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如果说学校的滋养是学生成材的沃土，那么家校共育的能量则是这些种子成长的养料。

学生的成长、教育，从来都不是囿于校园场所内的活动，而是家庭与校园的有机结合；

而师者，也不仅是传道授业解惑之人，更是在教育这一重要行为中链接学生-学校-家庭的沟通者；

家校共育，在国际学校中有很多种实现形式，包括家长委员会、家校社群等等……而哈罗海口则以更为亲密直接的方式，为家长们提供了与校长面对面，直接了解学校最新动态的渠道——校长下午茶。

从谈话中获得力量，在沟通中汲取生机，“轻盈、自在、坦诚”是英式下午茶的一贯风格；哈罗校长下午茶，源自英国哈罗公学百年沉淀的育人理念和家校建设的实践，旨在为家长赋权，动员一切有利于学生成长的能量。

今年九月，哈罗海口校长下午茶活动如期而至。

开放、轻松、坦诚

亲密和直接的沟通

为家长提供了面对面了解学校最新动态的渠道

这不仅是交流和品鉴美食的集会，更是对学校追求创新，不断发展和更新自身的努力的呈现。是我们探索顶尖教育面貌的一次绝佳机会。让我们走进哈罗海口，从校长下午茶开始，共同品味这所新建学校的独特文化、新生理念与丰富内涵。

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本学期，哈罗海口在高年级学部进一步升级更新了校园环境。正值开学之际，学校领导便与学生家长见面，答疑解惑——用一次下午茶的时间，解读从学校认证到升学指导团队扩大，从学生学术道路选择到未来职业规划指导的新动态。

The growth and education of students is not limited to activities on campus, but the combination of family and school education. Teachers are not only people who teach, but also communicators who connect students, school, and family.

There are many forms of home-school cooperation in international schools, including parent committees and home-school communities. The Harrow Group of Schools provides parents with the opportunity to visit the campus and learn about the latest school developments through an Afternoon Tea with the Headmistress.

The Head Afternoon Tea event is derived from Harrow School's century-old educational philosophy and practice in building a home-school partnership. It aims to empower parents and mobilise all efforts that are conducive to students' growth.

The Head Afternoon Tea was held in September and supported close and direct discussions between parents and Senior Leadership of Harrow Haikou, to help parents better understand the school's teaching philosophy.

This event is not only a gathering of food and art but also shows the school's pursuit of innovation and continuous development. It is an excellent opportunity for  exploration of the high-level education offered at Harrow Haikou.

We aim to use the afternoon tea event to interpret the latest developments in faciltiies development, school accreditation, leadership team updates, students' academic pathway choices, and future career planning guidance.

哈罗海口校长下午茶主题：学术道路说明会

本次高年级校长下午茶的主题是哈罗特色升学之路，哈罗海口新任高年级校长Mr. Craig Cooper、高年级学术总监Ms. Alison Phaup、大学备考中心与职业规划指导总监Mr. Chris Beinor，共同为家长们答疑解惑。

高年级学术总监Ms. Alison Phaup 

分享哈罗海口认证最新进展

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在校长下午茶现场，高年级学术总监Ms. Alison Phaup女士非常坦诚地分享了哈罗海口申请剑桥大学国际考评部认证的最新进展。

Alison女士提到，学校已向剑桥考试局提交了超过100份文件，以佐证学校的办学资质、教师团队水平等等。

而CAIE剑桥考试局的认证流程非常严格，有诸多考察项，且认证周期较长。但是最新消息是，哈罗海口的认证申请已被中国的CAIE接受，并即将获得认证。

哈罗海口向剑桥考试局

提交的申请已被中国CAIE接受

作为得到全球顶尖教育系统认可的课程认证机构，CAIE并不会轻易对任一开设相应课程的学校颁发认证凭证。这保证了认证学校的权威性，也维持了课程系统的专业性。CAIE会派遣专业代表入校访问，考察学校的教学情况、陈列设施是否符合材料。

通过CAIE的实际考核，也即意味着哈罗海口的专业和权威名副其实。获得认证后，哈罗海口即能成为在全球官网中能够查询到的、具有唯一编码的认证的CAIE认证考场。

哈罗教育集团旗下学校都获得过相应认证，Ms. Alison女士坦言，在不久后的将来，哈罗海口即将获得最终的认证。

——这是专业教育的必然，也是专业教育的底气。

当天下午，Craig先生为家长们介绍了新阶段哈罗海口升学指导团队的更新。

建校时间虽短，哈罗海口却在新的教学阶段为高年级学部的学生优化了升学指导团队，进一步细化分工。

升学指导团队由大学备考和就业指导部主任Christopher Beinor、高年级学部学术总监Alison Helen Phaup与高年级学部学生关怀总监James Trett共同负责。

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Chris先生拥有美国芝加哥德保罗大学金融学学士和英国诺丁汉大学教育学硕士和教育研究生资格证书（PGCE)。

他在哥伦比亚和中国有16年的教学经验。他曾在中国的一所国际学校担任过IB商业管理课程的负责人，和人文学科的负责人，教授经济学和商业课程。

在过去的六年里，他一直在上海担任商业和经济部主管，并负责协调IB文凭课程中的“创造、活动与服务（CAS）”和“知识理论（TOK）”部分。他还教授IB经济学和知识理论以及剑桥IGCSE商业研究课程。他希望帮助每一个学生都能发挥他们最大的潜能。

Phaup女士曾在圣安德鲁斯大学和牛津大学学习，之后又在阿伯丁大学继续攻读学位。

她坚信终身学习的信条，并始终会通过她的课堂向学生们灌输这一点。她的教学足迹遍布英格兰、埃及、美国和斯洛伐克等国，作为一名老师，她对学生的建议一直都是：

如果事情出错或者一开始你没有找到正确的解决方案，这并不重要；敢于尝试和敢冒犯错的风险才是任何学习者能向前迈进的关键。她期待着将这种思维方式带入哈罗海口的课堂，并与社区成员合作，确保学生茁壮成长并取得进步。

Trett先生持有诺丁汉大学教育领导与管理硕士学位、埃克塞特大学信息技术方向的教育研究生资格证书（PGCE）与东安格利亚大学信息系统（荣誉）理学士学位。

他是一位经验丰富的教育领导，旨在为学生谋求福利，并为学生提供机会，让他们茁壮成长，充分发挥他们的潜力。Trett先生之前的工作是是在越南一所学校担任高年级学部的助理校长，负责学生福利、行为、安全和儿童保护。

在此之前，他在伦敦担任了四年的校长助理，负责考试、数据分析和学术干预。他的教学专长是计算机科学，拥有各种学术课程的经验，包括IGCSE、A-level以及IB课程。

自上而下，从学生出发；公开透明，凝聚家长认可——哈罗海口以领导团队新面貌，迎接高年级学部学生的崭新阶段。

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一所学校的教学核心在于它的学术实践活动，从课程设计到教学设施与拓展课程，哈罗海口在新学期做了多项调整。

而如何在教学过程中获得来自家长的支持？高年级学术总监Ms  Alison女士在现场进行了细致入微地介绍和解答。

在哈罗海口，Upper School包括中国公立教育体系中的小学、初中、高中三个阶段。面对不同学段学生，学校每个学期都会进行课程调整，以打造最适合他们未来职业选择的学术道路。

从G5/Y6-G12/Y13：Upper School的教育道路

从学术道路自主选择，到校园学习环境更新以及未来的职业规划指导，哈罗海口在将前沿教育带给学生的同时，同样重视教育对他们未来人格的塑造和培育。

作为哈罗全球大家庭的一员，哈罗海口致力于为学生提供专业、一流、前沿的课程。而对于高班学生来说，他们能够体验到的课程，不仅仅是面向大学申请的A-Level，还包含诸多来自学校的支持。

Alison女士介绍道，作为全球诸多顶尖国际学校的优选，A-Level对于学生的成长，尤其是在大学申请阶段的教育，有着极强的启发性。同时，A-Level课程也兼具挑战性，让学生能够在学习过程中不断探索自身的边界，创新创造。

剑桥大学国际考评部提供的课程，经由世界各地大学接受、受到广泛认证，且课程理念与哈罗所秉持的教育观念一脉相承。

Alison女士介绍学校学生在选择A-Level课程时

需要考虑的因素

Alison女士强调，哈罗的教育希望培养具有独立人格、且能够规划自己未来的学生，而这些品质也将从学生的选课阶段开始贯彻。学校希望学生的课程选择能够与他们的未来职业道路相关，且对应于A-Level课程的体系化和专业性，在课程学习弥合中学与大学之间鸿沟的同时，也希望学生在教育过程中找寻自己的兴趣和发展方向。

因此，在哈罗海口，选课是一个“慎重”的过程，学生接受的教育不应是为了应付标准化考试的填鸭式知识灌输，而应是从他们自身兴趣和职业规划出发的延申。

在每个学段的选课期间，学校都会邀请学生和家长共同沟通，以“面对面”甚至“一对一”的沟通会来“独家定制”每一位学生的所选课程和升学计划。

如果学生未来的就业方职业发展方向是药学医药研究者或医生，老师会建议他选修数学、化学和生物，为未来的大学教育打好基础。如果学生对不同的专业都有兴趣，学校会在与学生和家长充分的沟通之后，为他们提供相应的选课建议。

在A-Level课程之外，学校还会提供一系列的拓展课程、竞赛培训，帮助学生在大学申请时有更多的亮点可以呈现。

一切从学生的需求出发，课程就是最好的体现。选择一流课程，传承前沿观念，这就是哈罗海口的教育。

Mr. Chris Beinor 先生分享大学备考中心的建设

高班学生已开学一月有余，为了为首届Year 11/Grade10 学生，大学备考中心与职业规划指导总监Mr. Chris Beinor先生专门介绍了学校新设的Sixth Form Center——高班中心，也可以理解为大学备考中心。

12-13年级作为学生在校最关键的两年，考试准备和申请筹划尤为重要。学校为他们打造了专门的空间，旨在让学生在学习和放松的同时培养独立性。

高班中心拟设定两大功能区域和七大主题：学习区和课间休息区为备考时不同氛围而准备，两者并设。每个独立学习的区域都设有单独的隔间和公共的讨论空间，在忙碌和紧张的学习之后，也能在休息区补充能量，劳逸结合。

高班中心的学习区域与休息区域

而七大主题区域，对应哈罗教育中的六大院舍理念。不同的院舍相应的主题颜色与学习中心不同功能区域的主题颜色设计，非常具有“哈罗特色”。

大学备考中心各区域的主题设计与院舍理念

同时，高班中心也是一个学生能够深入了解大学的一个空间。作为备考中心与职业规划指导总监，Chris先生非常强调学生在备考与升学指导过程中应与老师有足够多的沟通，因此Chris先生将带来更多关于学生未来职业选择、专业选择上的资源，让学生充分了解自己的未来道路。

尽管目前最高年级学生尚未进入备考阶段，但是学校已为孩子们做好了充分的准备。

在哈罗海口，学术提升之余，学校还十分关注学生未来的规划与发展。

教育是终身成就、终身受益的过程。学生的发展，并不会止步于他毕业或升学，而是优秀品质自小养成，延续一生致力卓越的过程——这也恰恰契合了哈罗秉持的全人教育理念。

在Upper School，学生可选择学习有关职业规划的课程，在课堂上设定自己未来的职业计划；同时，学校也会特邀演讲者为学生提供职业选择方面的观点，以业内专业人士的视角分享职业道路如何前进。

每一位学生在毕业之后，都会经历身份的转换，从高中毕业生到大学预备生，而在学生进入海外名校前，高班中心都会提供有关学术和生活技能的课堂，让学生成长为学术卓越的未来学者的同时，更要培养他们独当一面，自主独立的优秀人格。

Upper School的学术规划：课程不仅限于A-Level

不论是Alison女士还是Chris先生都在现场提到“学校希望培养学生独立人格的重要性”——从自主选课，到了解学术职业规划，再到未来的成长能量，在他们不遗余力为学生创造优质的学习环境、提供科学的课程设计的同时，他们也以具体而微的介绍、直观和诚恳的承诺，凝聚了家长的共识，为未来的教学开展工作铺平了道路。

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创校第三年，首届高一才刚开学，哈罗海口就为他们的未来道路提提供了全面科学的设计和选择。

作为一所新建学校，哈罗海口是新生力量，有着新生理念，积极动员一切对学生成长有益的力量；同时，哈罗海口也是百年公学的传承者，锐意创新，不断开拓。

尽管由于疫情影响，许多线下活动的开办受制，但是哈罗海口仍旧保持着对家校链接的活跃关注。

在这场下午茶的最后，Cooper先生提到，今年还会有多场即将到来的家校共育会，他们非常期待与更多的家长们会面，期待进行更多的沟通，也想聆听更多来自家长群体的声音。

Alex Ward先生与家长畅谈

为家长赋权，是学生成长和教育必不可缺的一环；真正的教育者，则是会动员一切可能性，为学生提供卓越的成长空间。

一场校长下午茶，让我们洞察了哈罗的教育理念与品格——一切从学生的需求出发，从学习空间，到自主选择的课程，再到未来的学术与职业道路选择，哈罗致力于为每一位学生设计和打造独特的成长道路。

前瞻准备、前沿理念，

哈罗海口秉持哈罗公学的顶尖教育理念，不甘于后；

关怀个性、培育未来人才，

哈罗海口立足长远，成就终身学习者。

希望在未来，我们能够听到来自这所学校的更多动态与创新，期待未来创新型人才的种子在这里生根发芽，向上生长。

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Academic Pathways Seminar

The event, hosted by Harrow Upper School, is themed by Harrow's unique pathway to higher education. Mr Craig Cooper, our new Head of Upper School, Ms Allison Phaup, Director of Studies at Upper School, and Mr Chris Beinor, Director of Sixth Form and Careers jointly answered the questions for parents.

During the event, Ms Allison Phaup shared the latest progress of Harrow Haikou's application for Cambridge Assessment International Education (CAIE) certification.

Ms Phaup mentioned Harrow Haikou has submitted over 100 documents to CAIE to explain the school's qualifications, the level of teaching staff and so on.

CAIE is very strict with certification applications, it will examine many aspects of the applicant, and the review cycle is long. But the latest news is that Harrow Haikou's certification application has been accepted by China's CAIE and is under review.

As a provider of international qualifications which offers examinations and qualifications to 10,000 schools in more than 160 countries, CAIE does not easily issue accreditation certificates to any school. This not only ensures the authority of the accredited schools but also maintains the professionalism of the curriculum system. CAIE will send experts to visit the school to check whether the school's teaching situation and facilities are in line with the submitted materials.

After obtaining the certification, Harrow Haikou will become a CAIE certified test centre with a unique code that can be found on its global official website.

All other Harrow Group schools have obtained accreditation. With regard to the application of the newly-founded Harrow Haikou, Ms. Phaup assured that in the near future, Harrow Haikou will receive the final accreditation.

Mr Craig Cooper introduced the staff adjustment of Harrow Haikou's teaching team in the new stage to parents.

Harrow Haikou has optimised the leadership team for Upper School students in the new teaching phase. Every leader needs to take on more specific and detailed responsibilities and meet new challenges.

The educational guidance team at Upper School is led by Mr. Christopher Beinor, the Director of Sixth Form and Careers, Ms. Alison Helen Phaup, the Director of Studies, and Mr. James Trett, the Director of Student Well-being.

Mr. Beinor holds a bachelor’s degree in Finance from DePaul University, Chicago, USA, and he has achieved a master’s degree in Education and the Postgraduate Certificate in Education (PGCE) at the University of Nottingham, UK.

He has sixteen years of teaching experience in Colombia and China. He was the Head of IB Business Management at a Tier 1 international school in China where he also took the position of the Head of Humanities and taught AS/A-level Economics and Business Studies.

For the last six years, he has been in Shanghai, as the Head of Business and Economics as well as coordinating the IB Diploma Programme in Creativity, Action, Service (CAS) and Theory of Knowledge (TOK). He taught IB Economics as well as Cambridge IGCSE Business Studies. Mr. Beinor is confident that he can support every student to achieve their highest potential.

Ms. Phaup studied at the University of St Andrews and Oxford University in the UK, before continuing her degree at the University of Aberdeen, UK. She has lived and taught in many countries including England, Egypt, America, and Slovakia.

As a teacher, her advice to students has always been the same: It does not matter if things go wrong, or if you do not find the correct solution at first. What is important is asking for help, using feedback to move forward, and trying your best. The willingness to try and risk making mistakes are the key things any learner can do to move forward. Ms. Phaup is looking forward to bringing this mindset into the classrooms at Harrow Haikou and to working with all members of our community to ensure our students thrive and progress in their learning.

Mr. Trett holds a master’s degree in Educational Leadership and Management from the University of Nottingham, a PGCE in Information Technology from the University of Exeter and a bachelor’s degree in Information Systems from the University of East Anglia.

He is an experienced educational leader who is passionate about well-being and providing opportunities for students to flourish and fulfil their potential. His previous role was as an Assistant Head of Upper School in Vietnam, where he was responsible for student welfare, behaviour, safeguarding and child protection.

Prior to this, he spent four years in London as an Assistant Principal, in charge of exams, data analysis and academic intervention. His teaching specialism is in computer science, with experience in various academic programmes, including IGCSE, A-Level and the IB.

The core of a school's teaching lies in its academic practice. This academic year,  Harrow Haikou made adjustments in curriculum design, teaching facilities and expanded courses to better serve our students.

How to get support from parents in the teaching process? Ms. Phaup gave a detailed introduction and answer to this.

Harrow Innovation Leadership Academy covers the three stages of elementary school, middle school, and senior high school in China's public education system. During the senior year, students are faced with course selection, test preparation, and the final university application. For students of different academic stages, the school will adjust the curriculum every term to develop the academic pathways that are most suitable for their future career choices.

Educational Pathways provided 

by Upper School from G5/Y6 to G12/Y13

From the choice of academic pathways to the renewal of the campus learning environment and future career planning guidance, Harrow Haikou brings cutting-edge education to students, while still emphasising the shaping and cultivation of character and personality through education.

As a new member of Harrow's global family, Harrow Haikou is committed to providing students with professional courses. The Sixth form students are not only able to study A-level courses for university applications, but also receive bespoke application support from the school.

Ms Phaup explained that A-Level courses can be chosen by Upper School students in their senior years, whether they are from Harrow Innovation Leadership Academy or Harrow International School. The A- Level curriculum is a challenging academic programme that provides excellent preparation for university study.

The courses offered by CAIE are widely accredited, accepted by universities around the world and, more importantly, are consistent with Harrow's educational philosophy.

The factors that students need to consider

 while choosing A-Level courses

Ms. Phaup emphasised that the school hopes to cultivate students with independence and the ability to plan their own future, and these qualities will also be developed from the course selection stage of students. The school expects students' course choices to be relevant to their future career paths. While course learning bridges the gap between high school and university, Harrow Haikou also hopes that students can find their own interests and development tendencies in the learning process.

Therefore, at Harrow Haikou, course selection is a prudent process, and the education students receive should be an extension of their own interests and career plans.

During the course selection stage, the school will invite students and parents to have face-to-face discussions to help each student choose courses and make a further study plan for them.

For example, if a student wishes to pursue a career in the field of medical research or become a doctor in the future, the teacher will suggest that he take mathematics, chemistry, and biology as electives to lay a solid foundation for future university education. If students are interested in different majors, the school will provide them with corresponding course selection suggestions after full communication with students and parents.

In addition, the school will also provide a series of development courses and competition training, to help students have a wider breadth of experience to discuss when applying for colleges and universities.

Everything starts from the needs of students, and the courses we provided are the best reflection of this.

Mr. Chris Beinor sharing 

the construction of the Sixth Form Centre

The first Year 10/Grade 11 students have been in school for more than a month. Mr. Chris Beinor introduced the school's plan for a Sixth Form Centre, which can also be regarded as a university test preparation centre.

Grades 12~13 are the most critical time for students in school, and exam preparation and application planning are particularly important. The school has designed special spaces for them, allowing students to develop their independence while learning and relaxing.

The Sixth Form Centre plans to set up two functional areas – the study Area and Relaxing Area, and seven themed areas.

Study Area and Relaxing Area 

of the Sixth Form Centre

The seven themed areas include six House concepts in Harrow Haikou. Different areas use the corresponding representative colours of the House, which is full of Harrow characteristics.

Meanwhile, it is also a space where students can learn more about the university. As the Director of Sixth Form and Careers, Mr. Beinor emphasised that students should fully communicate with teachers during exam preparation and further education guidance. Therefore, he will introduce more professional resources to support our children.

Although our oldest students are still not in the stage of test preparation and college application, our school is well-prepared for this.

In addition to academic improvement, Harrow Haikou also pays great attention to the future planning and development of students.

Education is a lifelong process of achievement and benefit. Students should cultivate excellent qualities from an early age and continue to learn and improve throughout their lives.

In Upper School, students can choose to study courses related to career planning; at the same time, the school will also invite relevant professional practitioners to provide students with perspectives on career choices.

After graduation, every student will experience a transition from high school graduates to college freshmen. Before students enter an overseas school, the Sixth Form Centre will provide courses on academic and life skills to better support their future study and life.

Upper School Curriculum

While our team creates a better learning environment for students and provides high-quality curriculum design, they also build the consensus of parents through a detailed introduction and sincere commitment, paving the way for future teaching work.

Harrow Haikou actively mobilises all forces that are beneficial to the growth of students with new educational concepts; at the same time, Harrow Haikou is also provides 450 years of tradition, forging ahead with determination and perseverance.

Although many offline activities have been restricted due to the epidemic, Harrow Haikou still actively maintains communication with parents.

At the end of the event, Mr. Cooper mentioned that there will be more upcoming Parent Participation Programmes this year, and the school leadership is very much looking forward to having more conversations with parents.

Empowering parents is an integral part of student growth and education; a true educator will mobilize all possibilities and provide students with an excellent space for growth.

Harrow Haikou, through this activity, conveyed the idea that everything should start from the needs of students, and Harrow is committed to designing and creating a unique pathway for each student.

We uphold the educational philosophy and tradition of Harrow School in the UK.

Harrow Haikou cares about the personal growth of students, strives to cultivate future talents, and helps students become lifelong learners based on long-term goals.