Page 1

Welcome to

Year 3 2021-22

Transition Booklet


Welcome

The School Day

Equipment

Communication

Activities

Learning in Primary

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

z z

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 interconnected 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 Year 3 Welcome to Year 3 The teaching team is hugely excited to begin a new year of learning for your children. Year 3 marks a new phase in your child’s learning journey as they leave the Early Years and join the Primary section of the school. It is characterised by increasing independence and fluency in many social and academic skills. Over the course of the year, we will challenge, support and extend your child’s mastery in the key areas of Reading, Writing, Maths and Science and use our engaging Discovery Units to provide the context and drive for this learning. Our Discovery Units this year will explore concepts related to how we learn, significant people who changed the world, Mighty Civilisations, light and sound, and the active nature of our planet. We also have a wealth of opportunities planned to develop your child’s creativity, resilience, and ability to collaborate and think in dynamic ways. These include Forest and Beach schools, an overnight camp, a trip to the science museum and, of course, the Year 3 show. To the Year 3 children - we can’t wait to meet you. Please make sure you come to school with a growth mindset and a kind heart. We hope you had a wonderful summer holiday and we look forward to starting the new school year with you.

Kind regards

Mrs Rae, Mr Haines, Miss Griggs & Mr Silver The Year Three Teaching Team


Year 3 Teachers

Amie Rae Year 3 Teacher and Year Group Leader, Y3AR

Jonny Haines Hannah Griggs Tom Silver

Year 3 Teacher and Outdoor and Experiential Leader, Y3JH Year 3 Teacher and English Leader, Y3HG Year 3 Teacher, Y3TS

Kaylie Malakin

Year 3 Educational Assistant

Poonam Malhotra

Year 3 Educational Assistant


Learning in Year 3 MATHEMATICS IN YEAR 3 During Year 3, the focus of mathematics is on the mastery of the four operations (addition, subtraction, multiplication and division) so that children can carry out calculations mentally, and using written methods. In Year 3 your child is likely to be introduced to the standard written column methods of addition and subtraction.

Number and Place Value z

Count in multiples of 50 and 100

z

Recall and use the multiplication and division facts for the 3, 4 and 8 times tables

z

Recognise the place value of digits in three-digit numbers (using 100, 10s and 1s)

z

Read and write numbers up to 1,000

z

Compare and order numbers up to 1,000

Calculations z

Add and subtract numbers mentally, including adding either 100s, 10s or 1s to a 3-digit number

z

Use the formal column method for addition and subtraction for two and three digit numbers

z

Estimate the answers to calculations, and use inverse calculations to check the answers

z

Learn the 3, 4 and 8 times tables and the related division facts, e.g. knowing that 56 ÷ 8 = 7

z

Solve 1 step word problems involving multiplication and division


Fractions z

Count in tenths, and understand a tenth as part of a whole divided into 10 equal parts

z

Recognise and show equivalent fractions with small denominators

z

Add and subtract simple fractions worth less than one, for example 5/7 + 1/7 = 6/7

z

Compare and order a sequence of simple fractions into size order

Measurements z

Solve simple problems involving adding and subtracting measurements including simple problems of scale

z

Measure the perimeter of simple shapes

z

Add and subtract amounts of money, including giving change

z

Tell the time to the nearest minute using an analogue clock

Shape and Position z

Draw familiar 2D shapes and make simple 3D shape models

z

Recognise right angles, and know that these are a quarter turn, with four making a whole turn

z

Identify whether an angle is greater than, less than or equal to a right angle

z

Identify horizontal and vertical lines, and pairs of perpendicular and parallel lines

Graphs and Data z

Present data in charts and graphs


ENGLISH IN YEAR 3 In Year 3, children will build on their work from Year 2 to become more independent in both their reading and their writing. Most children will be confident at decoding most words – or will have extra support to help them to do so – and so now they will be able to use their reading to support their learning about other subjects.

Speaking and Listening The Spoken Language objectives are set out for the whole of Primary School, and teachers will cover many of them every year as children’s spoken language skills develop. In Year 3, some focuses may include: z

Make and respond to contributions in a variety of group s ituations e.g. whol e cl ass di scus s i ons, performa nces, presentations and debates

z

Development of understanding through speculating, hypothesising, imagining and exploring new ideas

z

Speaking audibly and fluently with a good command of Standard English

z

Listen attentively and discuss a range of fiction, poetry, plays and non-fiction texts confidently

Reading skills z

Extend skills of decoding to tackle more complex words (RWI Red Words), including with unusual spelling patterns and choose the most appropriate pronunciation

z

Select and read a wide range of books and texts for a range of purposes

z

Recognise some different forms of poetry

z

Use dictionaries to find the meanings of words

z

Become familiar with a range of traditional and fairy tales from around the world, including telling some orally

z

Use intonation, tone and volume when reading aloud

z

Take account of punctuation when reading aloud

z

Identify words which have been chosen to interest the reader


z

As k q uest ions abou t what they ha v e rea d to de epe n understanding

z

Draw simple inferences about events in a story, such as how a character might be feeling

z

Prepare for research by identifying prior knowledge and key questions

z

Retrieve and record information from non-fiction texts

z

Justify responses to a text using evidence (point and evidence)

Writing skills z

Write with joined handwriting, making appropriate join choices

z

Spell words that include prefixes and suffixes, such as anticlockwise

z

Spell some commonly misspelt words correctly, as well as most of the words from the Standard 3 list

z

Use a dictionary to check spellings

z

Use possessive apostrophes correctly in regular plurals, such as children’s

z

Use interesting and ambitious vocabulary for description

z

Discuss given texts in order to understand and learn from its structure, vocabulary and grammar (Talk for Writing)

z

Use paragraphs to organise and extend ideas logically in sequenced sentences

z

Use description and extra detail to develop characters and settings in story-writing

z

Adapt the form and style of writing for different purposes, e.g. clear difference between formal and informal voice

z

In non-fiction writing, use features such as sub-headings and bullet points

z

Review their own work to make improvements, including editing for spelling errors and read others’ writing and suggest possible improvements

z

Develop a sense of pace in writing to make it lively and exciting

z

Extend sentences using a wider range of conjunctions, including subordinating conjunctions


z

Use the present perfect verb tense

z

Use nouns and pronouns with care to avoid repetition

z

Use conjunctions, adverbs and prepositions to add detail about time or cause

z

Clearly link and relate events including past, present and future

z

Use generalising words for style e.g. sometimes, always, generally, could happen

z

Use inverted commas to punctuate direct speech

z

Use correct grammatical structures in sentences where nouns and verbs agree

z

Understand and know how to use words like adverb, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, vowel and inverted commas (speech marks) when talking about writing

Read Write Inc (RWI) RWI is the synthetic phonics programme that all children follow to support their learning of reading and writing. Some children will continue with RWI as they move into Year 3, until they complete the programme. 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.


Discovery Learning In Year 3 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.

Year 3 Unit of Enquiry

Conceptual Lens Concepts (Micro) (Macro)

Learning to Learn

Interactions

Growth Mindset, Process, Learning, Beliefs, Values, Relationships, Technology, Systems, Balance, Responsibility.

Significant People How did they change the world?

Perspective

Significance, Society, Beliefs, Values, Time, Choices, Actions, Creativity, Experimentation, Process.

Mighty Civilisations

Development

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

The Show - Light & Sound

Design

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

How active is our planet?

Change / Cause & Effect

Landforms, Change, Forces of Nature, Processes, Communities, Technological Innovation, Impact, Change, Materials, Shape, Pattern, Tone, Colour.


Learning for Life Learning for Life is the title of our personal, social and health education programme (PSHE). 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.

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.

COMMITTED LEARNERS 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.

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


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

CONFIDENT COMMUNICATORS 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 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.

CREATIVE THINKERS 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.


Home Learning In Year 3, we want our students to continue to develop their passion for reading. For home learning, students will be asked to read for 15 minutes every day. We encourage parents to read regularly with children in English, or their home language if different. In addition, homework will focus on learning to write and spell high frequency words from the Standard 3 word list and Maths, and should take no longer than 20 minutes to complete.

Specialist Teaching Year 3 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 Morning break is from 10:00 - 10:30 am. Children will enjoy their snack in the classroom with their teacher and classmates before going outside to play. 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. No cans please.

z

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

Lunch time starts at 12:15 pm and lasts for 45 minutes. Students have a supervised 15 minute lunch break at 12:15 pm to eat 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 12:00 pm.

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.

z

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

z

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

School Hours Classroom will be open for a soft start at 8.15am. Registers will be taken at the start of the school day at 8.25am. In Year 3, students 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 8:30am, please ensure that they come to the Primary Office to be registered before joining their class. 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 which 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 which fits inside their locker

z

A reading book folder (Large Plastic Zipped Wallet)

z

A library book folder (Large 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 which 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 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. Please note - the Year 3 Transition Booklet should be read together with the Parent Handbook which can be found via the Parent Hub.

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 reporting points throughout the year in November, April and June. Reports will be released to parents through the Parent Portal. Parent Teacher Conferences occur three times a year. In addition to this, Celebrations 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. Please note that fidget toys are toys and therefore not to be brought into school.

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 A Primary School celebration assembly is held once a week for all Primary students and their teachers on Friday afternoons. Students will also take part in monthly Learning for Life assemblies.

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. From time to time, 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 stipulate that when certain rain warnings and typhoon signals are in place we are to follow their directives: z

Typhoon Signal number 1: DBIS Kindergarten, Primary and Secondary Schools will operate as normal.

z

Typhoon Signal number 3 or above: DBIS Kindergarten will be closed. DBIS Primary and Secondary Schools will operate as normal.

z

Typhoon Signal number 8 or Above: DBIS Primary and Secondary Schools will be closed.

z

Amber Rainstorm Warning: DBIS Kindergarten, Primary and Secondary Schools will operate as normal.

z

Red or Black Rainstorm Warning: If a Red or Black Rainstorm Warning is issued before the start of the day, DBIS Kindergarten, 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 Year 1 to 3 are to be collected by an adult.


Profile for DBIS

2021-22 | DBIS Transition Y3  

2021-22 | DBIS Transition Y3  

Profile for dbis3

Recommendations could not be loaded

Recommendations could not be loaded

Recommendations could not be loaded

Recommendations could not be loaded