Page 1

Primary

Primary Curriculum Handbook 2021-22


Core Values, Mission & Aims

4

Welcome from the Head of Primary

5

DBIS Learner Profile

6

8

The DBIS Learning Curriculum

Our Discovery Curriculum In Action

Learning in Year Three

10

Learning in Year Four

12

Learning in Year Five

14

Learning In Year Six

16

Our Curriculum Adventures

Content

Overview

19

Our Core Primary Curriculum

Mathematics

21

English

21

Music and the Creative Arts

22

Mandarin

23

Learning Technology

24

Physical Education and Sport

25

3


Our Core Values, Mission and Aims

OUR CORE VALUES z

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

z

We show care, kindness and compassion to others.

z

We are supportive of each other.

z

We embrace diversity and celebrate individuality.

z

We are responsible and honest in our actions.

z

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.

z

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

z

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

z

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

z

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

z

To encourage the physical and emotional wellbeing of each individual.

z

To use innovative pedagogy and technology to enrich learning.

z

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

z

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

4

The DBIS Community - Revised in 2014 and 2017.


Our Primary School is a unique and special international community school that puts learning at the heart of everything we do. The school’s philosophy is based around the holistic development of the whole child, ensuring that all students are given every opportunity to pursue their individual strengths and interests and develop their curiosity, independence, confidence and resilience when meeting new challenges. Our enquiry-based approach to learning is supported through our use of technology, the challenge we offer students and the support we give them to develop their independent and critical thinking skills. We passionately believe that learning does not just happen in the classroom, so DBIS offers an outstanding range of quality extracurricular activities, giving our students the opportunity to pursue their personal interests and talents. We also pride ourselves on the excellent pastoral care given to support students throughout their time in the Primary School, maintaining a focus on well-being and positivity, as they start to prepare for their secondary education and beyond. We truly value the cultural diversity of DBIS students and ensure the curriculum offers the opportunity to celebrate, understand and reflect upon the importance of internationalism. In addition to exciting themed Discovery Weeks, students throughout the Primary School regularly mark a range of different religious and cultural festivals, with our wider school community and external visitors playing an integral part in supporting these opportunities and making them exceptional learning experiences for us all. Due to the distinct nature of living in Hong Kong, DBIS students are extremely aware of their global footprint. Environmental awareness is interwoven into the ethos of the school, with students continually searching for opportunities to make their community a more sustainable environment.

Welcome

Welcome to Our Primary School

School closures last academic year have clearly demonstrated the importance of relationships and the development of a genuine sense of belonging for all in our school community. We are extremely proud of the close relationships we have developed between home and school, as we continue to work together with our parents to ensure our students are able to make the best possible progress according to their unique abilities. We truly value these relationships and are always looking for ways to strengthen them, so we encourage our community to regularly come in and talk to us about students’ learning, their wellbeing and general development, to ensure that every child in our school community has the opportunity to flourish. We hope the following pages give you an insight into our outstanding learning community.

Susan Walter Head of Primary

5


Learner Profile 6

DBIS Learner Profile The DBIS Learner Profile is a set of personal learner attributes that are at the heart of our curriculum and the international education we provide for all our students. We actively support students in developing holistically to prepare for their life in the wider world, and as they leave us, students recognise and appreciate that their time at DBIS is the start of their exciting life-long learning journey for which, we believe they are exceptionally well equipped to successfully continue.

FOR DBIS STUDENTS As DBIS students, you will be supported in actively developing these learner attributes in many ways. They are a guide for your holistic and personal development, and by identifying and acting in ways that develop these attributes, you will become more skilful, empathetic, and well rounded young people. Through considered reflection, you will be genuinely prepared for the wider world that awaits you.

FOR DBIS TEACHERS The DBIS Learner Profile is a guide to support the holistic development of all learners across the three phases of the school. They are common goals that transcend individual curriculum areas and unite us in a shared belief of what all DBIS students can, and should become. We embed meaningful learning opportunities throughout the curriculum in order to support this.

FOR DBIS PARENTS The DBIS Learner Profile demonstrates to you our aspirations for your children. The creation of opportunities to develop these attributes are all around us, and we want to work with you, in partnership to support your children in the development of these attributes that we truly value.


COMMITTED LEARNERS

BALANCED INDIVIDUALS

Dedicated students who channel their curiosity and develop their intrinsic motivation to learn. As they take risks and learn from mistakes, they grow as resilient, lifelong learners who adapt to their learning environment, establishing mutual respect in pursuit of collective and individual excellence.

Reflective students who value their sense of self and are aware of their emotions and the impact they have on others. They understand the importance of physical, social and emotional balance to achieve personal wellbeing and know when to draw on the support of others.

MINDFUL LEADERS

RESPONSIBLE CITIZENS

Empowered students who build trust to activate and lead others to take action and make a

Internationally minded students who act proactively to make a positive difference in the

positive difference in the world. They lead with kindness, integrity, honesty and with a strong sense of equality and respect for all, nurturing an inclusive and respectful approach to leadership at all levels.

lives of others and to the environment. They are courageous change agents who understand the importance of their role and are proud of the positive contribution and impact they have both locally and globally through service.

EFFECTIVE COLLABORATORS

CONFIDENT COMMUNICATORS

Purposeful students who work together towards a shared goal and promote a collaborative learning culture which is inclusive and celebrates diversity in the perspectives of others. They are confident when working independently, but recognise they can be stronger when collaborating together.

Articulate students who process, organise and coherently express their thoughts and opinions and actively listen and reflect on the views of others. They carefully consider purpose, audience and style when communicating, interpreting and expressing their ideas.

PROBLEM SOLVERS

CREATIVE THINKERS

Adaptive students who think deeply and critically about their learning and apply logic and innovation to identify and solve authentic problems. They set goals, plan and prioritise their approach and keep solution-focused as they explore and iterate to discover creative solutions and different strategies.

Inquisitive students who think creatively and imaginatively, asking great questions in order to enquire and make connections to further their understanding and satisfy their curiosity as they investigate their own lines of enquiry and demonstrate their learning in innovative and creative ways.

7


Introduction 8

The Learning Curriculum We are extremely proud of the irresistible curriculum we offer here at DBIS. Whilst our innovative curriculum is guided and directed by the English National Curriculum, it also reflects our unique international setting and celebrates our community’s diversity. We are particularly proud of the breadth of our provision and the holistic approach we take to ensure all our children achieve to their full potential in all areas of learning. DBIS students learn about Hong Kong’s unique culture and heritage and we ensure that both local and global dimensions are included throughout our cross-curricular, concept based Discovery Units. The DBIS Primary Curriculum places significant focus on the holistic development of each of our students. Our DBIS Learner Profile highlights the skills and attributes that are developed as our students learn through our unique Learning to Learn and Learning for Life programmes. Our bespoke Discovery Units are concept driven units of learning that create links between curriculum subjects and the real world. Learning is initiated through student questions that are answered as the students are supported in their lines of guided and independent enquiry. Through experiential and motivating learning activities and experiences, the students are supported in developing their learner skills as they encounter real life problems to solve. As our students take more ownership of their learning and deepen their conceptual understandings in purposeful contexts, they become better able to make connections to previous learning and can actively transfer their learning and skills in different contexts. Our Discovery Lab has given real momentum to the development of a STEAM based approach to learning through our Discovery Units, focussing specifically on Science, Technology, Engineering, Art and Mathematics. English and Maths remain at the centre of our curriculum. Our Primary Curriculum sets out in some detail what must be taught in each of these subjects, and they will continue to take up a significant part of your child’s learning week. Alongside the core subjects, we provide exceptional learning opportunities across our Mandarin, Music, Learning Technology and Physical Education curricula, all of which are taught by specialist teachers. More detail of our curriculum content is contained later in this guide.


Monitoring Progress Teachers at DBIS quickly develop genuine and positive relationships with the children in their classes. Planned learning across the school is goal focussed, with identified skills, knowledge and understandings selected to ensure that each student is challenged and supported to achieve to the very best of their ability. Great emphasis is placed on the value of both teacher and student assessment to ensure that students can actively celebrate their learning successes, have an accurate understanding of their progress and achievements and are clear about their next steps targets in learning. The student’s own reflections on their learning are actively shared with parents through their personal SeeSaw portfolios. These student portfolios provide a window into the children’s learning journeys and we are pleased to be able to share them with families. Our assessment focus is based around whether pupils are working towards, working at, at greater depth or working significantly beyond the expected outcomes for their year group. Primary students complete formal assessments during Terms 1, 2 and 3 with the purpose of pre-assessing the students current level of understanding, and also to support and inform teacher judgement regarding progress and attainment, which is then shared with parents through the school’s reporting programme. There is a noticeable focus on developing resilience and self-initiated challenge in all our students, and we maintain high expectations for this across all curriculum areas. When students are exceeding expectations they will be further challenged in their learning by being given more in-depth and investigative work to allow a greater depth of understanding of concepts and ideas in new and different contexts.

9


YEAR

3

Our Discovery Curriculum in Action

Year 3 Discovery Units

LEARNING TO LEARN Are you excited to have access to your own Chromebook? How do you think it will impact your learning? What process will you go through to make the best use of it? In this unit, students explore how their attitude can best support their learning and be the best classmates they can be. Students build on the great learning they did in Year 2 in developing their Growth Mindset approach to learning and the importance of learning from mistakes.

SIGNIFICANT PEOPLE - HOW DID THEY CHANGE THE WORLD? What does it mean to be significant and how this can impact and change society? Students explore how someone becomes significant, answering questions like; How do people’s qualities and actions determine the effect they can have? How does their place in time and history determine the impact they can have on the world? The children are invited to take a journey into the lives and times of significant people and explore how they changed the world through their actions and beliefs.

LIGHT AND SOUND How is a show produced? What elements of design are needed? In this unit you will design and create a performance using light and sound to wow the audience. Your creative and scientific minds will need to gel harmoniously to learn about the science of light and sound before manipulating this to create a dramatic performance using special effects.

10

Conceptual Lens & Key Concepts INTERACTIONS Growth, Mindset, Process, Learning, Beliefs, Values, Relationships, Technology, Systems, Balance, Responsibility SUBJECT DRIVERS: Learner Skills, Enquiry, Metacognition

PERSPECTIVE Significance, Society, Beliefs, Values, Time, Choices, Actions, Creativity, Experimentation, Process SUBJECT DRIVERS: History, Art

DESIGN Production, Components, Experimentation, Light, Sound, Mood, Effect, Reflection, Audience


Year 3 Discovery Units

Conceptual Lens & Key Concepts

MIGHTY CIVILISATIONS

DEVELOPMENT

Have you ever wondered why we measure time the way we do? Have you thought about how different alphabets and languages have developed? Have you questioned how people without modern machinery were able to build pyramids, roads and other amazing structures? In this unit, students explore Ancient Civilisations of their choice, and use different forms of evidence to find out about their location, their inventions, their communication system and their political structures. They complete this learning by identifying the influence these civilisations still have on the world.

Civilisation, Location, Structure, Hierarchy, Society, Roles, Power, Beliefs, Values, Innovation, Progress, Influence

HOW ACTIVE IS OUR PLANET?

CHANGE/CAUSE & EFFECT Landforms, Change, Forces of Nature, Processes, Communities, Technological Innovation, Impact, Change, Materials, Shape, Pattern, Tone, Colour

Have you ever wondered about the planet we live on? How do mountains form? Why do natural disasters occur? How do people and communities cope and adapt to the ever changing world we live in? In this unit you will inquire into the earth’s processes and how they affect global communities. We will explore case studies to see how these communities manage and adapt to these processes and debate whether we have become too reliant on technological innovations to mitigate the effects of the ever present danger brought by natural disasters.

SUBJECT DRIVERS: History, Geography, Art/DT

SUBJECT DRIVERS: Science - Rocks, States of Matter, Geography, History, Art

11


YEAR

4

Year 4 Discovery Units

LEARNING TO LEARN What do you think has an impact on your learning? What process will you go through to make the best use of it? In this unit, students in Year 4 explore how their attitude, positive or negative, can affect their learning. As they continue to build on their previous learning about Growth Mindset thinking, they set goals for their learning over the coming year and further explore the importance of learning from mistakes.

Conceptual Lens & Key Concepts RELATIONSHIPS Community, Growth Mindset, Process, Technology, Balance, Responsibility SUBJECT DRIVERS: Learner Skills, Enquiry, Metacognition

MIGHTY CIVILISATIONS

DEVELOPMENT

Have you ever wondered why we measure time the way we do? Have you thought about how different alphabets and languages have developed? Have you questioned how people without modern machinery were able to build pyramids, roads and other amazing structures? In this unit, students explore Ancient Civilisations of their choice, and use different forms of evidence to find out about their location, their inventions, their communication system and their political structures. They complete this learning by identifying the influence these civilisations still have on the world.

Civilisation, Location, Structure, Hierarchy, Society, Roles, Power, Beliefs, Values, Innovation, Progress, Influence

BODY & MIND

INTERDEPENDENCE Functions, Systems, Nutrition, Diet, Health, Exercise, Choices, Balance, Lifestyle, Technology, Responsibility

Have you ever wondered how your body works? What do the different organs in your body do? How do they work together? In this Discovery unit, students explore and find out how their different body systems interconnect, how they work and the functions they perform. Through their enquiry, they also discover how to maintain a healthy balance between body and mind and how the choices they make can affect their health.

12

SUBJECT DRIVERS: History, Geography, Art/DT

SUBJECT DRIVERS: Science - Animals including humans, PSHE


Year 4 Discovery Units

VISUAL REPRESENTATION How do famous artists create their masterpieces? Students explore how artists create art as a form of expression that is interpreted by an audience. They discover how artists create their artwork and how they can use specific techniques to create their own masterpiece. The children learn how to express ideas in new ways and how to manage their time so that they can create their own art collection to show at the Year 4 gallery.

YOUNG ENTREPRENEURS Have you ever wanted to make a little extra pocket money? Are you full of innovative ideas that could be used to design and create goods or services that could be sold? Could you use these ideas to create, develop and launch a new, innovative product or service that would appeal to an audience? How could people be influenced to create a demand for such an innovative product or service? So many questions to be answered as the students explore entrepreneurship; using a design process to create new or develop existing ideas that will appeal to a particular audience or target market. They consider the manufacturing process and cost implications of mass production, understand how goods and services can be marketed to create demand, before exploring other factors that can influence a successful new product or service launch.

Conceptual Lens & Key Concepts EXPRESSION Audience, Techniques, Elements, Ideas, Creativity, Experimentation, Perspective, Interpretation SUBJECT DRIVERS: History, Art

PROCESS Innovation, Creativity, Product, Ideas, Features, Design Process, Needs, Consumer, Enquiry, Investigation, Understanding, Construction, Circuit, Electricity, Device, Force, Impact, Object, Materials SUBJECT DRIVERS: Science - Electricity, Forces & Magnetism, Technology, Design Technology, Art

13


YEAR

5

Year 5 Discovery Units

LEARNING TO LEARN How does our brain help us to learn? What is Positive Psychology? Students start to recognise that learning is a process that is influenced by a variety of factors including growth mindset. They explore the connection between growth mindset, attitude and learning, and study the idea of Positive Psychology and how this can be embedded at the start of the academic year to have a constructive and optimistic impact for their learning over the rest of the year.

FULL POWER What is energy? How do we use energy? How has it changed over time? Is there enough energy for our future? Do all communities use the same types of energy sources? In this unit, students explore different sources of energy, how they have changed over time and the impact of our use of energy sources on the environment and communities. They examine how the energy use of a community can impact other places in the world, and consider the impact of energy production and how its use has led to the development of alternative energy sources.

OUR HONG KONG What do you know about the place in which we live? Have you ever stopped to wonder what Hong Kong looked like 100 years ago, 1000 years ago, or even what it will look like in 100 years time? Students living here explore how their current home, Hong Kong, has changed over time and the impact that this has had on its geography, its people and its history. They consider the history and geography of Hong Kong and how this has both changed over time and can be viewed from different local perspectives.

14

Conceptual Lens & Key Concepts INTERACTIONS Process, Learning, Growth Mindset, Beliefs, Values, Relationships, Psychology, Potential, Technology, Systems SUBJECT DRIVERS: Learner Skills, Enquiry, Metacognition

TRANSFORMATION Energy, Process, Power, Environments, Communities, Sources, Opportunities, Health, Education, Socio-Economic, Art SUBJECT DRIVERS: Science (Electricity), Art, Geography, Design Technology

CHANGE/PERSPECTIVE Trade, Time, Needs, Location, Progress, Design, Structures, Purpose, Population, Land, Weather, System, Community SUBJECT DRIVERS: Geography, History


Year 5 Discovery Units

INTERSTELLAR: OUR PLACE IN THE UNIVERSE What is our place in the universe? What inspires space exploration? How might humans need to adapt to survive living on a new planet? In this unit, students explore the concept of space exploration, how curiosity and needs have driven space exploration, and how humans might survive in a settlement on a new planet. They explore how adaptation and sustainability, along with technological advances in space exploration over time, have led to new discoveries.

THE SHOW - AN OPPORTUNITY TO SHINE How can we communicate meaning through performance? What does this involve? What are the elements that make up a great performance? Throughout this unit, the students study and consider how relationships play an integral role in the creation and success of a theatrical production. They look at the role of language and meaning in productions and how the separate elements of a performance can come together to create the overall effect and desired impact on an audience. Students also consider how they are interdependent as they reflect throughout the whole process of creating the show, and consider how feedback and experimentation leads to evaluation and improvement.

Conceptual Lens & Key Concepts EXPLORATION Gravity, Planetary Bodies, Solar System, Constellations, Technology, Navigation, Curiosity, Space Exploration, Survival, Environment, Adaptation, Sustainability SUBJECT DRIVERS: Geography, History

RELATIONSHIPS Foundation, Progress, Language, Performance, Production, Meaning, Understanding, Reflection, Creativity, Experimentation, Production, Improvement SUBJECT DRIVERS: Design Technology, Art, Science - Light and Sound

15


Learning YEAR in Year Six

6

Year 6 Discovery Units

LEARNING TO LEARN How are you going to rise to the challenges that Year 6 will present to you? Will your choices reflect the values of DBIS? How will you be an effective learner, a positive role model and a responsible leader? As our Year 6 students start their last year in Primary, they explore the answers to the questions posed above. They consider the DBIS values, what it means to be a great learner and how they can use their learner and enquiry skills to help achieve their end of year learning goals and successfully prepare for their transition into Secondary School.

WHY DO PEOPLE MIGRATE? What makes people want to move from one place to another? What is their motivation for migration is it their choice or has it been forced upon them? Have you ever moved from one place to another? Have you ever considered how different your life would be if you hadn’t moved or perhaps did move to another place? In this unit, students explore the many factors that motivate people to migrate as well as the challenges they may face.

ECOSYSTEMS - HOW DO THEY SUPPORT LIFE? What do a tide pool on the Atlantic coast and a rainforest in South America have in common? Despite being very different in size and location, both are examples of Ecosystems. But what is an Ecosystem? How is an Ecosystem different from a community? Students explore how populations of species are organized in our world. They investigate how these incredibly diverse systems support living things; exploring the interdependence they have on one another and the physical environment in which they live. What role do they play in these incredible systems of diversity? What responsibility as humans do we owe these systems?

Conceptual Lens & Key Concepts IDENTITY Values, Reflections, Choices, Actions, Growth Mindset, Process, Learning, Responsibility, Understanding, Balance, Safety, Consequences SUBJECT DRIVERS: Learner Skills, Enquiry, Metacognition

ORIGINS/TRANSITION Push/Pull, Migration, Change, Power, Conflict, Location, Infrastructure, Resources, Immigration, Networks, Charities, Economy, Processes, Resources, Consumption, Story, Journey, Drawing SUBJECT DRIVERS: Geography, History, Art, Science - Properties and changes of materials SYSTEMS/STRUCTURE - Location, Climate, Population, Form, Shape, Ecosystem, Balance, Equilibrium, Disturbances, Interdependence, Living Things, Food, Energy, Growth, Reproduction, Adaptation, Evolution, Survival, Responsibility, Choices, Actions, Sustainability SUBJECT DRIVERS: Science - Living things and their habitats, Animals including humans, Evolution and inheritance, Art, Geography, Design Technology


Year 6 Discovery Units

STEAM FAIR How could your learning transform the world? In this unit, students have the opportunity to think like a scientist, an engineer and a mathematician. They have the opportunity to bring their critical and creative thinking to an issue that might need a solution or innovation and are challenged to reflect on ideas that exist already and transform current thinking through a process of designing, developing and evaluating. This is an exciting opportunity for students to showcase their investigative skills along with essential communication and collaboration skills to a wider audience at the DBIS STEAM Fair.

HOW CAN WE HAVE A SUCCESSFUL TRANSITION? This is going to be an exciting, but emotional journey as we say goodbye to Primary and hello to Secondary. As you know, you are only weeks away from completing your primary school years - six years of Primary and two years of Early Years! The end of era for you all, but the start of a very new exciting chapter too. You probably have a huge range of emotions and feelings - no doubt some wonderful memories of the last eight years of this incredible journey of learning and personal development. In this unit, you will be reflecting on your time in the primary years and how they have helped make you the person you are today. We will be exploring what can help you be fully prepared for the next stage in your schooling and your life.

Conceptual Lens & Key Concepts INNOVATION Investigation, Problems, Solutions, Reflection, Design Process, Decomposition, Perseverance, Communication, Representation, Understanding, Success SUBJECT DRIVERS: Science - all areas student agency

CHANGE/REFLECTION Past, Transition, Independence, Self-Management, Responsibility, Well-being, Communication, Empathy, Adaptability, Relationships SUBJECT DRIVERS: PSHE - Learning for Life, Art

17


18


Experiential learning is central to learning at Discovery Bay International School. Our teachers actively look for opportunities to take the learning outside the classroom, and our location is perfect for this. Local trips to the beaches and hills of Discovery Bay support student learning and help them to appreciate all that makes our community special. Our growing Beach and Forest School programmes will continue to support this area of learning over the coming year.

Adventures

Our Curriculum Adventures

19


Residential camps are an integral part of our learning curriculum at DBIS, and as such, all children are expected to take part. Residential trips provide exciting opportunities for students to learn and grow in a way that other experiences can not, and create memories that the children treasure for life. In Year 3, our children start with an overnight stay here in Hong Kong where they enjoy a range of exciting activities and team building games. Years 4 and 5 residential camps also take place in Hong Kong, Year 4 over 1 night and Year 5 over 2 nights, with Year 5 children getting the opportunity to put up their tents and camp next to the beach. During these camps, students are exposed to challenges that many will not have experienced before. They develop real-life problem solving skills, and many will return home proud of their achievements after overcoming fears and attempting activities they never thought possible. In Year 6, we plan for our children to experience an international residential camp. The Year 6 camp usually takes place in Guilin, China but we also have the option of a stay in Chiang Rai, Thailand. Students spend a week in the very different countryside of either country. Both sites are situated amongst the mountains and adjacent to large rivers, and give students the opportunity to learn about fascinating local geography, history, food and culture. Both camps are perfectly suited to the development of outdoor activities and academic fieldwork that the students will be experiencing. Due to recent travel restrictions, the location of this residential camp may be subject to change.

20


Mathematics At DBIS, we follow the English National Curriculum for the teaching and learning of Maths.

Aims By the end of Year 6, we aim to ensure that all our students become fluent in the fundamentals of mathematics. Through varied and frequent practice with increasingly complex problems over time, pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They are able to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. They can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

English At DBIS, we follow the English National Curriculum for the teaching and learning of Reading, Writing and Speaking and Listening.

Aims The overarching aim for our English curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. We aim to ensure that all pupils read easily, fluently and with good understanding, and develop the habit of reading widely and often, for both pleasure and information. They will acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language, and appreciate our rich and varied literary heritage. They will write clearly, accurately and coherently, adapting their language and style in, and for, a range of contexts, purposes and audiences, and use discussion in order to learn. They should be able to elaborate and explain clearly their understanding and ideas and be competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Core Curriculum

Our Core Primary Curriculum

21


Music and the Creative Arts We are proud of our thriving creative arts department in which students are encouraged to develop into confident communicators and performers in a supportive atmosphere. We provide a wide ranging, holistic approach to the Creative Arts and offer a number of opportunities for students to express themselves and develop in confidence and skill. Our team of Creative Arts specialists aim to deliver a diverse programme both in and out of the classroom in order to enrich and inspire our students. Supported by a committed group of peripatetic teachers, the Music department offers numerous extra-curricular activities and an array of public performance opportunities. These include large scale community events as well as whole school concerts, in addition to a number of opportunities for students to participate in international music festivals through our ongoing membership with FOBISIA.

22


Mandarin We believe that the learning of a foreign language in Primary School provides valuable educational, social and cultural experiences for all our students. Students develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between Mandarin and English. We believe that learning another language raises awareness of the multilingual and multicultural world, promoting an international dimension to student learning, giving them an insight into their own culture and that of the 22 geographical areas they live in. We aim for our students to gain confidence and competence in speaking Mandarin. As they learn in Mandarin, our students have opportunities to consolidate the knowledge, skills and concepts they are developing in other areas of the Primary Curriculum and across our Discovery Units. Mandarin lessons are interactive and engaging with students developing skills in the key elements of reading, writing, speaking and listening. Our teachers are expertly supported by our Education Assistants, allowing for even greater differentiation and the possibility to challenge and extend our most able learners, as well as support those with specific learning needs. Students are separated into three pathways, depending on their progress, attainment and previous exposure to Mandarin, to ensure the lessons are further differentiated to meet their individual learning needs. Year 6 students may take an external qualification in recognition of their attainment over the course of their Primary years, in preparation for the transition to Secondary.

23


Learning Technology

We aim to enable our students to understand and apply a range of Learning Technology and computing skills to effectively communicate, investigate and create in ways that help them make informed and sensible choices to benefit and extend their learning. Our specialist lessons are made up of progressive units of study underpinned by the ISTE (International Society for Technology in Education) standards. Our students develop a set of skills throughout the Primary School, which can be applied to other aspects of learning. Digital Citizenship is a key component of the Learning Technologies curriculum. We aim to ensure that our students are able to use technologies critically and safely, ensuring that they are confident users in a range of contexts with a clear understanding of the benefits and associated risks. In specialist lessons, our students develop Computational Thinking skills through the use of a range of programming platforms and robotics. Whilst Learning Technology is taught as a discrete subject by our specialist teachers, we empower our students to utilise their technology skills to enhance their learning in other subject areas. As a result, our specialist teachers work closely with the classroom teachers to ensure that students are able to explore and access their learning through a variety of technologies.

24


Physical Education and Sport

Our specialist PE teachers deliver a broad and balanced curriculum that gives all DBIS students the opportunity to experience a wide range of physical activities. Our mission is to inspire a sense of pride in our school community. All students will be given the opportunity to develop and sustain a healthy active lifestyle and become life-longlearners. We strive to raise levels of participation and commitment to sport across all phases of the school. Students will be encouraged to work together in order to develop a variety of skills including teamwork, resilience and sportsmanship. We will challenge students to perform at their best and celebrate their achievements while harnessing the value of sport and physical education in promoting well-being for all members of the DBIS community. Our students benefit from extensive onsite facilities including a modern gymnasium, a heated outdoor swimming pool, a multi-purpose court and an all weather pitch. This enables us to provide a Physical Education programme of the highest quality. Over the course of a school year, DBIS students will take part in the following activities: z

Invasion Games

z

Athletics

z

Net Games

z

Striking and Fielding

z

Gymnastics and Dance

z

Health Related Fitness

z

Swimming and Personal Survival

25


We are extremely proud of everything the DBIS Primary Curriculum has to offer all our students, and warmly welcome you to our unique school community. Should you have any questions at all, or would like any further information, please don’t hesitate to contact me, Susan Walter at swalter@dbis.edu.hk or Anna Christiansen at achristiansen@dbis.edu.hk.

26


Profile for DBIS

2021-22 | DBIS Primary Curriculum Handbook  

Recommendations could not be loaded

Recommendations could not be loaded

Recommendations could not be loaded

Recommendations could not be loaded