying appropriate areas of mathematics relevant to chemistry. The skill of selection, organisation and presentation of relevant information using appropriate vocabulary, definitions and conventions is also developed.

Regular internal assessment in the form of topic tests also takes place throughout Year 9, 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 9-1.

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ASSESSMENT

The course is designed to help learners develop an interest in computational thinking and an understanding of the principles of problem-solving using computers. They apply this understanding to create computer-based solutions to problems using algorithms and a high-level programming language. Learners also develop a range of technical skills, and the ability to effectively test and evaluate computing solutions.

THE CORE LEARNING OUTCOMES OF THE COURSE IS AS FOLLOWS :

• Understand how computers solve problems logically using binary and other systems. • Understand the components of a computer system – This includes hardware, software, peripherals and other subsystems.

• Understand a myriad of programming concepts and develop skills to create programs.

In order to achieve the above objectives, pupils will be introduced to Programming in Python. They will also be encouraged to take a problem solving approach to create solutions using Raspberry Pi.

Assessment takes the form of class quizzes, project work as well as group work and individual presentations that examine pupil understanding and application of the their computational thinking skills.

COMPUTER10

• To give a deeper insight into the world of computers around us.

The Year 9 Computing Curriculum will aim at building the computing concepts and programming skills required to pursue GCSE Computer science.

• Build upon skills necessary to solve computer based problems using high-level programming languages.

SCIENCE

THE TOPICS STUDIED IN YEAR 9 ARE: • Frantic Assembly • ‘Othello’ by Shakespeare • Stanislavski ‘DNA’ by Dennis Kelly Devising • Theatre History

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CREATING Whilst creating theatre, pupils will develop their creativity, problem-solving and collaborative skills. In Year 9 we introduce pupils to two of the most significant theatre practitioners: Constantin Stanislavski and Frantic Assembly. Pupils will learn the building blocks of these two contrasting styles of theatre and apply these to both devising and scripted work.

PERFORMING

DRAMA The three key components of Drama are creating, performing and evaluating. The Year 9 curriculum is designed to teach a balance of performance skills and transferable skills throughout the year. Pupils will work in a variety of theatrical genres whilst developing their creativity, teamwork, leadership, confidence and empathy. Pupils are assessed throughout the year on all three components through written and verbal feedback and peer assessment.

Pupils will learn and develop a variety of performance skills such as ‘Chair Duets’ and performing a monologue in a naturalistic style. In Year 9, pupils are introduced to more complex scripts with dynamic characters, developing their performance skills further. They will learn to perform small sections of script and how to use stimuli to devise engaging pieces of theatre. The focus is on building pupils’ confidence and the ability to express themselves clearly through the use of voice and movement to establish character.

EVALUATING Throughout the year, pupils will evaluate their own and their peers’ performances. Evaluation is important in developing awareness of the elements that create effective performance. Pupils will develop their analytical skills and theatre terminology to further enhance their evaluation skills.

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RAO2 Understand and analyse how writers use linguistic and structural devices to achieve their effects.

RAO1 Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives. LITO1 Show a clear and detailed understanding of texts using appropriate terminology and expressing your ideas clearly.

SLAO6 Speaking and listening skills: • demonstrate presentation skills in a formal setting. • listen and respond appropriately to spoken language, including to questions and feedback to presentations. • use spoken Standard English effectively in speeches and presentations. LITO5 Explore interpretationsalternativeoftexts.

LITO3 Explore links and connections between texts.

WAO5 Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation. (Writing) LITO4 Show understanding of the relationships between texts and the contexts in which they were written.

LITO2 Analyse the language, form and structure used by a writer to create meanings and effects.

The Year 9 curriculum is designed around the following focuses, addressing the demands of both the English Language and Literature IGCSEs:

ENGLISH LANGUAGE ENGLISH LITERATURE

ENGLISH12

WAO4 Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences.

RAO3 Explore links and connections between writers’ ideas and perspectives, as well as how these are conveyed.

Year 9 English is designed to facilitate a smooth transition to IGCSE, enabling pupils to be confident in approaching the demands of the IGCSE courses and to engage with texts at a deeper level than in the Prep School.

We begin to separate the skills required for English Language and for English Literature, and to familiarise pupils with the requirements of the two courses. Pupils will be introduced to texts of a similar level as those studied at IGCSE, exposing them to a range of texts in different styles and from different historical periods. They are taught how to annotate texts in detail and to explore the effect of writers’ linguistic and structural choices. The focus on analytical skills also assists pupils in improving their writing by incorporating the features analysed.

Pupils will be introduced to the skills required for the English Literature IGCSE including approaching unseen poetry in an analytical manner, comparing poetry and understanding the impact of contextual factors on the production of texts. They will also study a pre-1900 text, exploring the significance of contextual factors, the effect of structural and linguistic features and the way in which characters and themes are presented.

In terms of English Language, pupils will analyse non-fiction prose extracts, exploring the impact of the devices used. Building on this, they will learn to incorporate these techniques and structural features into their own imaginative and transactional writing. Pupils will also have the opportunity to complete a Speaking and Listening presentation in the style of the one they will need to deliver to achieve the Spoken Language Endorsement at IGCSE.

In the second half of the Autumn Term, pupils study a unit on Climate Change. They will develop an understanding of how the Earth’s climate has changed over the last 10,000 years (both long and short- term reasons), what scientists predict the impacts of the rising temperatures will be and what actions we can take as individuals to reduce the risks of climate change. Pupils will analyse data to draw their own conclusions about whether we should be concerned about climate change. This unit aims to develop pupils’ global citizenship by encouraging them to consider their collective responsibility and how their actions can affect the environment and the lives of others around the world.

GEOGRAPHY14

In the Autumn Term, Year 9 geographers study the topic of Development. This unit introduces pupils to a range of indicators used to measure development around the world. Pupils will engage with the latest data to develop a fact-based understanding of the world we live in. Inspired by Hans Rosling’s book ‘Factfulness’, this unit aims to challenge common misconceptions about countries around the world.

In the Spring Term, pupils work together in groups on a structured project to create a campaign to host the next Olympic Games. They have to decide upon an appropriate location to host the Games, as well as considering the environmental legacy of the event in their chosen city. This unit develops teamwork and public speaking as pupils are required to present their bid to the class, with the winning group competing in the grand final in front of the Year 9 cohort in the Lecture Theatre.

In the second half of the Spring Term, pupils study a unit on Rivers to develop their understanding of physical geography. They follow the journey of a river from source to mouth, learning about the river’s characteristics, features and processes along the way. They also consider the importance of rivers to humans, how human activity can affect river environments through pollution, and also how settlements can be affected by river flooding. In the Summer Term, pupils will undertake an independent fieldwork investigation around the School site. The purpose of this activity is to develop pupils’ understanding of geographical enquiry and prepare them for the fieldwork section of the IGCSE syllabus. Pupils will choose an investigation topic, set a hypothesis and carry out data collection to prove or disprove their prediction. Once the data is collected, pupils will make use of ArcGIS to analyse their data and draw meaningful conclusions. Assessment takes place through written tests, collaborative group work, presentations and individual research projects.

The initial focus of Year 9 is the causes, course and impact of the First World War. Pupils are encouraged to evaluate reasons for the outbreak of war in August 1914 before understanding the nature and impact of the conflict. Pupils then familiarise themselves with the differences between democracy and dictatorship before selecting a dictator to investigate. They examine the methods used by dictators to gain and consolidate power, for example, terror, propaganda, economic policy and the targeting of different groups in society such as youth and women. Pupils then examine a leader of a democracy, in this case, one with links to Harrow School: Sir Winston Churchill. Having compared different political systems, pupils then move on to a study of the Second World War in Asia including the rise of Japan, Pearl Harbor and the dropping of the atomic bomb.

HISTORY

The Year 9 theme of Power and Conflict enables pupils to develop the core skills in History: cause and effect, change and continuity, interpretations and significance, all complemented by continual source analysis. We also encourage pupils to consider the links between their learning and present-day events. Lessons regularly see pupils creating, debating, and presenting as well as developing their written work. Tasks in Year 9 also foster greater independent thought and research skills. Pupils are assessed formally and informally with a continued emphasis on the Leadership Attributes and deployment of core skills. A written checkpoint takes place every term and is an opportunity for pupils to practise the skills they are developing. The checkpoint could take the form of source analysis or questions with commands linked to the core skills, for example, asking why an event happened or what the effects of an event were. In preparation for Year 10, pupils are often given the same question stems as used at History IGCSE. Pupils are encouraged to reflect upon their own learning and that of others.

The aim of the department in Year 9 is to continue to develop the core historical skills and to encourage pupils to consider the impact of 20th Century warfare and different political systems on their own lives.

Year 9 closes with an introduction to the Cold War in preparation for Year 10 by exploring the Vietnam War and the growth of opposition.

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

INDIVIDUAL NEEDS

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

Speaking 20% Exchanging ideas, expressing and justifying opinions, agreeing and/or disagreeing, suggesting, speculating, evaluating, reaching a decision through negotiation, etc.

COMPONENT

Listening 20% Tests your ability to follow and understand a range of spoken materials, such as interviews, radio broadcasts, presentations, talks and everyday conversations.

Writing 20% Writing different types of text: articles, essays, letters/emails, reviews. Depending on the question, students will have to advise, compare, describe, explain, express opinions, justify and/ or recommend something.

LANGUAGE AND LEARNING (LAL)

Language is at the very heart of the learning process and it is the mission of the Language and Learning (L&L) department to fully prepare our multilingual pupils to excel in Academic English. To achieve success across the curriculum (and beyond) our pupils are required to use Academic English for such purposes as explaining, narrating, recounting, arguing, analysing and describing across a range of subject areas and in a variety of modes. Such language does not come naturally and requires explicit teaching. Pupils need to develop their understanding of how Academic English functions in order to achieve a range of purposes that are critical to success in school and exams.

In Year 9, pupils will follow a challenging, in-depth Academic English course adapted from the B2 First for Schools programme from Cambridge English Qualifications (UK). The course will be assessed internally at school, however, it is possible to take the exam formally at external examination centres in Hong Kong.

The course consists of academic reading, writing, use of English (grammar and vocabulary), speaking, pronunciation and listening and aims to extend pupils’ Academic English language resources in ways that support increasingly complex learning throughout the school years.

&ASSESSMENTWEIGHTING

SUMMARY OF THE COMPONENT CONTENT

Use of English 40% Students need to be able to understand a range of texts, including how they are organised and the opinions and attitudes expressed in them. Students’ use of English will be tested by tasks which show how well they can control their grammar and vocabulary.

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 Year 9, all pupils will be introduced to the International GCSE specifications as they embark on a three-year programme geared towards the IGCSE Chinese qualifications. There are three distinctive IGCSE courses offered to cater for the diversity of learners.

All pupils are grouped into sets depending on their language background and linguistic level. The courses provide a suitable challenge and a solid preparation for one of the IGCSE examinations. Pupils in the First Language stream will study the Cambridge IGCSE Chinese as a First Language (0509). Pupils in the Second Language Chinese stream will study Cambridge IGCSE Chinese as a Second Language (0523) syllabus. Pupils who are in the Foreign Language Chinese stream will follow the Edexcel IGCSE 9-1 in Chinese (4CN1) specification.

CAMBRIDGE IGCSE CHINESE AS A FIRST LANGUAGE (0509)

LANGUAGES18

• Reading a variety of texts and developing reading skills such as scanning texts and reading for selecting, analysing and using information.

CHINESE

• Chinese as a First Language • Chinese as a Second Language • Chinese as a Foreign Language

• Developing summary writing skills and the basis of discursive/argumentative writing, descriptive/narrative writing styles.

In order to take the IGCSE Chinese First Language course, pupils will need native reading, writing, listening and speaking skills. 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. Ultimately, a study of First Language Chinese will promote the personal development and understanding of one’s self as well as others. Through this course, pupils will be encouraged to read a wide range of texts including classical Chinese texts, especially from the Ming dynasty. Topics studied will range from:

• Reading and understanding short classical Chinese texts

CAMBRIDGE

In Year 9, the course focuses on learning topics as below:

Topic B: Society: Health and fitness, Leisure activities, Communication and technology.

Topic A: Young people and education: Education

Chinese as a Second Language is designed for pupils who already have a working knowledge of the language and those who want to consolidate their understanding in order to reach a higher proficiency in Chinese. They gain an understanding of a range of social registers and styles, and learn how to communicate appropriately, practically and effectively in Chinese-speaking environments.

Through their studies, pupils learn how to employ wide-ranging vocabulary and correct grammar, characters and punctuation. Pupils will be presented with a variety of authentic stimuli that will build up their skills in reading and writing. The types of stimuli include blogs, brochures/leaflets, emails, forms, imaginative writing, letters, diaries, magazines, newspapers and webpages. They will learn to select relevant details, understand the difference between what is explicit and implicit, and practise writing for different purposes and audiences.

Topic C: The World: Environment

Pupils will be assessed on their skills in the areas of listening, speaking, fiction and nonfiction reading comprehension, as well as essay writing. In terms of course materials, pupils will be following the textbooks Chinese Made Easy 4 3rd Edition Unit 3 & 4, Book 5 3rd Edition Unit 1, supplemented by additional materials, Chinese newspapers, magazines and suitable online resources.

Topic D: Cultural Diversity: Festivals and celebrations

IGCSE CHINESE AS A SECOND LANGUAGE (0523)

Pupils will be assessed on their skills of reading, directed writing and classical Chinese as well as essay writing. In terms of course materials, pupils will be following a combination of selected texts from Qisi Textbook 3 and selected classical Chinese texts, which will further be supplemented with additional extension materials to fully challenge our pupils.

Sub-topics: D1 Environment Issues

Pupils will be building on their prior knowledge of Chinese and will begin to develop fluency in their written and spoken responses, using an increasingly wide range of grammatical constructions. Pupils will continue to refine their accuracy in writing and speaking and will be encouraged to communicate their opinions on a range of relevant topics. We aim to develop pupils as linguists by ensuring they have the chance to work independently, in pairs and in groups to develop their oral communication skills. Pupils will be assessed on their proficiency in reading, writing, listening and speaking.

B4 Work, careers and volunteering B5 Future plans Topic C. Personal Life and relationships

Topic B. Education and employment

EDEXCEL20

C1Sub-topics:Houseand Home C2 Daily Routine C3 Role Models C4 Relationships with family and friends C5 Childhood Topic D. The World Around us

In Year 9, the course emphasises learning the topics B and C with a variety of subtopics.

B1Sub-topics:Schoollife and routine B2 School rules and pressures B3 School trips, events and exchanges

The Chinese as a Foreign Language course follows the Edexcel IGCSE Chinese (9-1) 4CN1 syllabus. The four linked skills of reading, writing, speaking and listening are developed and expanded throughout the course. This course aims to develop pupils’ abilities to use the language effectively for purposes of practical communication where Mandarin Chinese is spoken.

IGCSE CHINESE (9-1) 4CN1 (FOREIGN LANGUAGE CHINESE)

21 In terms of course materials, there will be a range of resources for pupils throughout the year, including the Edexcel IGCSE Chinese (9-1) 4CN1 textbook, Easy Steps to Chinese and Jinbu. Chinese support sessions (Chinese Consolidation) are available at lunchtime for IGCSE pupils, where they can practise speaking with our Chinese teaching assistants. In Year 9, all pupils’ progress in first language, second language and foreign languge streams will be monitored through formative and summative assessments throughout the course of the year concluding with the formal Summer Assessment, where they will be assessed upon all they have learned until that point. They will also be given guidance and support on how best to learn the language successfully during class hours as well as in prep activities. Ultimately, all pupils will take their IGCSE examination at the end of Year 11.

There are a range of Co-Curricular Activities available in French; from Language Clinic at lunchtime where pupils can get extra help if needed, revision classes nearer to assessment time and activities with a French element.

FRENCH Pupils in Year 9 will be exposed to a range of topics related to personal life and relationships and they will begin to cover some of the elements of the IGCSE specification with support from differentiated materials. They will begin their IGCSE studies with the topics of self, family and friends, childhood and house and home. Pupils may be building on their prior knowledge of French and beginning to develop fluency in their written and spoken responses, or still in the early stages of their study of French, they will be building on the critical foundations of core vocabulary and key phrases and basic grammar. Whatever their background, our pupils will focus on accuracy in writing and speaking and will be encouraged to communicate their opinions on a range of relevant topics. More experienced learners will also be expected to start developing their answers more fully, drawing on their prior knowledge and expressing their opinions and views. They will also be continuing to practise a range of Ourtenses.pupils will be following the French for Edexcel International GCSE course which will be supplemented with the Tricolore 4 course and additional extension materials to further challenge our learners. We aim to develop pupils as linguists by ensuring that they have the chance to work independently and in pairs and groups to develop their oral communication skills. There will be formal assessments throughout the course on all four skills of speaking, listening, reading and writing and more informal assessments such as quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways. Pupils will also be given guidance and support on how to learn languages successfully in class and during prep activities. There are many online resources which can be used to support our pupils both in and out of the classroom: in Year 9 Linguascope and Language Perfect are great ways to learn vocabulary and practise pronunciation. The Language Gym and Languages online are also excellent websites to practise and consolidate the grammar and verb tenses. There is also a Dynamic Learning platform for the new Edexcel IGCSE course.

Our classes in French tend to be streamed based on pupils’ prior knowledge of learning French but there is sometimes a need for pupils to receive additional support and reinforcement or further challenge in a different set. Set movements will only take place at the end of a term unless there is a very good reason for the change.

There will be formal assessments throughout the course on all four skills of speaking, listening, reading and writing and more informal assessments such as quizzes, vocabulary tests and projects so that pupils can demonstrate their learning in a range of different ways. Pupils will also be given guidance and support on how to learn languages successfully in class and during prep activities. There are many online resources which can be used to support our pupils both in and out of the classroom: in Year 9, Linguascope, Espanol-extra and Language Perfect are great ways to learn vocabulary and practise pronunciation. The Viva resources are also supported by an ActiveLearn online resource. There is also a Dynamic Learning platform for the new Edexcel IGCSE course.

Our classes in Spanish tend to be streamed based on pupils’ prior knowledge of learning the language, but there is sometimes a need for pupils to receive additional support and reinforcement or further challenge in a different set. Set movements will only take place at the end of a term unless there is a very good reason for the change. There is a range of enrichment available in Spanish; from Language Clinic at lunchtime where pupils can get extra help if needed, revision classes nearer to assessment time and Co-Curricular Activities with a Spanish element.

Our pupils will be following the excellent Viva Spanish course which will be supplemented with additional extension materials to further challenge our learners. Those starting the IGCSE course will use a mix of resources for the Edexcel specification.

We aim to develop pupils as linguists by ensuring that they have the chance to work independently and in pairs and groups to develop their oral communication skills.

Pupils in Year 9 may be complete beginners, relatively new to Spanish or more experienced learners of Spanish and will be exposed to a range of age-appropriate topics. Topics pupils may study could range from introducing self, family and friends and relationships to the topics of house and home or future career, depending on their level of experience.

SPANISH24

Those pupils who are ready to begin their IGCSE studies will do so with the more familiar topics of everyday life at home and school, healthy lifestyle, holidays and the media. They may be building on their prior knowledge of Spanish and beginning to develop fluency in their written and spoken responses or as beginners still in the early stages of their study of Spanish they will be laying the critical foundations of core vocabulary and key phrases and basic grammar. Whatever their background, our pupils will focus on accuracy in writing and speaking and will be encouraged to communicate their opinions on a range of relevant topics. More experienced learners will also be expected to start developing their answers more fully, drawing on their prior knowledge and expressing their opinions and views. They will also be continuing to practise a range of tenses.

All pupils are grouped into sets for their learning of Mathematics in the Senior School, with movement between the sets as and when appropriate. All groups will cover the same core content over a three-year period as all pupils take their IGCSE examination at the end of Year 11. In the classroom, learning Mathematics is much more than being able to do routine methods. Our approach in the Senior School builds on that in the Prep School and aims to develop a depth of understanding of why methods work, as well as an enquiry approach challenging their understanding, seeking links between topic areas and applying their knowledge to new and unfamiliar problems – to try, to fail and to learn from their mistakes. The IGCSE (9-1) specification places a large emphasis on problem solving: applying understanding in unfamiliar contexts, and also in reasoning mathematically. To achieve both of these aims we look to ensure a high level of understanding and provide challenge beyond the confines of the curriculum. Each teacher uses various means to regularly test the understanding of all of their pupils. Finally, the Summer Assessment tests all of the material covered over the year to that point.

All pupils work towards an extended curriculum that provides suitable challenge and excellent preparation for both the IGCSE and A Level Mathematics.

A large emphasis continues to be placed on developing pupils’ problem-solving and reasoning skills which form a large part of the IGCSE (9-1) course. Theorems

MATHEMATICS

Year 9 is the start of a 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. The department retains class sets of the Book 1 textbooks for Year 9 and pupils have access to a digital version of these textbooks for use both in and out of class.

MAIN TOPICS OF STUDY FOR YEAR 9: • Fractions • Percentages • Standard form • Rounding • Algebraic Expressions & Changing the Subject of Formulae • Straight-Line Graphs • Simultaneous Equations • Polygons Properties • Construction, loci and bearings • Set Notation & Venn Diagrams • Ratio and Proportion • Algebraic Fractions • Index Laws • Linear inequalities • Coordinate Geometry • Similar shapes • Pythagoras’ Theorem • Trigonometry • Averages • Factors & Multiples • Factorising • Quadratic Equations and Graphs • Circle

Summative assessment in Year 9 is based on the performance and compositional projects undertaken through the year, including the band projects and Logic Pro X based activities. Singing, improvising and listening skills are also assessed throughout the course of the year. All pupils also have access to the vibrant Co-Curricular Music programme which runs throughout the year. Individual music tuition is available in a variety of studies and lessons are delivered by a team of experienced and specialised visiting music teachers. There are also many opportunities for pupils to engage with group musicmaking; various orchestras, choirs and bands rehearse on a weekly basis and perform in frequent internal and external concerts.

MUSIC26

In Year 9 Music lessons pupils engage with two core skills. Firstly, they develop the ability to work and perform in groups through a variety of band performance projects and secondly, they develop their ability to compose using Logic Pro X, the computerbased sequencing package first introduced in Year 8. Through these projects, pupils study the context, concepts and techniques associated with various styles: Western Classical Music, Fusion Music, Jazz, Caribbean Music and Music for Film. The year culminates in a Battle of the Bands project, which utilises many of the skills the pupils have developed over the course of the year. The winning groups from this project go on to perform in a large-scale event, delivered in front of an audience of 400 Prep School pupils.

PHILOSOPHY & RELIGIOUS STUDIES (PRS) In the Upper School, Philosophy and Religious Studies is a multidisciplinary subject, looking through the lenses of Philosophy, Theology and Social Anthropology. In Year 9, pupils will focus on a Philosophical and Social-anthropological approach through an analysis of more advanced philosophical and socio-anthropological issues, such as the nature of the mind, the existence of God and the influence of religion on societal norms. Pupils will analyse and debate a variety of questions, such as: Can a machine have a mind? Can the existence of God be compatible with the existence of evil? Should we make moral decisions based on good intentions or good outcomes? How has religion influenced attitudes towards gender roles? With global citizenship at the heart of the PRS curriculum, pupils are introduced to a diverse range of ideas and beliefs, learning about groups and thinkers that may have been academically marginalised in the past.

• Kantian

Summer Social Anthropology

• Arguments

Contemporary religion and society: How does religion influence society? functionalism/ Conflict theory to relationships and gender roles to migration and religious pluralism The Religion and World Views Fair PRS SKILLS

TERM DISCIPLINARY ‘LENS’ AND

ASSESSMENT

existence • The

•

• Attitudes

• Situation

Pupils’ progress will be monitored throughout each topic through informal checking of knowledge (such as short quizzes and marking of longer tasks). Pupils’ progress in each topic will be summatively assessed using a mixture of multiple-choice knowledge questions, short-answer questions and essays. Helpful feedback and opportunities for pupils to ‘Step Up’ their work follow both formative and summative assessment.

• Artificial

Broadly, all approaches in PRS encourage pupils not only to be able to explain and analyse theories and beliefs, but also to comment on them and reach their own justified conclusions. However, each disciplinary ‘lens’ requires the development and application of unique skills. In Philosophy topics, pupils will refine their skills in testing the validity and soundness of ideas, as well as weighing up the implications of concepts and ways in which they might be modified or improved.

make

decisions? • Utilitarianism • Divine

• Descartes and

• Functionalism

TOPIC SUBSTANTIVE KNOWLEDGE

Autumn Philosophy Philosophy of Mind: Is my teacher a robot? Metaphysics of God: Does God exist? dualism and physicalism intelligence for against God’s problem of evil and theodicies Philosophy Ethics: What is ‘good’? should we moral command theory ethics deontology ethics

Spring

• Attitudes

• Applied

• Structural

How

and

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 9–1.

PHYSICS

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.

THE MAIN TOPICS OF YEAR 9 PHYSICS INCLUDE:

• Motion • Forces ASSESSMENT

• 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.

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.

• Effects of Forces • Energy

In Physics, pupils sit two papers:

Year 9 is the first 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 ultimately providing them with a sense of inquisitiveness and curiosity. There will be focus on developing pupils’ practical, analytical and problem-solving skills. They will also be able to use dataloggers 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.

• Examination Paper 1 – 61.1 % (120 minutes)

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

At Harrow Hong Kong, we have incorporated Health into our curriculum to give it a holistic touch. Therefore we have renamed our curriculum “Physical Education & Health”. This allows pupils to explore more about themselves and seek strategies to cope in our ever-changing world. Pupils in Years 6 to 9 have one PEH lesson per week, and a double games lesson, and cover six different units of work to increase physical competence and develop the confidence to be able to take part at participation level and live a long and healthy lifestyle.

The premise of the programme is to enable every pupil to flourish and to establish the appropriate pathway that best suits the individual and the skills they possess. The programme aims to develop the pupil first and foremost as an athlete. From this point onwards it allows each pupil to experience and engage in a wide range of sports, allowing them to develop, display and transfer their skills.

PHYSICAL30

EDUCATION & HEALTH

31 GAMES

The PEH department is continuously striving to ensure we are delivering the most relevant programme. The main drive behind games is to ensure we have a programme which places pupil development at the centre and ensures it enables all our pupils to flourish. It is important to acknowledge that all pupils associate with sport and physical activities in different ways. The PEH Department’s goal is to tailor a programme that suits the needs of our pupils whilst allowing them to experience a wide range of sporting activities. We want our pupils, as they move into the Prep School, to think of themselves as ‘athletes’ and to understand that so many of the fundamental skills they have learnt in the Lower School are transferable across sports. To this end we have introduced pathways into our games programme. The pupils and teachers will decide which pathway, from team, individual and all rounder, best suits their needs. The sports delivered in each pathway are slightly different and each teacher sets appropriate lesson outcomes based on the standard of their class. The sports within these pathways are delivered at the time of the year which coincides with the ISSFHK seasons. This allows staff to have the ability to further advance co-curricular teams within the games setting as well as SCAs and CCAs. Pupils do have the ability to change pathways but this would be through consultation with both pupil and parents. The table below shows the sports that are delivered in each pathway. On average, there are normally 4 classes of pupils per pathway with an average of 20 pupils per class. As each class rotates through different sports, they are taught by the teacher with specialist knowledge in that area.

Team Pathway Individual Pathway All Rounder Pathway Volleyball Harrow Fit Football Basketball Athletics Volleyball Netball Gymnastics Holiday Games Rugby Table Tennis Beach Tennis Football Badminton Badminton Harrow Fit/Watt bikes Tennis Cricket

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

GOLF32 & HORSE RIDING

Physical Education and Health units prepare our pupils by giving them experiences through a variety of activities in an array of environments. These include the astro, pool, courts, sand, indoor sports halls and track. Physical Education and Health will open up opportunities for our pupils to participate in sport on and off the playing field. Physical Education and Health is the doorway to careers such as medicine, physiotherapist, lawyer, player agent, CEO of major sports organisations and more.

PHYSICAL EDUCATION & HEALTH LESSONS

Participating in sports is part of our culture here at Harrow Hong Kong. Recreation and competitive sport is catered for in fifteen sports codes across the academic year. Our competitive sports programme offers regular opportunities to play fixtures against other international and local schools in Hong Kong. We compete in the International Schools Sports Federation Hong Kong (ISSFHK) and Hong Kong Schools Sports

COMPETITIVE SPORTS PROGRAMME

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

to: • Build a solid house culture • Develop camaraderie, friendships & trust • Provide leadership opportunities • Represent a team and contribute to competitive competition • Stay active • Take part in a variety of sports

Overseas sports tours are an important part of our sports programme. Tours provide the opportunity for our pupils to bond as a team and measure their progress against schools from around the world. The experience and the memories that our pupils gain will be with them for the rest of their lives.

33 Federation (HKSSF) leagues and annual friendly fixtures. Fixtures take place mostly mid-week and also on Saturdays, depending on the sport. Harrow Hong Kong also hosts a number of tournaments throughout the year in various sports and these are well attended by other schools.

The Physical Education and Health Department are hugely experienced in high performance sport. Pupils who have aspirations to achieve honours in their chosen sport are well supported by the department as pathways are available for our pupils who choose to compete at the highest level and achieve academically at same time.

All fixtures, results and team details can be found at sport.harrowschool.hk

Competitive sports leagues start in Year 6 (U12) and reach their pinnacle at Year 13 (U19). Harrovians who do not consider themselves athletes when they arrive at our School discover new sports and the talent to play them with great skill and flair. Many continue to enjoy the sporting abilities they discovered at Harrow Hong Kong long after leaving us and take the lessons they have learnt with them into the world beyond school.

ACTIVITIES (CCA)

• Rugby • Use of the gym • Tennis • Volleyball • Basketball • Football • Athletics / XC • Netball • Badminton • Touch Rugby • Gymnastics • Swimming • Table Tennis For the latest photo updates follow us on Instagram and Twitter Instagram: @harrowhksport Twitter: @HarrowHKSport SUPER

CO-CURRICULAR34

Autumn Term Spring Term Summer Term Rugby ✓ ✓ Harrow Fit ✓ ✓ ✓ Tennis ✓ ✓ ✓ Volleyball ✓ ✓ ✓ Basketball ✓ ✓ ✓ Football ✓ ✓ ✓ Athletics / XC ✓ ✓ ✓ Netball ✓ ✓ ✓ Badminton ✓ ✓ ✓ Touch Rugby ✓ Gymnastics ✓ ✓ ✓ Indoor Cricket ✓ ✓ ✓ Indoor Cycling ✓ ✓ ✓

and

The Co-Curricular programme delivers extra lessons for pupils to polish their sporting skills or play recreationally. It allows pupils to stay active after a day of academic study and get in the extra work if pupils are pursuing academic and sporting goals. Co-Curricular activities supplement our PEH and SCAs if pupils need to work on their skills to get ahead and achieve the targets they have been set by their teachers. The following sports are delivered throughout the year: CURRICULAR ACTIVITIES (SCA) Super Curricular Activities give pupils more opportunity to explore and challenge themselves in a sporting context. Pupils can enjoy extra time taking part in their favourite sports which will allow them to have more time on task to accelerate their learning. Pupils will apply the skills learned in SCAs in competitive fixtures tournaments.

Sports

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, although periods include activities in the SCA programme as well as academic lessons. There are four periods in the morning, each lasting 55 minutes, with a 25-minute break between the second and third periods. There is a five-minute break between each period to allow pupils time to move from one department to another. Although there are three consecutive periods in the afternoon, they include SCA periods on most afternoons of the week. 8.00 AM - 8.10 AM Morning Call-over in Houses (start of the day) 8.15 AM - 9.10 AM Period 1 9.15 AM - 10.10 AM Period 2 10.10 AM - 10.35 AM Break 10.35 AM - 11.30 AM Period 3 11.35 AM - 12.30 PM Period 4 12.35 PM - 1.30 PM Lunch 1.35 PM - 2.30 PM Period 6 2.35 PM - 3.30 PM Period 7 3.35 PM - 4.30 PM Period 8 4.45 PM Co-Curricular Activities 4.45 PM Buses for Day Pupils depart

USEFUL36 INFORMATION

On Monday morning, there is an Assembly for the Upper School from 8.20am-8.45am, followed by a tutor period.

MID-MORNING BREAK

LUNCH

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

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

ASSEMBLY

HOUSESBOYS SUNCHURCHILLPEELKELLERSHAFTESBURYGELLHORNHOUSESGIRLS SENIOR HOUSES YEAR 9-13 ANDERSONWU

HOUSE38

THE HOUSES At Harrow Hong Kong, pupils in Years 6-8 are allocated to one of the six Prep School Houses. Alongside the House Master/House Mistress and Assistant HMs, we also have a resident Gap Tutor and a Matron to help boarding pupils. The Prep School Houses contain a mix of day pupils and boarders so they all have an opportunity to strengthen relationships regardless of their boarding status.

ETHOS The House’s primary function is to provide a secure, happy and nurturing environment, in which all pupils thrive. Under the House Master’s/ House Mistress’s (HMs) leadership and with the support of other pastoral specialists, the House underpins a pupil’s personal and academic development, so that they are prepared to enjoy life and contribute to their community. They keep a watchful eye over the welfare, personal and academic development of every pupil in their care. For parents, their child’s HM is their main point of contact, and their child’s development is very much a partnership between pupil, parent and School. We encourage regular communication via phone and email, and parents receive a weekly House newsletter every fortnight with an update of recent events and forthcoming dates.

KEY HOUSEPERSONNELMASTER/HOUSE

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

Dr Rachel Gregory is our School Psychologist and joined the school in the Summer Term 2022. Dr Gregory leads parenting workshops and programmes, group programmes for pupils to promote resilience, and training for staff on developing their own pastoral care of pupils. Through the School’s pastoral system, she advises, consults and supports staff and parents in addition to providing support to pupils individually and in small groups.

MISTRESS

All Teachers in the Upper School have a role as a House Tutor in one of the Houses as part of the broader House Pastoral Team that supports the HMs in their roles. All House Tutors play a role in the supervision and running of the House during the course of a week (including eating meals with boarders and day pupils, helping with running evening prep and activities, and helping to facilitate House discussion meetings).

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

HOUSE TUTOR

CONSULTANT SCHOOL PSYCHOLOGIST

SCHOOL COUNSELLOR

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

THE HOUSE MASTER/HOUSE MISTRESS

The first point of contact for a parent in the Prep School should be the HM. HMs operate an ‘open door’ policy and parents should feel comfortable with contacting their HM about any questions or queries that they have, either through the Pupil Diary, by email or by arranging an appointment through the Upper School Office. Parents should keep their child’s HM fully informed of any observations they have made at home or changes to the family situation so that they can support them accordingly in School. EMAIL A significant proportion of the School’s communication with parents is by email and there are two Consolidated Communications to parents each week (on Mondays and Thursdays), which are managed by the Upper School Office. It is, therefore, essential for every parent and guardian to have access to email and to ensure that the School has the current email address of all parents. Any problems with email should be addressed to the Director of ICT, Mr. Dinesh Alwani via dalwani@harrowschool.hk

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

COMMUNICATION WITH THE SCHOOL

ILLNESS40

If your child is unwell, please contact the School and let us know about the absence by phone on 2298 9099 or by email to us-info@harrowschool.hk

As the school information management system is provided by industry leaders, iSAMS, as well as the feature-rich Parent Portal, parents also have the option of using the mobile app, called iParent. The iParent app replicates most of the features from the Parent Portal in a convenient mobile format, with the added advantage of customisable notifications for information to do with your child or when information is published to the portal. Information about downloading and accessing the app is provided on the homepage of the Parent Portal but it is straightforward to use and is available for download from the Apple App Store and Google Play store by searching ‘iParent’. Once downloaded, the App can be unlocked by entering the school code ‘HAHK’ and then entering your existing Parent Portal username and password. Parents who do not know their Parent Portal login information should email iSAMS_support@ harrowschool.hk for assistance.

SCHOOL WEBSITE AND PARENT PORTAL

A growing body of useful information for parents is placed on secure areas of the Harrow Hong Kong website: the End of Term Reports for every pupil are published on the Parent Portal, which also contains the major School documents to which parents need access. The School website, www.harrowschool.hk has a link to the Parent Portal at the top of the first page. The Parent Portal is a secure part of the School website where parents can see all confidential information about their child’s progress and other important documents, such as the Terms & Conditions and the Guide to Parents. All parents are issued with a username and password for access to these secure areas. For any technical queries regarding access, please email our IT support team on HARROWits@harrowschool.hkHONGKONGiSAMS

i-PARENT APP

iParent App and Parent

follow. Facebook Page

HARROW42

@Harrow_HKTwitter/HarrowHK @HHKSPeel @HHKSun @HeadHarrowHK @HHKSShaftesbury @HHKSChurchill @HHKSShackleton @HHKSGellhorn @HHKSFry @HHKSWu @HHKSNightingale @HHKSAnderson @HHKSBanks @HHKSParks @HHKSKeller @HarrowHKDrama@HHKSDarwin @HarrowHKArt @HarrowHKMusic @HarrowHKLS @HarrowHKLib @HHKSPastoral /harrowhongkongInstagram /harrowhksport We always recommend

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

of obtaining information as important messages will always be communicated to you via email through consolidated communications. CALENDAR The calendar can also be accessed through the

HONG KONG SOCIAL MEDIA PAGES

International School

as a secondary

PREP Prep is the work set by teachers to support the academic work completed in class and to help prepare for the work in future lessons. The amount of time that a pupil is expected to spend on prep varies by year group and by day of the week.

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

AUTHORISED ABSENCE

However, pupils will sometimes need to and/or want to find extra time to develop or finish their work. Pupils are encouraged to work in their free time during the day, but are discouraged from working late at night. Non-Sixth Form pupils enter every prep in their Pupil Diary, and HMs and Tutors check these diaries regularly, thus reinforcing the importance of academic work and generating a regular discussion of work between each pupil and the HM or House Tutor.

YEAR 9 90 minutes

AND CONSENT

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

• Any safeguarding allegations or suspicions of abuse.

• 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.

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

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.

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

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

CHANGE IN DETAILS

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

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

CONFIDENTIALITY44

RECORDS A written record is kept of the following:

MEDICATION

MEDICAL CARE

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

WELLBEING

Our wellbeing programme is called Facing Challenges and seeks to encourage and develop resilience amongst pupils, who face a variety of personal challenges in their everyday lives. Health, social, economic and academic issues can all prove to be obstacles that prevent them from realising their potential or affect their wellbeing. The Facing Challenges programme aims to develop resilient individuals who embody the Leadership Attributes – dealing with problems positively and always looking for the solutions to any setback. The Facing Challenges programme, therefore, is one of the cornerstones of our pastoral education provision. The background of positive psychology, which underpins so much of what we do in the School, has been central in the creation of our resources for this programme, in which the sessions aim to be interactive and practical.

The 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.

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

Parents are required to complete a Medical Form for their child on entry to the School and provide relevant health information, including details of drug reactions, major allergies and notable medical conditions. When a child makes a visit to the Health Care Centre, the visit is noted in the child’s medical record along with any treatment given.

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

Providing an all-round education is part of the fabric of a Harrow education. Through providing a stimulating wider curriculum, we embrace and inspire each child to develop the Harrow Leadership Attributes, as well as creativity and innovation. We aspire to develop the whole child to be equipped with essential skills for the future and to become leaders for a better world. Quality and inclusivity are at the centre of our Harrow Horizons Programme. Harrow Hong Kong delivers a high quality programme, where each pupil has the chance to broaden their horizons, develop talents, explore new interests whilst developing our core skills and Harrow Leadership Attributes.

CCAs take place before School, during lunchtimes and after School time and are not part of timetabled lessons. Leadership in Action comprises of the camps and expeditions that take place throughout the year. More details of each activity and how to book them can be found in the Harrow Horizons Programme Booklet.

Full Reports and Progress Reports will be issued at different points in the academic year. In Year 6, it will be December (PR), March (FR) and June (PR, no HM comment).

• Leadership in Action (LiA)

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.

• Super-Curriculum Activities (SCAs)

REPORTS TO PARENTS

• Full Report: (FR) This contains Attainment and Engagement in Learning Grades, Subject Reports, House Tutor Targets, an HM Report and information on attendance and rewards.

HARROW46

Pupils will receive two types of report:

HORIZONS PROGRAMME

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

• Co-Curricular Activities (CCAs)

• Progress Report (PR): This contains Attainment and Engagement in Learning Grades, and usually a brief HM comment on the pupil’s grades.

* Please note that if a Parents’ Evening is attached to Celebration of Learning (CoL) then it will take place mid to late afternoon.

1:1 DEVICE PROGRAMME

• Reconfiguring an existing Apple MacBook that meets certain specifications. More information can be received by contacting the IT Department at its@harrowschool.hk

SPEECH DAY Speech Day (fondly known as ‘Speeches & Prizes’) is held on the final day of the Summer Term and is a formal celebration of pupil achievements over the course of the year. The Upper School Speeches & Prizes programme consists of a series of short drama and musical pieces from pupils, a prize giving ceremony, a speech from the Head and a reenactment of the traditional Harrow School Bill ceremony in which every pupil files past the Head and as their name is called they raise their hat and say “Here, SpeechMa’am!” Day Prizes for Leadership are awarded to pupils in both Prep and Senior Schools, and are given to the pupils who, over the course of the year have most consistently demonstrated the School’s six Leadership Attributes in their School life.

These evenings are an opportunity for parents to discuss in detail their child’s academic attainment and engagement in learning. They should be consultative and constructive; parents and pupils should feel supported; they should also gain a clear understanding of targets and next steps. These evenings are positioned at strategic points during the academic year to ensure teachers are providing effective feedback at appropriate or critical times in a pupil’s education. As well as the subject teachers, the pupil’s HMs and members of the Senior Leadership Team will be available to answer questions or address concerns.

• Purchasing a MacBook through the School - we will provide fully configured and ready-to-use devices available for purchase at a discounted rate.

PARENTS’ EVENINGS

The School requires all pupils in Year 9 to have their own Apple MacBook computer to access the curriculum effectively. The research is clear and compelling; continuously improving technologies are profoundly changing what, how, when, and where people learn. We aim for our pupils to become increasingly sophisticated users of technology and to support and enhance their learning in doing so while encouraging them to be responsible for all aspects of its use. There are two schemes available:

The School runs an extensive bus routes system. We have recently been through a thorough bus routes audit to ensure our pupils have seamless shortened journeys into School. Please contact the Upper School Office for more information.

Broadcasts are usually announced on both radio and television by 6.15am and are repeated at regular and frequent intervals throughout the day. The updates will also be posted on the website, the School app and Engage portal. Parents are advised to refer to the parent portal about the arrangements, which apply in all cases except when pupils are taking external examinations. Pupils, parents and staff should check the government’s announcements regularly, but if you have any enquiries, please contact the respective House Masters/House Mistresses if needed.

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.

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

BUS48 ROUTES

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

. Music lessons are given for the following instruments: Acoustic Guitar French Horn Saxophone Bass Guitar Harp (for up to ABRSM Grade 5 level) Singing Cello Orchestral Percussion Trombone Classical Guitar Trumpet Clarinet Organ (Pupil must have passed ABRSM Piano Grade 5 at the time of application.) Tuba Drum Kit Ukulele Electric Guitar Viola Flute Piano Violin

WEATHER

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

Friday 24th February 2023 Friday 23rd June 2023

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

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 30th September 2022 Friday 24th March 2023

Friday 28th October 2022 Friday 28th April 2023 Friday 25th November 2022 Friday 16th June 2023

OVERSEAS SCHOOLS’ ENTRANCE EXAMINATIONS

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

PE Uniform PE Polo + PE Skorts + Track Top + Track Pants + Swimming Cap + Sports Cap + Sport Socks + Sports Kit Bag. ACCESSORIES School Bag (L) + Straw Hat School uniform can be purchased from the online store, https://www.ufsonline.com.hk/HA/ , the School Shop or the shop in Jordan: UNIFORM SHOP 10.00AM - 6.00PM (Monday to Saturday) 2/F, Will Strong Development Building, 59 Parkes Street, Jordan, Kowloon Tel: +852 2523 2517 / +852 2742 2498 SCHOOL SHOP Normal school days: 8.30AM - 4.30PM (Mondays, Wednesdays & Fridays) (Closed for lunch from 12.15PM to 1.15PM, and on Tuesdays, Thursdays, Saturdays, Sundays and Public Holidays)

GIRLS Summer Short sleeve Blouse + Skirt + Blazer + Lion Tie + Cardigan + Navy Socks Winter Long sleeve Blouse + Skirt + Blazer + Lion Tie + Cardigan + Navy Socks / Tights

BOYS Summer Short sleeve Shirt + Boys Trousers + Blazer, Jumper + Lion Tie + Navy Socks + Belt Winter Long sleeve Shirt + Boys Trousers + Blazer + Jumper + Lion Tie + Navy Socks, Belt PE Uniform PE Polo + PE Shorts + Track Top + Track Pants + Swimming Cap + Sports Cap + Sport Socks + Sports Kit Bag.

JORDAN

No visible jewellery (including charity bracelets) is to be worn other than one pair of earrings (plain studs only) for girls. Body piercing of any kind is strictly forbidden.

When appropriate, cardigans may be worn underneath the Bluer to keep pupils warm. However, cardigans should not be worn instead of a Bluer.

• No extreme styles such as gelled spikes or shaved heads.

CARDIGANS

HAIR Hair should always be neat and tidy in appearance and pupils are not allowed any form of haircut, length or style that makes them stand out and may attract unnecessary attention. This means:

• No hair extensions.

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

COATS Coats should be smart and plain without logos, navy, black or grey in colour and long enough to cover the Bluer.

JEWELLERY

• While length is a matter of perception, hair for boys should always be off the collar. All girls should tie their hair back if it is longer than shoulder length.

PUPIL52 DRESS CODE

SHOES AND SOCKS

• No dyed hair.

Top buttons and ties must always be done up and shirts tucked in. BELTS If belts are worn they must be plain black with a simple buckle.

Only black leather shoes capable of being polished are to be worn as part of School uniform, and these should be accompanied by navy blue ankle socks.

SHIRTS AND TIES

LABELLING

All items of School uniform must be labelled with the pupil’s name and House.

MAKE-UP AND TANNING

Girls below the Sixth Form are not allowed to wear make-up during the School day. Coloured nail polish and fake tan, which draw unnecessary attention, are not allowed.

TATTOOS Visible tattoos, including when a pupil is wearing a swimsuit, are not permitted.

SPORTS WEAR (PE KIT AND TEAM KIT)

Only official School sports kit may be worn to PE or Games periods. There are team strips for pupils to wear when representing the School in sports matches. Pupils should wear either their white ankle socks or longer sports socks for PE or Games.

Deputy Head of Lower School (Pupil Wellbeing) Mrs Lauren Berner lberner@harrowschool.hk

Assistant House Master Ms Megan Smith msmith@harrowschool.hk

LIST HEAD Ms Ann Haydon ahaydon@harrowschool.hk

Assistant Head of Lower School (Pupil Progress) Ms Dawn Chambers dchambers@harrowschool.hk

STAFF54

Head of Lower School Mr Brendan Shanahan bshanahan@harrowschool.hk

Principal Deputy Head (Curricular) Ms Laura Yandell lyandell@harrowschool.hk

Assistant Head (Pastoral and Wellbeing) Ms Kim Gration kgration@harrowschool.hk

Assistant Head of Lower School (Digital Strategy and Continuing Professional Development) Miss Abi Hiley ahiley@harrowschool.hk

Deputy Head of Lower School (Teaching & Learning) Mr Gary Hancock ghancock@harrowschool.hk

Director of Operations Mr Jim Nightingale jnightingale@harrowschool.hk

Executive Assistant to the Head and Head of Administration Ms Joanne Kar jkar@harrowschool.hk

Director of Human Resources Ms Madeleine Ponting mponting@harrowschool.hk

Director of Finance Ms Miranda Ng sfng@harrowschool.hk

Deputy Head (Pastoral and Wellbeing) Mr Simon Mildinhall smildinhall@harrowschool.hk

SENIOR LEADERSHIP TEAM

PREP BANKSHOUSES House Master Mr Nick Weinberg nweinberg@harrowschool.hk

DARWIN House Master Mr Tom Cameron tcameron@harrowschool.hk

Assistant Head (Academic) Miss Freya Crofton fcrofton@harrowschool.hk

Deputy Head (Academic) Mr James Brewer jbrewer@harrowschool.hk

Assistant House Master Ms Bonnie Tang btang@harrowschool.hk

Deputy Head (Co-Curricular and Organisation) Mr Jonny Franks jfranks@harrowschool.hk

THE HOUSES

Principal Deputy Head (Pastoral and Wellbeing) Mr Tom Hicks thicks@harrowschool.hk

GELLHORN House Mistress Ms Naina Nightingale nnightingale@harrowschool.hk

PARKS House Mistress Ms Charlotte Townsend ctownsend@harrowschool.hk

Assistant House Mistress Ms Lizzie McGough lmcgough@harrowschool.hk

PEEL House Master Mr Dominic Berner dberner@harrowschool.hk

SENIOR ANDERSONHOUSES

Assistant House Mistress Ms Caitlin Sherring csherring@harrowschool.hk

House Mistress Mrs Swati Ray sray@harrowschool.hk

Assistant House Master Mr David Tuck dtuck@harrowschool.hk

KELLER House Mistress Miss Ceri Armit carmit@harrowschool.hk

Assistant House Mistress Mr Jamie Tsang jtsang@harrowschool.hk

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

FRY House Mistress Ms Jenny Mitchell jmitchell@harrowschool.hk

Assistant House Mistress Ms Penny Hicks phicks@harrowschool.hk

Assistant House Master Mr Mike Sallabank msallabank@harrowschool.hk

Assistant House Mistress Ms Connie Hu chu@harrowschool.hk

SHACKLETON House Master Mr Rian Stone rstone@harrowschool.hk

Assistant House Mistress Ms Amanda Lam amlam@harrowschool.hk

CHURCHILL House Master Mr Ross Stokley rstokley@harrowschool.hk

Assistant House Mistress Ms Hannah Minty hminty@harrowschool.hk

EDUCATIONAL SUPPORT General Enquiries info@harrowschool.hk

WU House Mistress Mrs Kirsty Wilson kwilson@harrowschool.hk

Ms Michelle Gedge mgedge@harrowschool.hk

Lower School Office ls-info@harrowschool.hk

School Counsellor Ms Lauren Liu lliu@harrowschool.hk

Upper School Office us@harrowschool.hk Bus Information bus-info@harrowschool.hk Accounts account@harrowschool.hk

Assistant Day House Mistress Mrs Ella Loosmore esingleton@harrowschool.hk

SUN House Master Mr Oliver Paulin opaulin@harrowschool.hk

PUPIL DEVELOPMENT & WELL BEING TEAM

Admissions admissions@harrowschool.hk Human Resources hr@harrowschool.hk ICT its@harrowschool.hk

SHAFTESBURY House Master Mr Robert Powell rpowell@harrowschool.hk

Mr Mark Edwards medwards@harrowschool.hk

Mrs Catherine Illsley cillsley@harrowschool.hk

Assistant House Master Mr Will Bussey wbussey@harrowschool.hk

Assistant House Master Mr Milo Bellamy mbellamy@harrowschool.hk

Head of Individual Needs Ms Amanda Lam amlam@harrowschool.hk

Head of Language and Learning Dr Cody Edene cedene@harrowschool.hk

KEY56

MATRONS Mrs Melanie Cameron mcameron@harrowschool.hk

ART Mrs Gemma Myles gmyles@harrowschool.hk

Head of Upper School Sport Mr Ben Loosmore bloosmore@harrowschool.hk

Swimming Mr Malcolm Green mgreen@harrowschool.hk Tennis Mr Ross Stokley rstokley@harrowschool.hk

GEOGRAPHY Mrs Letitia Weinberg lweinberg@harrowschool.hk

SPANISH Mrs Yolanda Homs yhoms@harrowschool.hk

DRAMA Ms Vicky Courtis vcourtis@harrowschool.hk

LANGUAGES Mr Graham Simms gsimms@harrowschool.hk

ENGLISH Mr Dominic Rapley drapley@harrowschool.hk

Head of Lower School Sport Miss Hannah Minty hminty@harrowschool.hk

CHINESE Mr Levi Gao lgao@harrowschool.hk

HISTORY Mr David Tuck dtuck@harrowschool.hk

PRS Mrs Sabrina Peck speck@harrowschool.hk

MATHEMATICS Ms Louise Ackroyd lackroyd@harrowschool.hk

MUSIC Mr Tom Wiggall twiggall@harrowschool.hk

PHYSICAL EDUCATION

COMPUTER SCIENCE Ms Razia Suleman Darvesh rdarvesh@harrowschool.hk

HEADS OF DEPARTMENT

ECONOMICSHUMANITIES Mrs Christina Tagg ctagg@harrowschool.hk

Athletics and Cross Country Mrs Sarah McMillan smcmillan@harrowschool.hk

Executive Director of Sport Mr Ian Williams iwilliams@harrowschool.hk

FRENCH Ms Lucy White lwhite@harrowschool.hk

Biology Ms Siobhan Mccrohan smccrohan@harrowschool.hk

SCIENCE Ms Zara Holliday zholliday@harrowschool.hk

LIBRARY & LEARNING LOUNGE Ms Julia Besnard jbesnard@harrowschool.hk

Head of Pupil Leadership Mr Brian Murphy bmurphy@harrowschool.hk

Head of Sixth Form Mrs Jo Morris jmorris@harrowschool.hk

Physics Mr Matthew Twomey mtwomey@harrowschool.hk

TRIPS & EXPEDITIONS

Examinations Officer Dr Cathy Clerc cclerc@harrowschool.hk

Admissions Officer and Head of Scholars Mrs Penny Hicks phicks@harrowschool.hk

CHARITIES & COMMUNITY

USA Universities Coordinator Ms Jess Darke jdarke@harrowschool.hk

SCHOLARSHIPS

PSYCHOLOGY58

Chemistry Mr Andrew Davies ajdavies@harrowschool.hk

Head of Charities & Community Service Mr Carl Doree cdoree@harrowschool.hk

Assistant Head of Sixth Form Guidance Coordinator Mr James Roscoe jroscoe@harrowschool.hk

Prep School Science Coordinator Miss Ceri Armit carmit@harrowschool.hk

Mrs Sharin Sikka ssikka@harrowschool.hk

SIXTH FORM & CAREERS

EXAMINATIONS

Duke of Edinburgh Coordinator Mr Thomas Carter tcarter@harrowschool.hk

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

Year 9 Information Booklet 2022-23

Articles inside

CURRICULUM OVERVIEW

SCHOOL UNIFORM

HOUSE ETHOS

MEDICAL CARE

KEY PERSONNEL

CONFIDENTIALITY AND CONSENT

WELCOME TO YEAR 9