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Early Years Early Years Curriculum Handbook 2021-22

Nursery, Reception, Early Years 1 (EY1) and Early Years 2 (EY2)


Our Core Values, Mission and Aims 2

OUR CORE VALUES z

We respect the needs and rights of each member of our community.

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We show care, kindness and compassion to others.

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We are supportive of each other.

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We embrace diversity and celebrate individuality.

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We are responsible and honest in our actions.

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We promote a sense of personal identity and a global mindset.

OUR MISSION We provide an outstanding holistic international education to students in an inclusive and nurturing learning environment. We seek to inspire and empower students to succeed in fulfilling their individual potential as global citizens in a rapidly changing world.

OUR AIMS z

To promote a culture of excellence in teaching and learning.

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To provide a broad and balanced curriculum that reflects the international nature of the DBIS student community.

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To encourage internationalism, providing students with the skills, dispositions, and knowledge to participate in an increasingly interconnected world.

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To ensure a supportive, happy and secure environment for learning.

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To develop leadership skills and a sense of service to others through a range of extra-curricular opportunities locally and internationally.

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To encourage the physical and emotional wellbeing of each individual.

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To use innovative pedagogy and technology to enrich learning.

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To work in partnership with parents, alumni and the local and wider community in the ongoing development of the school.

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To foster a learning community where every student, teacher, staff member, parent and DBIS alumni has an ongoing passion for learning.

The DBIS Community - Revised in 2014 and 2017.


Discovery Bay International School, Early Years Philosophy Discovery Bay International School’s Early Years (DBIS EY) phase of the school consists of Nursery, Reception at the Early Years campus and Early Years 1 (EY1) and Early Years 2 (EY2) up at the main campus. Our bespoke Early Years Curriculum has been designed with the children at the centre of all that we do with our approach to teaching and learning inspired by the principles of Reggio Emilia. We view children as full of potential with the ability to form their own understandings of the world around them. Our focus is upon nurturing creative, resilient and independent learners, who are excited and confident to experiment and explore through play and active learning. We offer a curriculum and experience which begins in Nursery and finishes at the end of EY2, at which point the children are fully prepared to transition to the Primary phase of the school. This experience is underpinned by our child centred, personalised learning approach that supports the development of the whole child and recognises the magic of childhood. Our children are supported to take risks, think critically and develop understandings by exploring through play. Teachers and Education Assistants are seen as partners and co-adventurers in the children’s learning journey, ensuring learning is continually placed in a meaningful context by engaging with the children’s interests and ideas. Our children experience authentic learning opportunities such as woodwork, forest and beach schools. We pride ourselves on our child-directed, Reggio Emilia inspired environments which support opportunities for open-ended enquiry. We place great importance on positive relationships and interactions amongst all members of our Early Years community as these support our holistic and inclusive approach, ensuring the focus is placed upon the development of the whole child. We derive much of our strength from the surrounding community, therefore establishing and maintaining supportive relationships is key to the DBIS EY Early Years Foundation ethos. By working together we can ensure that all Stage Motto children in our Early Years continue to value and enjoy their time here, that they are sufficiently challenged and supported in their learning, and make excellent progress in a happy and caring environment. After reading this booklet you will gain a sense of how our warm and caring environment as well as the provision of opportunities for stimulating play-based learning inspire our children to We play, learn and become curious, independent learners who grow together. (Devised by EYFS demonstrate awe and wonder of the world Student Council 2017) around them. Kind regards Hannah Cole Head of Early Years

Message

Welcome to our Early Years Phase at DBIS Early Years (DBIS EY)

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Reggio Emilia DBIS Early Years (Nursery, Reception, EY1 and EY2) have adopted the overarching principles taken from a Reggio Emilia approach to early childhood education. The Reggio Emilia Approach derives its name from its place of origin, Reggio Emilia, a city located in Northern Italy. Shortly after the Second World War, the parents of this region collaborated with Loris Malaguzzi, a lifelong educator, innovator and creative philosopher to find a unique system of early childhood education. The Reggio Emilia approach is based on the principles of respect, responsibility and community. There is an expression from the Reggio Emilia approach that ‘a child has a hundred languages’. This expression symbolically describes all the languages of learning. These can be displayed through innovation, nature, construction, fantasy, art, music, dance, building, writing, talking, signing, science, body and soul. The languages of learning are used to help children develop knowledge, make connections and understand the world around them.

Guiding Principles Image of the Children

The Reggio Emilia philosophy believes in the rights and opinions of each child. A child is a competent, capable and natural learner who has the desire for knowledge and life, and is always ready for challenges.

The Role of the Teacher

The teacher plays a critical role by being the child’s partner and co-constructing learning possibilities. In order to further the learning process, teachers listen, observe, inquire, document, work together and reflect upon the experiences of children.

Environment as a Third Teacher

The learning spaces throughout our school are thoughtfully planned to ensure they are inviting places for the children to learn. The Reggio Emilia Philosophy believes that the environment in which your child explores is the third teacher, therefore time is invested to carefully plan these environments to allow learning to be taking place all the time. Materials in the classroom inspire children to think outside the box and support their independent expression of thought.

Documentation

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Each moment of your child’s day is filled with meaningful experiences and thoughtful interactions. In order to understand children and the way they learn, teachers work diligently to document all aspects of the learning process. Whether it be online learning journals, child-specific observations or the children’s artwork, all moments are considered pieces of the process and are made visible in the classroom for revisiting and reflection. Teachers and children alike are able to view their thinking and their learning process through documentation. Our child-directed, Reggio Emilia inspired environments and approach to teaching and learning come together to promote personalized learning experiences for our children.


Here at the Early Years section of the school we plan play based opportunities which are guided by the EYFS curriculum from the UK and the Primary National Curriculum for England yet follow a tailored curriculum that meets the needs of our unique international community (DBIS EY curriculum). We complement this with our specialist teaching in Music, Library, Mandarin, PE and Learning Technologies. Our Forest and Beach Schools programs, alongside our Woodwork opportunities, help to provide authentic learning experiences for our children and complement our DBIS EY curriculum across all seven areas of learning and development. The learning and development requirements of the DBIS EY curriculum are informed by the best available evidence on how children learn and reflect the broad range of skills, knowledge and understandings children need as foundations for good future progress. We guide the development of children’s capabilities with a view to ensuring that children under our care complete the Early Years ready to benefit fully from the opportunities ahead of them. The DBIS Early Years curriculum learning and development requirements comprise of: z

The seven areas of learning and development and the educational programmes (described below)

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The Early Learning Goals, which summarise the knowledge, skills and understanding that all young children should have gained by the end of the Reception year, EY1 and EY2 and their time here with us at the Early Years phase of DBIS.

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The assessment requirements (when and how practitioners must assess children’s achievements, and when and how they should discuss children’s progress with parents and/or carers)

There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the Prime Areas, are: z

Communication and Language

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Physical Development

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Personal, Social and Emotional Development

Curriculum

Early Years Curriculum at DBIS

We also support children in four Specific areas, through which the three Prime Areas are strengthened and applied. The specific areas are: z

Literacy

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Mathematics

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Understanding the World

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Expressive arts and Design

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Overarching Principles Four guiding principles shape our practice here at DBIS EY. These are: z

Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured.

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Children learn to be strong and independent through positive relationships.

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Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers.

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Children develop and learn in different ways (characteristics of effective teaching and learning) and at different rates. Our framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. In planning and guiding children’s activities, we reflect on the different ways that children learn and reflect these in our practice.

Three characteristics of effective teaching and learning are: z

Playing and Exploring - children investigate and experience things, and ‘have a go’.

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Active Learning - children concentrate and keep on trying if the encounter difficulties and enjoy achievements.

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Creating and Thinking Critically - children have and develop their own ideas, make links between ideas and develop strategies for doing things.

Play-based Learning Play is a powerful vehicle to enable children to learn. They learn most effectively when they feel safe, are engaged and having fun. Children’s learning becomes really meaningful when they are free to enquire and learn at their own pace and in their own way. It is for this reason that learning is facilitated through the children’s play as it is through quality play-based experiences, inspired by the children’s interests that children will be truly challenged. Prime areas of Learning Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through seven areas of learning and development. These are below in more detail: Communication and Language Through ongoing, varied and positive experiences, we give our students opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. We recognise that for many of our students English is a second or third language and we promote opportunities for them to develop a rich and varied vocabulary building on their knowledge of their home language.

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Physical Development Young children need to be active and interactive and to develop their coordination, control and movement. We help our students to understand the importance of physical activity and to make healthy choices in relation to food. Twice a week, under the guidance of a specialist teacher, our students participate in physical activities while practising the rules of safety, cooperation and gross motor skills development. Throughout the day our students are engaged in activities that promote the development of fine motor skills. Personal, Social and Emotional Development To flourish in all aspects of learning, children need to develop a positive sense of themselves and others. They need to form positive relationships and have respect for others. Through the teaching of the 8 Personal Goals (Adaptability, Respect, Resilience, Communication, Co-operation, Morality, Thoughtfulness, Enquiry) we help the students develop their social skills, to learn how to manage their feelings, to understand appropriate behaviour in groups and to have confidence in their own abilities. These prime areas are those most essential for your child’s healthy development and future learning. As children grow, the prime areas will help them to develop skills in four specific areas. These are: Literacy We provide children with access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest and to encourage a love of literature. Literacy development in the Early Years involves encouraging children to link letters and sounds and to begin to read and write. Our reading, writing and spelling programme, Ruth Miskin Read Write Inc (RWI), is a multifaceted approach to developing early literacy skills. Read Write Inc (RWI) RWI is a synthetic phonics programme that ensures reading, writing and spelling success. At the core of RWI is the rigorous teaching of synthetic phonics. Students learn the 44 common sounds in the English language and how to sound blend words over a short period of time, alongside letter formation and spelling. Importantly, they then read books with words that they can sound blend, so that they achieve early success in reading. The more sounds they learn, the greater the range of texts they can read. RWI starts at different points in the year depending on the year group. Handwriting One of the basic skills for writing is learning letter formation. It is very important that a child holds the pencil in the correct way. The pencil should be held in the ‘tripod’ grip between the thumb and first two fingers. If the hold starts incorrectly it is very difficult to get it right later on. Please do not force the issue of letters or numbers as these will develop when your child is ready. Practise booklets will come home with your child when the RWI programme begins. We recognise that before children can begin to form letters, they need to build the correct muscles, therefore plenty of opportunities for pre-writing skills are offered within the environments. Mathematics Early mathematical understanding is acquired through repeated experiences using hands-on materials in enjoyable, meaningful contexts. We provide children with opportunities to develop and improve their skills in counting, understanding and using numbers, solving problems and describing shapes, spaces and measures.

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Understanding the World Through our Discovery Units and concept based planning, we guide children to explore their physical world and their community. Children in the EY phase of the school learn by playing and exploring, being active, and through creative and critical thinking, which takes place both indoors and outside of the classroom. Furthermore, the children’s interests play an important part in how we support their development to ensure learning is placed in a meaningful context. Expressive Arts and Design We enable our children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, drama and daily opportunities for imaginative play. Our Ateliers play and important role in facilitating opportunities for exploration and creativity. The children visit the Atelier to learn new skills as well as to experiment with different forms of media and materials. Discovery Units Our Early Years curriculum is enhanced by our Discovery Units. Through these units our children learn the subject knowledge, skills and understanding they need to become aware of the world around them. Our units focus on ways of thinking, communicating, conceiving and realising ideas and information. Early Years teachers act as facilitators and assist children to develop the capacity to design, create and evaluate processes to ensure creativity and innovation. Different concepts underpin the planning and the concepts represent the big, abstract ideas. Our Discovery Units also enable our children to develop the personal skills they need in order to take an active part in their world throughout their lives. They help our children develop an international mindset alongside their awareness of their own self, encouraging the children to become lifelong learners. The role of Outdoor Provision For young children’s wellbeing and development, the outdoor environment is as valued and important as the indoor environment. The outdoors is different to indoors and these differences are what make it special and important. We ensure that our children have access to a high quality outdoor environment and the climate here in Hong Kong provides a wonderfully rich and dynamic environment for exploration, play and discussion. Forest Schools and Beach Schools Discovery Bay International School was the first school in Hong Kong to adopt the principles of the Forest and Beach Schools programmes. These sessions take place every week giving our children a unique opportunity to investigate the natural world, work as a team, construct, build and begin to develop an awareness of our impact on the environment. Both these programmes enhance authentic learning opportunities for our children and are perfectly aligned to our DBIS EY Curriculum. Our varied, rich and emotionally secure outdoor provision and Forest and Beach School Programs, alongside Woodwork opportunities, help our children to:

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Develop a positive sense of themselves and others.

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Develop the confidence to use their communication, language and literacy skills for a range of situations and purposes.

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Explore, enjoy, learn, practise and talk about mathematical ideas in a broad range of contexts.

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Work at making sense of their world, encountering and exploring creatures, people, plants, tools and materials in natural and real life situations.

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Be active and interactive, developing sensory integration, movement, coordination, control and manipulation.

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Nurture their creative curiosity, exploration and play, using the full range of experiences to explore and share creative thoughts, ideas and feelings.

Woodwork Woodwork is part of our child-initiated provision. Having trained how to use the woodwork tools and equipment safely, the students are able to explore the woodwork area. They are encouraged to engage in the design process and implement their ideas using wood alongside a range of loose parts and other recyclable materials.

Challenge at DBIS DBIS follows Professor Françoys Gagné’s definition of Challenge - as the possession of natural abilities or aptitudes at levels significantly beyond what might be expected for one’s age, in any domain of human ability. Provision for Challenge children is a school wide responsibility. All staff are responsible for differentiating the curriculum for Challenge children and will monitor their progress. Teachers will review and monitor the progress made by children in their subject area and the efficacy of resources and other curriculum material.

At DBIS EY we support your child by making sure the learning opportunities are suited to your child’s unique needs, yet are flexible enough to be able to follow your child’s interests.

Electronic Learning Journey Recording and Reporting Achievement Throughout your child’s time in the Early Years we will record learning outcomes in an Electronic Learning Journey (Seesaw) to celebrate his or her experiences. Over time it will tell a story about your child and their learning, their friends and the activities they enjoyed sharing with others. Teachers carefully observe each child at play, as it helps us to understand and support their individual wellbeing and development. We really get to know our children as unique people with special skills, interests and ideas. The more we understand about your child, the better we can specifically support them. Though it is online, the electronic learning journey belongs to you and your child.

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The Electronic Learning Journey profile may include: z

Photographs and Videos - these capture moments and sequences of your child’s activity, their interests and explorations. We will write down exactly what your child says about the photographs, so we know your child’s point of view. This is also an accurate record of language development.

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Observations - these are quick notes of significant moments we notice in your child’s learning. Please note that these are spontaneous observations and may be pictures of notes, or erasable markings.

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Your child’s creations - these could be photos of models, photos of their role-play, marks they have made, artwork - with an observation to explain what your child did or said.

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Learning story episodes - these special detailed observations give snapshots of learning that our students have initiated themselves, and teachers go on to think about the learning and how to respond specifically to the child’s way of thinking and doing things.

Assessment in the Early Years Sharing your child’s learning - Nursery & Reception:

3 Parent Teacher Conferences (PTCs) throughout the year August, December, March

- EY1 & 2:

2 Parent Teacher Conferences (PTCs) throughout the year - August and March

- Nursery:

Long report (End of Term 3)

- Reception:

Long report & EYFS Profile (End of Term 3)

- Year 1:

2 x long report (December and June) plus EY 1 Profile

- Year 2:

2 x long report (December and June) plus EY 2 Profile

Early Years Foundation Stage (EYFS) Profile At the end of each child’s time here at the DBIS Nursery and Reception, a summary of their development and achievement in response to the Early Learning Goals (ELGs) as defined in the EY Curriculum is produced in the format of an EYFS Profile. This supports their transition into EY 1 and EY 2 at the main campus. The EYFS Profile is broken down into seven areas of learning and development which are then broken down further into 17 specific aspects of learning:

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Communication and Language (Listening and Attention, Understanding and Speaking).

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Physical Development (Moving and Handling and Health and Self Care).

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Personal, Social and Emotional Development (Self-Confidence and Self-Awareness, Making Relationships and Managing Feelings and Behaviours).

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Literacy Development (Reading and Writing).

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Mathematical Development (Numbers and Shape, Space and Measures).

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Understanding the World (People and Communities, The World and Technology).

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Expressive Arts and Design (Exploring and Using Media and Materials and Being Imaginative)

In the EYFS Profile your child will be given an attainment level for each of the 17 aspects of learning. Assessments take place throughout the year through teacher observation of children’s learning and development as they take part in everyday adult-led and child initiated activities, and planned observations. Each child will be assessed as either emerging, expected or exceeding against each aspect of developmental learning. To be awarded at the expected level, the class teacher will have observed them consistently achieving it independently on at least 6 occasions. The judgement of emerging simply means they are working within the level but have not consistently demonstrated their ability to achieve it whilst at school. If your child is exceeding it may mean they have been provided with extension opportunities to challenge their current level of understanding beyond the expected level at the end of Reception.

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Example of an EYFS Profile Student outcomes by the end of the EYFS Areas of Learning ELG Aspect Emerging Expected Exceeding Communication and Language ELG 1 Listening and attention Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events, and respond to what they give their attention to what others say and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. ELG 2 Understanding Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. ELG 3 Speaking Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Physical Development ELG 4 Moving and handling Children show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. ELG 5 Health and self-care Children know the importance for good health of physical exercise and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. ELG 6 Self-confidence and self-awareness Children are confident to try new activities, and to say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or do not need help.

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Personal, Social, Emotional Development ELG 7 Managing feelings and behaviour and Emotional Development Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow rules. They adjust their behaviour to different situations, and take changes of routine in their stride. ELG 8 Making relationships Children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others needs and feelings, and form positive relationships with adults and other children.

Literacy Development ELG 9 Reading Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate an understanding when talking with others about what they have read. ELG 10 Writing Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write sentences which can be read by themselves and others. Some words are spelt correctly and others phonetically plausible.

Mathematics ELG 11 Numbers Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. ELG 12 Shape, space and measures Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Understanding the world ELG 13 People and communities Children talk about past and present events in their own lives and in the lives of family members. They know that other children do not always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

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ELG 14 The world Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. ELG 15 Technology Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Expressive Arts and Design ELG 16 Exploring and using media and materials Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. ELG 17 Being imaginative Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

EY 1 Profile At the end of each child’s time in EY 1, a summary of their development and achievement in response to the EY 1 Goals as defined in the DBIS Early Years Curriculum is produced in the format of an EY 1 Profile. This supports their transition into EY 2. The EY 1 Profile is organised into 6 Goals of learning and development: z

Personal, Social and Emotional Development

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Reading

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Writing

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Mathematical Development

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Understanding the World (Science)

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Mandarin

In the EY 1 Profile your child will be given an attainment level for each of the 6 goals of learning and development. Assessments take place throughout the year through teacher observation of children’s learning and development as they take part in everyday adult-led and child initiated activities and planned observations.

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Each child has been assessed as either emerging, expected or exceeding against each aspect of developmental learning. To be awarded at the expected level, the class teacher will have observed them consistently achieving it independently on at least 3 occasions. The judgement of emerging simply means they are working within the


level but have not consistently demonstrated their ability to achieve it whilst at school. If your child is exceeding it may mean they have been provided with extension activities to challenge their current level of understanding beyond the expected level at the end of EY 1. EY 1. GOAL 1: Personal Social and Emotional Development Children recognise, communicate and manage their own feelings and those towards others. They respect other people’s views and opinions and develop positive relationships with their peers. Children can identify the different relationships they have and talk about the importance of these. Children are able to identify the difference between expected and unexpected behaviour choices. Children know the names for different parts of the body and can identify similarities and differences based on gender. EY 1. GOAL 2: Reading Children read accurately by blending the sounds in words that contain the common graphemes for all 40+ phonemes. They can read accurately some words of two or more syllables that contain the same grapheme-phoneme correspondences (GPCs). Children can read many common exception words. They can read aloud many words quickly and accurately without overt sounding and blending. Children sound out many unfamiliar words accurately. In a familiar book that is read to them, children can answer questions in discussion with the teacher and make simple inferences. EY 1. GOAL 3: Writing Children can write sentences that are sequenced to form a short narrative (real or fictional). They can demarcate some sentences with capital letters and full stops. Children can segment spoken words into phonemes and represent these by graphemes, spelling some words correctly and making phonetically-plausible attempts at others. They can spell some common exception words. Children form lower-case letters in the correct direction, starting and finishing in the right place. They can form lower-case letters of the correct size relative to one another in some of their writing whilst using spacing between words. EY 1. GOAL 4: Mathematics Children can read and write numbers in numerals up to 100. They can partition a two-digit number into tens and ones to demonstrate an understanding of place value, though they may use structured resources to support them. Children can add and subtract two digit numbers and ones, and two-digit numbers and tens, where no regrouping is required, explaining their method verbally, in pictures or using apparatus (e.g. 23 + 5; 46 + 20; 16 – 5; 88 – 30). They can recall at least four of the six number bonds for 10 and reason about associated facts (e.g. 6 + 4 = 10 , therefore 4 + 6 = 10 and 10 – 6 = 4). Children can count in twos, fives and tens from 0 and use this to solve problems. They know the value of different coins.

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Children can name some common 2-D and 3D shapes from a group of shapes or from pictures of the shapes and describe some of their properties (e.g. triangles, rectangles, squares, circles, cuboids, cubes, pyramids and spheres). EY 1. GOAL 5: Understanding the World - Science

Working Scientifically Children can ask their own questions about what they notice. They can use different types of scientific enquiry to gather and record data, using simple equipment where appropriate, to answer questions: - observing changes over time - noticing patterns - grouping and classifying things - carrying out simple comparative tests - finding things out using secondary sources of information Children can communicate their ideas, what they do and what they find out in a variety of ways.

Content Children can name and locate parts of the human body, including those related to the senses. They can describe and compare the observable features of animals from a range of groups and group animals according to what they eat. Children can describe seasonal changes. They can distinguish objects from materials, describe their properties, identify and group everyday materials. EY 1. GOAL 6: Mandarin

Native Speakers Children can retell learnt stories with the support of some visual aids. They can apply the learnt language in classroom communication and other situations. Children can read and write the key characters and short phrases based on the learnt stories.

Non-native Speakers Children can understand common classroom instructions, numbers 1-10 and simple questions to elicit basic information. They can act out a part in a Chinese play increasingly without supporting gestures, ask simple questions to elicit basic information and use a range of action verbs in a classroom context. Children can recognise the characters for numbers 1-10 and common radicals that appear in the play. They can write numbers 1-10 and common radicals with increasing independence.

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EY 2 Profile At the end of each child’s time in EY 2, a summary of their development and achievement in response to the EY 2 Goals as defined in the DBIS Early Years Curriculum is produced in the format of an EY 2 Profile. This supports their transition into Year 3 and Key Stage 2. The EY 2 Profile is organised into 6 Goals of learning and development: z

Personal, Social and Emotional Development

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Reading

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Writing

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Mathematical Development

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Understanding the World (Science)

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Mandarin

In the EY 2 Profile your child will be given an attainment level for each of the 6 goals of learning and development. Assessments take place throughout the year through teacher observation of children’s learning and development as they take part in everyday adult-led and child initiated activities and planned observations. Each child has been assessed as either emerging, expected or exceeding against each aspect of developmental learning. To be awarded at the expected level, the class teacher will have observed them consistently achieving it independently on at least 3 occasions. The judgement of emerging simply means they are working within the level but have not consistently demonstrated their ability to achieve it whilst at school. If your child is exceeding it may mean they have been provided with extension activities to challenge their current level of understanding beyond the expected level at the end of EY 2. EY 2. GOAL 1: Personal Social and Emotional Development Children demonstrate responsibility to others within their own community and share their opinions respectively. They can take on different roles within groups, collaborating with others to achieve common goals. They set simple goals and targets for themselves. Children talk about a range of different feelings and emotions and recognise how their attitude and behaviour can influence people both positively and negatively. They take responsibility for their actions. Children recognise the simple physical changes to their bodies since birth. EY 2. GOAL 2: Reading Children can read accurately most words of two or more syllables. They can read most words containing common suffixes. Children can read most common exception words. In age-appropriate books, children can read most words accurately without overt sounding and blending, and sufficiently fluently to allow them to focus on their understanding rather than on decoding individual words. They can sound out most unfamiliar words accurately, without undue hesitation. In a book that they can already read fluently, children can check it makes sense to them, correcting any inaccurate reading. Children can answer questions and make some inferences and explain what has happened so far in what they have read.

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EY 2. GOAL 3: Writing Children write simple, coherent narratives about personal experiences and those of others (real or fictional). They write about real events, recording these simply and clearly whilst demarcating most sentences in their writing with capital letters and full stops, and use question marks correctly when required. Children use present and past tense mostly correctly and consistently and can use coordination (e.g. or / and / but) and some subordination (e.g. when / if / that /because) to join clauses. They can segment spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making phonetically-plausible attempts at others too. EY 2. GOAL 4: Mathematics Children can read scales in divisions of ones, twos, fives and tens. They partition any two-digit number into different combinations of tens and ones, explaining their thinking verbally, in pictures or using apparatus. Children can add and subtract any 2 two-digit numbers using an efficient strategy, explaining their method verbally, in pictures or using apparatus (e.g. 48 + 35; 72 – 17). They can recall all number bonds to and within 10 and use these to reason with and calculate bonds to and within 20, recognising other associated additive relationships (e.g. If 7 + 3 = 10, then 17 + 3 = 20; if 7 – 3 = 4, then 17 – 3 = 14; leading to if 14 + 3 = 17, then 3 + 14 = 17, 17 – 14 = 3 and 17 – 3 = 14). Children can recall multiplication and division facts for 2, 5 and 10 and use them to solve simple problems, demonstrating an understanding of commutativity as necessary. They can identify 1/4, 1/3, 1/2, 2/4, 3/4, of a number or shape, and know that all parts must be equal. Children can read the time on a clock to the nearest 15 minutes. They can name and describe properties of 2D and 3D shapes, including number of sides, vertices, edges, faces and lines of symmetry. EY 2. GOAL 5: Understanding the World - Science

Working Scientifically Children can ask their own questions about what they notice. They can use different types of scientific enquiry to gather and record data, using simple equipment where appropriate, to answer questions: - observing changes over time - noticing patterns - grouping and classifying things - carrying out simple comparative tests - finding things out using secondary sources of information Children can communicate their ideas, what they do and what they find out in a variety of ways.

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Content Children can name and locate parts of the human body, including those related to the senses and describe the importance of exercise, a balanced diet and hygiene for humans. They can describe the basic needs of animals for survival and the main changes as young animals, including humans, grow into adults. Children can describe the basic needs of plants for survival and the impact of changing these and the main changes as seeds and bulbs grow into mature plants. They can identify whether things are alive, dead or have never lived. Children describe and compare the observable features of animals from a range of groups, group animals according to what they eat and describe how animals get their food from other animals and/or from plants, and use simple food chains to describe these relationships. They can name different plants and animals and describe how they are suited to different habitats. EY 2. GOAL 6: Mandarin Native Children can retell the learnt stories of The Three Little Pigs and The Lonely Cat. They can apply the language in classroom communication and in a greater context. Children are able to create their own short stories verbally. They can read and write key sentences based on the learnt stories. Non-native Children can understand common classroom language. They understand the stories The Three Little Pigs and The Lonely Cat which have been studied in class. Children can perform role-plays with gesture aid prompts. Children can express their feelings and requests in the classroom. They can write the key Chinese characters and short sentences in the correct form.

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Profile for DBIS

2021-22 | DBIS Early Years Curriculum Handbook  

2021-22 | DBIS Early Years Curriculum Handbook  

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