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Welcome to

Early Years 2 2021-22

Transition Booklet


Welcome

The School Day

Equipment

Communication

Activities

Learning in Early Years 2 (EY 2)

Weather Warnings


Our Core Values z z z z z z

We respect the needs and rights of each member of our community. We show care, kindness and compassion to others. We are supportive of each other. We embrace diversity and celebrate individuality. We are responsible and honest in our actions. We value 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 z z

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z z z z

To promote a culture of excellence in teaching and learning. To provide a broad and balanced curriculum that reflects the international nature of the DBIS student community. To encourage internationalism, providing students with the skills, dispositions, and knowledge to participate in an increasingly inter-connected world. To ensure a supportive, happy and secure environment for learning. To develop leadership skills and a sense of service to others through a range of extra-curricular opportunities locally and internationally. To encourage the physical and emotional wellbeing of each individual. To use innovative pedagogy and technology to enrich learning. To work in partnership with parents, alumni and the local and wider community in the ongoing development of the school. To foster a learning community where every student, teacher, staff member, parent and DBIS alumni has an ongoing passion for learning. - The DBIS Community.


Stepping Up To EY 2 Dear Parents, We would like to extend a very warm welcome to all parents and students joining EY 2 in August. At DBIS, EY 2 offers exciting new challenges and builds upon the skills developed in Early Years 1 (EY 1). EY 2 is an extremely important year for your child as it is the final year of Key Stage 1 before they move into Key Stage 2. EY 1 and EY 2 teachers work closely to ensure that your child’s learning experiences are valuable and prepare them for their transition to EY 2. The EY 2 team builds on the successful principles and learning approach in EY 1 in order that children’s learning and development can continue smoothly. In EY 2, the children will follow our bespoke DBIS Primary curriculum which is based on the National Curriculum of England, and enhanced by our unique international context and underpinned by our child centred, personalised learning approach that supports the development of the whole child.


During EY 2, we aim to encourage the children to become more confident, independent learners. Throughout the curriculum, they are assisted to develop their critical thinking and enquiry skills, as well as questioning and research skills. We look forward to meeting your child this year and supporting them in the continuation of their exciting learning journey.

Kind regards Mrs Sharman, Mrs Broderick, Mrs Sasikumar & Mrs Jones Early Years 2 (EY 2) Teaching Team


Early Years 2 Teachers Emily Sharman Year Group Leader and Early Years 2 Teacher, EY2 ES

Jane Broderick

Early Years 2 Teacher, EY2 JB

Ciara Sasikumar

Early Years 2 Teacher, EY2 CS

Emma Jones

Early Years 2 Teacher, EY2 EJ

Jean Capito

Early Years 2 Educational Assistant, EY2 ES

Linda Taylor

Early Years 2 Educational Assistant, EY2 JB

Vivian Yeo

Early Years 2 Educational Assistant, EY2 CS

Maria Jaramillo

Early Years 2 Educational Assistant, EY2 EJ


Learning in Early Years 2 MATHEMATICS IN EY 2 During EY 2, the children will continue to focus on developing their basic number skills. That means securing a good understanding of place value, and learning to apply this knowledge to help solve mathematical problems. Practising these skills frequently will help children’s mathematical thinking throughout school.

Number, Place Value & Properties of Number z

Understand the value in two-digit numbers, e.g. knowing that 1 in 17 represents 10

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Count in 2s, 3s and 5s from zero

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Recall and use multiplication facts for the 2, 5 and 10 times tables

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Compare and order numbers up to 100 using the < and > symbols to represent the relative size of numbers

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Count forwards or backwards in 10s from a given number

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Solve problems using knowledge of place value and number facts

Calculations z

Recall number bonds within 20 fluently

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Use related facts to subtract multiples of 10 and 100

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Learn the multiplication and division facts for the 2x, 5x and 10x tables


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Solve problems using the +, -, x and ÷ symbols, using concrete objects, pictorial representations and mental strategies (including an unstructured number line)

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Multiply and divide using concrete objects, pictorial representations and arrays

Fractions z

Recognise, find and name 1/3, 1/4, 1/2 and 3/4 an object or set of objects

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Recognise the equivalence of 2/4 and 1/2

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Write simple fractions, for example 1/2 of 6 = 3 and 1/4 of 8 = 2

Measurements z

Use the currency symbols for money amounts e.g $

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Tell the time to the nearest five minutes on an analogue clock

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Use mathematical vocabulary to describe position, direction and movement

Shape z

Identify the number of sides and a line of symmetry on 2D shapes

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Identify the number of faces, edges and vertices on 3D shapes

Graphs and Data z

Construct and interpret simple graphs such as bar charts and pictograms


ENGLISH IN EY 2 As children move through EY 2, the new curriculum intends that almost all children will secure the basic skills of decoding so that they can become fluent readers. As their reading confidence grows they can begin to write their own ideas down.

Communication and Language The Spoken Language objectives are set out for the whole of EY and Primary school, and teachers will cover many of them every year as children’s spoken language skills develop. In EY 2 some focuses may include: z

Participate in discussions about what they are reading, taking turns, listening and considering what others have to say

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Give well-structured explanations and narratives, and express feelings

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Contribute to whole class discussions

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Demonstrate understanding of fiction and non-fiction texts by asking and answering who, what, where, when, how and why questions

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Explain and discuss understanding, giving opinions and supporting reasons


Reading Skills z

Read words aloud confidently, without obvious blending or rehearsal

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Learn letter patterns so that decoding becomes fluent and secure by the end of EY 2

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Blend letter sounds, including alternative patterns, e.g. recognising ‘ue’ as the ‘oo’ sound

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Read aloud words which contain more than one syllable

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Recognise and read common suffixes, such as –ing and –less

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Read tricky words which don’t follow phonetic patterns, such as ‘one’ and ‘who’

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Retell the main events in sequence in a wide range of stories

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Re-read books to build fluency and confidence

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Discuss favourite words and phrases

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Check that what has been read makes sense, and self-correct reading where necessary

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Make predictions about what might happen next in a story


Writing Skills z

Accurately form letters of the appropriate size, using capital letters where appropriate

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Consistently form ascenders and descenders correctly

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Use appropriate spaces consistently between words when writing

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Begin to use joins between letters where needed

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Use phonetically plausible strategies (RWI Sounds) to spell longer words by breaking them into their sound parts

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Spell most of the common high frequency words from EY 2 list

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Learn to spell some common homophones, recognising the difference between them

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Use the possessive apostrophe in simple phrases, such as ‘the boy’s tennis ball’

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Write about real events and personal experiences

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Re-read writing to check that it makes sense and to make corrections, including punctuation

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Use question marks, exclamation marks, apostrophes and commas in lists

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Use the present and past tenses correctly in writing

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Begin to write longer sentences by using conjunctions, such as ‘and’, ‘but’, ‘if’ or ‘because’

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Use adjectives, adverbs and descriptive phrases for detail and emphasis

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Use interesting and ambitious vocabulary

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Write in different genres, matching organisation to purpose, usually sustaining narrative and non-narrative forms

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Understand and know how to use words like noun, phrase, statement, question, exclamation, command, compound, adjective, verb, suffix, adverb, tense, apostrophe and comma when talking about writing

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Discovery Learning In EY 2 Discovery is a bespoke enquiry based curriculum that DBIS has developed to meet the learning needs of our students. It is concept based, which means the learning is not locked in time or place, instead it is transferable. Discovery frames the facts and skills of subject areas - Science, History, Geography, Art and Design Technology. Through identified subject concepts and conceptual understandings, students have opportunities to develop deeper conceptual thinking and understanding. The Discovery units are underpinned by Learning Technologies and Internationalism and will provide a contextual learning experience for the development of English skills.

The Enquiry Learning Skills These underpin learning and skills development in Discovery and transfer to all areas of learning. These are laid out progressively in learning ladders for each standard within the primary school. They provide a focus for the students within Discovery learning engagements and at DBIS our students will aspire to show these skills within other areas of the curriculum.

Research Students can formulate questions and locate and use a wide range of sources and techniques to investigate problems, interests and issues. Students can think critically about the information they gather and they are careful to acknowledge our sources.


Thinking Students can think logically, creatively and reflectively. They think about how we use our thinking and have different strategies for making our thinking visible to others. They remain open minded and know that their thinking changes as they learn.

Collaboration Students can work with each other on shared goals, questions and challenges. They know how to be a constructive part of a team, to use different roles for different tasks and to actively listen to and respect other people’s views. They understand how their behaviour affects others.

Communication Students can communicate ideas confidently in different ways and for different purposes. They listen thoughtfully to what others communicate to them. They can adapt their communication style to different contexts.

Self Management Students can learn independently and can make wise decisions about their learning. They know themselves as learners and can set and work towards personal goals. They know they can continually improve as learners.


Three characteristics of effective 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 they 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

EY 2 Discovery Conceptual Lens Concepts (Micro) Unit (Macro) Learning to Learn

Choice

Growth Mindset, Consequences, Learning, Process

The Times are Changing

Change/ Perspective

Sources, Evidence, Information, Past, Chronology, Progress, Time, Actions, Consequences, Community, Form, Art

Live & Let Live

Interdependence

Living Things, Conditions, Growth, Health, Habitat, Survival, Adaptation, Weather, Climate, Responsibility, Tone, Colour, Shade, Mood

Let’s Celebrate

Beliefs & Values

Community, Respect, Traditions, Celebrations, Change, Time, Identity, Shape, Form, Sculpture


Learning for Life Learning for Life is the title of our Personal, Social and Emotional Development programme (PSED). This programme includes learning about the attributes in our new DBIS Learner Profile. Learning for Life is a planned programme of learning through which students acquire the knowledge, understanding and skills they need to manage their lives. As part of a whole school approach, students develop the qualities and attributes they need to thrive as individuals, family members and members of their global society.

Homework In EY 2, we still place huge importance on play, and therefore want to encourage our children to learn through play wherever they can. We want all our students to continue to develop a passion for reading, so in EY 2, homework will regularly be based around reading. We encourage parents to read regularly to children in English, or their home language if different, in order to support this. Homework will also focus on learning to write and spell words containing different spelling patterns, handwriting and maths.

Specialist Teaching EY 2 students have Mandarin three times a week and Physical Education twice each week. They also have one Learning Technology lesson and one Music lesson each week. In addition, Learning Technology specialist teachers work with class teachers to develop opportunities in the children’s classrooms.


Snack & lunch time In EY 2, morning break time is known as snack time. Morning break starts at 10.00am and lasts for 30 minutes. Helpful Hints z Pack a snack separately from lunch and make sure your child knows which is which. z

Drinks should be in a spill proof, child friendly container.

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Snacks should not be too large as time is limited and students want to play.

Lunch time starts at 12:00pm and lasts for one hour. Students have a supervised lunch break before they go out to play. There is an option for students to purchase a hot or cold lunch from the Boardwalk Cafeteria. Parents can choose from a daily menu through a pre-payment system. Helpful Hints z Hot lunches or lunches which are delivered must be brought on time by 11:45 am. z

If delivering lunches to school, please take them to the cafeteria, not to the children’s classrooms. Please note: the use of mobile phones is not permitted around the school grounds.

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An ice pack or insulated lunch box can help keep lunches cool.

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We encourage all students to be environmentally friendly and bring a lunch with as little packaging as possible.


School Hours Your child should be at school by 8:20 am to organise their school bags into their lockers, have a few minutes to greet their friends or play and be ready to walk confidently into the class when the bell rings at 8:25 am. As we are encouraging independence, please allow your child to pack and carry their own bags. The children participate in learning activities as soon as the school day begins so it is therefore imperative that they are punctual. If children arrive at school after 8:30 am, please ensure that they come to the Main Office to sign in. Please remember that punctuality encourages a positive attitude and really helps our students.

Uniform Details about the correct school uniform requirements are set out on the school website. Please remember to label everything including shoes, socks and water bottles and show your child where the label is. Shoulder length or longer hair should be tied up. Uniform items can be purchased from the school uniform shop, which is open during term times on Tuesdays & Thursdays from 8:15am-11:00am.

School Sunhat and Water A sun hat is compulsory in the playground. No hat - No play. Drinking water is essential, so students should bring a reusable plastic water bottle from home that they can fill from the chilled water fountains in the playground. Please note metal water bottles are not to be brought to school.

Physical Education Uniform Correct uniform must be worn for Physical Education sessions. Students should come to school wearing their PE kit on the days that they have PE lessons.


Necessary Equipment The School provides students with pencils, crayons, books and stationery. Parents are asked to provide: z

A named school bag that fits inside their locker

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A reading book folder (Plastic Zipped Wallet)

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A library book folder (Plastic Zipped Wallet)

Students should be encouraged to be responsible for their own belongings and to pack their own school bag. They must bring their reading folders to school every day, as well as their student diary. School bags should be collected from lockers at home time by the students (not by parents or helpers). Please ensure all personal items are clearly labelled.


Communication Clear communication between home and school is essential. Our communication system utilises the functionality of 3 platforms to communicate with our parent community. They are as follows:

The Parent Hub The Parent Hub is our main platform for communication between school and home. All communication to parents regarding upcoming events and information will be found on the Parent Hub. Any calendared event will have a parent bulletin 2 weeks prior to the event taking place. All bulletins are sent to parents in a consolidated email each Sunday so parents can organise the forthcoming 2 weeks. The Parent Hub also contains the current DBIS school calendar that contains term dates, as well as the dates of all upcoming school events.

iSAMS Parent Portal and App Parents can access all student specific information via the iSAMS Parent Portal and App. This platform is used to communicate confidential information about your children such as School Reports and attendance data. The App can be downloaded for free from the App Store and Google Play Store. The school code is DBIS and you will need your personal iSAMS username and password to log on.


CHQ Activities and Trips Platform All information about your child’s Extra Curricular Activities (ECAs), fixtures, camps and trips can be found via the CHQ platform. You will need a personal iSAMS username and password to log on. Once you are logged on you will be able to see all of the activities your child is involved with.

Contacting Teachers If you wish to communicate with the teacher, please do so by writing in the student diary. Alternatively, you may put a letter in the reading folder or hand it to a staff member in your child’s class. You may also email the school office at dbis@dbis.edu.hk and the email will be forwarded to the teacher directly.

Parent Teacher Conferences We have an open door policy at DBIS. Therefore, parents are encouraged to make appointments with the teachers to discuss any concerns as they arise. In addition to the ongoing contact with class teachers that we encourage, we have a number of formalised times for parents and teachers to discuss progress and set targets. There are three formal reporting points throughout the year in November, March and June. Reports will be released to parents through the Parent Portal. Parent Teacher Conferences occur two times a year. In addition to this, two open mornings and a Celebration of Learning are held for the students to share their progress with parents. These opportunities enable students to develop their communication skills by articulating their learning journey throughout the year.


Wet Playtimes Light rain: students go outside but stay under cover. Extreme conditions: students are required to stay inside with staff supervision.

Toys Toys must not be brought to school - unless requested specifically for a topic by the class teacher. The teacher will then keep the toy safe in the classroom.

Library Promoting a love of reading is a mindset we are dedicated to promoting at DBIS and our library plays an essential role in this. Students will visit the library weekly with their teacher to take out books and develop their library skills. The library is open from 8.15am until 3.45pm daily. Students can visit the library with parents before or after school.

Assemblies Students will take part in Learning for Life Assemblies which will introduce the children to the attributes of our new Learner Profile on a bi-weekly basis.

Clubs and Activities A range of extra curricular clubs (ECAs) are available to all children at DBIS. You can sign up for the ECAs via the CHQ Activities Manager. On occasions, extra curricular clubs and activities need to be cancelled. The most common cause of this is inclement weather. In the event of a cancellation, a bulletin will be posted on the Parent Hub.


Adverse Weather Warnings As you will be aware, Hong Kong is subject to extreme weather conditions from time to time. The Education Bureau of the Hong Kong Government stipulates that when certain rain warnings and typhoon signals are in place, we are to follow their directives. z

Typhoon Signal Number 1: Early Years campus, Main campus EY 1 and EY 2, Primary and Secondary Schools will operate as normal.

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Typhoon Signal Number 3 or above: Early Years campus will be closed. Main campus EY 1 and EY 2, Primary and Secondary Schools will operate as normal.

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Typhoon Signal Number 8 or Above: Early Years campus, Main campus EY 1 and EY 2, Primary and Secondary Schools will be closed.

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Amber Rainstorm Warning: Early Years campus, Main campus EY 1 and EY 2, Primary and Secondary Schools will operate as normal.

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Red or Black Rainstorm Warning: If a Red or Black Rainstorm Warning is issued before the start of the day, Early Years campus, Main campus EY 1 and EY 2, Primary and Secondary Schools will be closed for children. In the event of a Red or Black Rainstorm Warning being issued during the day, the school will continue until the end of normal hours and children will be retained until conditions are safe for them to return home.

End of School Day Students will be dismissed by their teachers at the classroom door. The school day ends for Primary students at 3:10pm. All students in EY 2 are to be collected by an adult from the classroom. Students who have not been collected by 3:15pm will be taken to the main office and a phone call home will be made.


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2021-22 | DBIS Transition EY2  

2021-22 | DBIS Transition EY2  

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