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Hong Kong
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Harrow International School Hong Kong follows the English National Curriculum across all stages. In the Early Years (Nursery and Reception), pupils learn through the Early Years Foundation Stage framework, focusing on play-based and early literacy and numeracy development. The Lower School (Years 1–5) continues with the National Curriculum of England, emphasizing core subjects such as English, Mathematics, Science, and Humanities alongside Art, Music, Drama, Physical Education, and Mandarin. In the Upper School (Years 6–9), students build on these foundations with a broader academic programme that includes specialist teaching in subjects like Design Technology, Computing, and Modern Foreign Languages. In Years 10–11, pupils prepare for General Certificate of Secondary Education (GCSE) examinations, selecting from a range of subjects that combine compulsory and optional courses. The Sixth Form (Years 12–13) offers A Levels with the option of completing an Extended Project Qualification (EPQ), providing students with depth of study and independent research experience.
Harrow International School Hong Kong educates pupils aged 3–18 on a coastal campus near the Gold Coast in Tuen Mun. The school follows the English EYFS in Early Years, the National Curriculum of England through Lower and Upper School, GCSE examinations in Year 11, and A Levels with the option of the EPQ in Sixth Form. Boarding is offered from Year 6 as a five-night programme. English is the language of instruction, with whole-school Language & Learning (EAL) support, and languages taught include Chinese (Mandarin), French and Spanish; Chinese begins in Year 1. Harrow Horizons and pupil-led societies provide extensive enrichment, spanning STEM (e.g., Engineering & Maths and VEX-IQ), performing arts productions, and community partnerships such as ‘Mother’s Choice’ and ‘Tutors for Change’. Facilities available to pupils include astro-turf, sports hall, tennis courts and swimming pool; productions have been staged in the Queen Elizabeth II Hall.
