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Welcome to

Year 4 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

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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 4 Welcome to Year 4 We are all looking forward to what will be an exciting and rewarding year, full of fantastic learning experiences and opportunities. In Year 4, students follow our bespoke DBIS Primary curriculum, which is based on the National Curriculum of England, and enhanced by our unique international context. Through this they will experience a broad range of high quality, exciting learning opportunities across all areas of the curriculum. Reading, Writing and Mathematics make up the core subjects with an enquiry learning approach to Discovery covering all other curriculum content. Through Discovery students will develop skills, knowledge and understanding in Science, Geography, History, Art and Design Technology. To further facilitate this exceptional curriculum, specialist teachers lead the learning of Mandarin, Learning Technology, Music and PE. Beginning the year with the Learning to Learn Discovery unit, Year 4 students will be developing an understanding of how people learn, developing a ‘growth mindset’, as well as reflection on what motivates them as a learner. Body & Mind is the second Discovery unit, investigating the different systems that enable the human body to function including the skeletal, muscular, digestive and circulatory. To help the students understand how these work, they will use virtual reality and augmented reality apps, as well as building their own models and videos to learn about each of the body systems. This is supported by the English unit which focuses on non-fiction tests, building to students creating their own digital book about the body. The next unit - Visual Representation - focuses on expression through experimentation with a range of artistic techniques based on research of a diverse range of artists. Restrictions allowing, a trip to


local art galleries will allow students to see internationally acclaimed artists and interact with the artwork directly. The culmination of this unit is a gallery of the students’ work, curated by themselves demonstrating their learning and understanding of the concepts covered. Throughout the year, students will be involved in a variety of activities designed to explore their creativity, resilience and perseverance, and challenge them in new and dynamic ways, such as the Year 4 residential trip, Creative Arts mornings and Discovery Weeks. Students will be encouraged to work on their self management and organisational skills and become more independent learners. At the start of the year there will be several opportunities to meet your child’s class teacher, learn about the Year 4 curriculum and ask any questions you might have. We wish you a wonderful holiday and look forward to welcoming the students to Year 4 in August. Kind regards

Mr Peck, Miss Fairweather, Mr Skinner & Mr Tinning The Year Four Teaching Team


Year 4 Teachers

Lewis Peck Year Group Leader and Year 4 Teacher, Y4LP

Maisie Fairweather

Year 4 Teacher, Y4MF

Simon Skinner

Year 4 Teacher, Y4SS

Richard Tinning

Year 4 Teacher, Y4RT

Tracey Murray

Year 4 Educational Assistant

Jeana Dingley

Year 4 Educational Assistant


Learning in Year 4 MATHEMATICS IN YEAR 4

By the end of Year 4, children will be expected to know all of their times tables up to 12 x 12 by heart. This means not only recalling them in order but also being able to answer any times table question at random, and also knowing the related division facts. For example, in knowing that 6 x 8 = 48, children can also know the related facts that 8 x 6 = 48 and that 48 ÷ 6 = 8 and 48 ÷ 8 = 6. This expertise will be particularly useful when solving larger problems and working with fractions.

Number and Place Value z

Count backwards, including using negative numbers

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Recognise the place value in numbers of four-digits (1000s, 100s, 10s and 1s)

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Put larger numbers in order, including those greater than 1,000

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Round any number to the nearest 10, 100 or 1,000

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Recognise factor pairs and multiples of a single digit number

Calculations z

Use the formal written method of column addition and subtraction for values up to four digits

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Solve 2 step word problems involving all 4 operations

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Know the multiplication and division facts up to 12 x 12 = 144

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Use related facts to multiply multiples of 10 and 100

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Use the standard short multiplication method to multiply threedigit numbers by two digit numbers

Fractions z

Use hundredths, including counting in hundredths

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Recognise the decimal equivalents of 1/4, 1/2 and 3/4

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Round decimals to the nearest whole number

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Compare the size of numbers with up to two decimal places


Measurements z

Convert between different measures, such as kilometres to metres

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Find the area of rectangular shapes by counting squares

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Read, write and convert times between analogue and digital clocks, including 24 hour clocks

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Convert amounts of time, including hours to minutes, minutes to hours, days to weeks and weeks and months

Shape and Position z

Sort groups of shapes according to their properties, such as sides and angles

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Identify acute and obtuse angles

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Complete a simple symmetrical figure by drawing the reflected shape

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Use coordinates to describe the position of something on a standard grid

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Begin to translate shapes on a grid using left, right and up, down measures

Graphs and Data z

Construct and understand simple graphs using discrete and continuous data

ENGLISH IN YEAR 4

In Year 4, children will continue to become more independent in both their reading and their writing. Most children will be confident at decoding words and so now they will be able to summarise what they have read in order to better support their learning and research in other subjects. They will begin to meet a wider range of writing contexts, including both fiction and non-fiction styles and genres.

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 4, some focuses may include:


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Maintaining attention and participating actively in collaborative conversations, staying on topic and initiating and responding to comments

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Explain own thinking and feelings about a text in well structured statements and responses

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

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Speaking audibly and fluently with a good command of Standard English

Reading skills z

Explain the meaning of key vocabulary within the context of a story or text

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Read and discuss a wide range of fiction, poetry, plays, speeches, magazines and electronic texts

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Recognise some different forms of poetry

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Independently use dictionaries to find the meanings of words and check spelling

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Navigate texts using content and index pages to locate and retrieve information in print and on screen

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Demonstrate active reading strategies like generating and modifying questions, finding answers, refining thinking and constructing images

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Draw inferences about events in a story, such as how a character might be feeling, and use this to predict what might happen next

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Summarise ideas from several paragraphs of writing

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Scan a text to quickly find dates, numbers and names

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Use punctuation to determine intonation and expression when reading aloud

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Identify, discuss and collect effective words and phrases which capture the reader’s interest and imagination e.g. metaphors and similes


Writing skills z

Write neatly, legibly and accurately usually maintaining a joined style

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Spell unfamiliar regular polysyllabic words accurately and most of the high frequency words in Standard 4

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

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Open sentences in a variety of ways for interest and impact

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Use paragraphs accurately to group related material or organise ideas

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Select interesting strategies to move a piece of writing forward e.g. asides, brackets, dialogue with audience

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Organise ideas for both purpose and reader using features such as captions, sub-headings and bullet points and use links to show time and cause

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Check grammar and vocabulary in writing and make changes where appropriate

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

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Select and use a wider range of adventurous vocabulary and adverbs for purpose

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Produce thoughtful and considered writing, using simple explanation, opinion, justification and deduction

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Use nouns, pronouns and tenses accurately and consistently

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Expand noun phrases by adding modifying adjectives, nouns and prepositional phrases

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Use fronted adverbials

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Develop ideas in creative and interesting ways to keep the reader’s interest and focus

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Use a wide range of punctuation including; full stop, capital letter, question mark, exclamation mark, commas, apostrophes and inverted commas (speech marks)

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Write in a lively and coherent style in three or more genres

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Understand and know how to use words like determiner, pronoun, possessive pronoun and adverbial, when talking about writing


Discovery Learning In Year 4 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.

Year 4 Unit of Enquiry

Conceptual Lens Concepts (Micro) (Macro)

Learning to Learn

Relationships

Community, Growth Mindset, Process, Technology, Balance, Responsibility.

Body & Mind

Interdependence

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

Visual Representation

Expression

Audience, Techniques, Elements, Ideas, Creativity, Experimentation, Perspective, Interpretation.


Year 4 Unit of Enquiry

Conceptual Lens Concepts (Micro) (Macro)

Young Entrepreneurs

Innovation

Innovation, Creativity, Product, Ideas, Features, Design Process, Needs, Consumer, Enquiry, Investigation, Understanding, Construction, Circuit, Electricity, Device, Force, Impact, Object, Materials.

Mighty Civilisations

Development

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

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 The completion of set home-based learning will be a constant expectation in the Year 4 homework routine. Students are also expected to read for 20 minutes each night and record this in their Communication Diaries. Additional homework will be a combination of Maths, Discovery and English, which may include spelling and handwriting practice, which should take no more than 20 minutes a night. This provides the students with greater opportunities to explore their own interests, linked to their learning at school whilst also managing and organising their time accordingly.

Specialist Teaching Year 4 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.

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Drinks should be in a spill-proof, child friendly container. No cans please.

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

Lunch time starts at 12:15pm and lasts for 45 minutes. Students have a supervised 15 minute lunch break at 12:15pm 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 that are delivered must be brought on time by 12:00 pm.

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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 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 4, 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 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 (Large Plastic Zipped Wallet)

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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 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. Please note - the Year 4 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 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 three 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. 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. 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 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.

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

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

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Amber Rainstorm Warning: DBIS Kindergarten, 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, 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.


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2021-22 | DBIS Transition Y4  

2021-22 | DBIS Transition Y4  

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