High School Curriculum

To earn a diploma from The Harbour School, students need to complete a minimum of 22 credits, which must be distributed as follows:

THS follows the Carnegie unit approach, meaning that 120 hours of class, contact or instructional time is equal to one credit.

Of the twenty core credits required to graduate (twenty-two including THS Independent Study Module credits), sixteen must be taken at THS in order to obtain a Harbour School diploma. Students have the option to allocate four core credits to their transcript from online or off-campus options. There is no cap on the number of external courses a student may have approved to add to their transcript, but no more than four will be applied to the twenty required to graduate. If a student has fulfilled their minimum 16 THS required credits, they may add as many additional external credits as they wish. An exception will be made in the case of students who transfer from another full time program in the middle of their high school career, In such cases, the credits from their transfer school or program will be translated to their in-house credit count. 

Online and Off-Campus Learning

Students are encouraged to take classes locally, internationally or online to enhance their skills and knowledge, and further explore their interests. If taking courses for credit, or leaving campus early, an application process is required.

Students may choose to engage in off-campus classes, activities or online courses to be applied for credit. To earn credit for this option, students must submit an application at the beginning of the term (housed on the Parent Dock) to confirm the course/activity/organization as a credit-bearing option.

The delineation between a credit-bearing option and a non-credit-bearing option is dependent on the organization and the material being presented. Courses that are credit-bearing have the following characteristics;

• Accredited or recognized organization
• Material presented / activity engaged in is new and/or extends understanding of an area and is not “study” or “tutoring”
• Typically the type of learning engaged in is not on offer at THS. This is a recommendation and may not always be applicable. 

The Harbour School offers a broad range of mixed-grade and levelled classes to accommodate various learning styles and needs. We do not operate on a grade-level basis outside of the advisory program. Students are placed into courses based on experience, skill, interest, and passion, addressing individual needs in an academic context. This means that students are not restricted based on their grade-level and their academic needs can be addressed through the curriculum directly. For example, if an incoming grade 9 student has completed Pre-Calculus, or placement test results indicate a specific level, they may be placed directly into a Calculus in their first year of high school.

There are a number of sequentially leveled courses at the high school, specifically including language, theoretical math and theoretical science courses. These courses are intended to build upon prior knowledge and understanding as students progress to more difficult and challenging material. For example, if a student selects French on their course preference form, they will be assigned to the appropriate level (Beginner, Intermediate, Advanced) based on either the completion of prerequisites or a placement test. Similarly, the theoretical mathematics and science stream places students in the correctly levelled course for their needs based on the completion of prerequisite courses or placements tests. For example, a student who has completed Algebra II at THS, via an online course or at a different school will advance to Pre-Calculus. If there is uncertainty regarding a student’s level, they will take the placement test for clarification. 

THS believes in making connections between subjects, topics, and ideas. Consequently, many courses are offered as multidisciplinary that explore learning and meet standards through a lens or theme; the course, Culinary Anthropology, is an example. Additionally, we offer co-taught courses that synthesize the expertise of teachers with different backgrounds, known as interdisciplinary learning. Our Flatland course is an example of English Literature merging with math. Transdisciplinary learning is the ultimate experience, with the learning being indistinguishable by discipline. Global Project Development at THS is a prime example.  

Block F is a compulsory yet flexible feature in the learning program, allowing students full autonomy to choose from learning options between 4 - 5 PM.

Students are required to sign up for one Block F course, ranging from various sports programs, Model United Nations committee, Social Entrepreneurship opportunities, music extension options, and many more. Students may opt to apply for an external option during this period (for example external sports, art, music or volunteering opportunities) through an application system located on the Parent Dock. Through this system, students may also be required to complete an off-campus application form, should this activity take place during the hours between 4 - 5 PM.

On days students do not have their Block F course or activity, students are expected to use this time as an on-site study period, taking advantage of having access to teachers and resources for homework help, test preparation, study groups, group projects, etc. This is intended to avoid or reduce the amount of homework students are taking home with them at the end of the day.

An academic ePortfolio is a digital collection created by students, showcasing their courserelated work, such as essays, projects, presentations, artwork, videos and other evidence of learning, while also capturing experiences like volunteering and extracurricular activities. More than just a compilation of artifacts, a good ePortfolio involves a reflective process that helps students assess their learning and make connections across various experiences. We use the THS Durable Skills for this metacognative experience. Student are required to do an entry for each class, with the teacher’s guidance, accounting for a minimum of 5% of their grade. ePortfolios grant students ownership over their content and design. The learning theory behind ePortfolios emphasizes social constructivism, where students construct knowledge through reflection and social interactions. This process makes "invisible learning" visible, revealing the intermediate steps and emotional factors involved in learning. By fostering student agency, ePortfolios enhance engagement and motivation, encouraging deeper understanding and connections across different contexts. Overall, they serve as powerful tools for documenting and generating learning, making the educational journey more visible and meaningful. 

ePortfolios have broad application beyond the classroom.

• Teachers when writing recommendations for University
• Internship/job applications Supplemental information for some college applications
• Student Led Conferencing

Sandwiched between terms 1 and 2, and terms 2 and 3, sit our interim weeks, focusing on a deep dive of intensive learning and action. These two “mini-project” weeks offer students the opportunity to take a break from regularly scheduled classes, and engage in hands-on, highly-focused, project-based learning.

During the interim week, students will be enrolled in one class and will spend 9 AM - 5 PM in one sole class. Students travel all over Hong Kong engaging in activities, lessons and learning that puts a greater weight on student action and initiative.

Internships can play a crucial role in a student's high school experience by providing invaluable opportunities for practical learning and personal growth. Engaging in internships allows students to apply classroom knowledge in real-world settings, helping them develop essential skills such as teamwork, communication, and problem-solving. These experiences not only enhance academic understanding but also foster a sense of responsibility and professionalism.

Furthermore, internships enable students to explore potential career paths, build networks, and gain insights into various industries, ultimately preparing them for future educational and career pursuits. By bridging the gap between theory and practice, internships empower students to make informed decisions about their futures while enhancing their overall high school journey.