2021-22 | DBIS Transition Y5

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Welcome to

Year 5 2021-22

Transition Booklet


The School Day




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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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 5 Welcome to Year 5 2021-22, and what an exciting year we have in store... We are delighted to welcome you to Year 5, which we know will be an incredibly exciting, engaging and challenging year for all the children. In Year 5, 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. The children will experience quality learning opportunities throughout the year where they will work independently, as well as in groups with others. Reading, Writing and Mathematics are key subjects that the children will learn and, through an enquiry learning approach, the children will continue to develop skills, knowledge and understanding in Science, Geography, History, Art and Design Technology during our Discovery Units. Additionally, the children will receive specialist lessons for Mandarin, Learning Technology, Music and PE. The children will also continue to build on their skills during the many opportunities provided for learning outside the classroom. We will be beginning the year with a whole school unit called Learning to Learn, where the Year 5 students will be developing their understanding of how people learn, the role of our brains and the connection between growth mindset, attitude and your ability to be a learner. There are many more exciting learning opportunities to look forward to throughout the year, including our Year 5 Show, Treasure Island Camp and our ever evolving Discovery Units that are sure to take the student’s learning to the next level.

It is our priority to ensure that each and every student feels happy, confident and engaged in their learning, so as to reach their full potential both academically and socially. To achieve this we believe that a strong partnership between the teachers, the parents and the students is integral. We wish the very best for all of our Year 5 students - we want them to want to be the very best that they can possibly be.

Kind regards Mr Hughes, Ms Kavanagh, Mr Gallagher & Ms Rachel Evetts The Year Five Teaching Team

Year 5 Teachers

Alex Hughes Year 5 Teacher and Year Group Leader, Y5AH

Helen Kavanagh

Year 5 Teacher and Challenge Curriculum Leader, Y5HK

Ciaran Gallagher

Year 5 Teacher, Y5CG

Rachel Evetts

Year 5 Teacher, Y5RE

Nicola Richardson

Year 5 Educational Assistant

Anita Menon

Year 5 Educational Assistant

Learning in Year 5 MATHEMATICS IN YEAR 5 By the end of Year 5, children should be fluent in formal written methods for addition and subtraction. Using their developing knowledge of formal methods of multiplication and division, children are able to investigate and solve problems including those involving properties of number and place value calculations. Children will be making connections between fractions, decimals and percentages and be able to classify shapes with geometric properties, using the vocabulary needed to describe them. They should also be able to read, spell and pronounce mathematical vocabulary correctly.

Number and Place Value z z z z z z z z z z z

Recognise and use the place value of digits in numbers up to 1 million (1,000,000) Use negative numbers, including in contexts such as temperature Add and subtract a mix of whole numbers and decimals with different numbers of decimal places using column methods Carry out addition and subtraction with numbers larger than four digits Multiply a two-digit number by another two-digit number Divide three and four-digit numbers by a one-digit number Use rounding to estimate calculations and check answers are of a reasonable size Find factors of multiples of numbers, including finding common factors of two numbers Know the prime numbers up to 19 by heart, and find primes up to 100 Use the formal methods of long multiplication and short division Multiply and divide numbers mentally by 10, 100 or 1,000

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Recognise and use square numbers and cube numbers Recall quickly all the multiplication and division facts for 12 x 12 and use them confidently in larger calculations

Fractions, Decimals and Percentages z z z z z z z

Put fractions with the same denominator into size order, for example recognising that 3/5 is larger than 2/5 Find equivalents of common fractions Convert between improper fractions and mixed numbers, for example recognising that 5/4 is equal to 1 1⁄4 Add and subtract simple fractions with related denominators, for example 2/3 + 1/6 = 5/6 Convert decimals to fractions, for example converting 0.71 to 71/100 Round and order decimals to two decimal places Recognise and understand percentage (%) as a part of 100 and write a percentage as a fraction and a decimal

Measurements z z z z

Convert between metric units, such as centimetres to metres or grams to kilograms Use common approximate equivalents for imperial measures, such as 2.5cm ≈ 1 inch Calculate the area of rectangles using square centimetres or square metres Estimate volume (in cm3) and capacity (in ml)

Shape and Position z z z z z

Draw and measure given angles in degrees Compare acute, obtuse and reflex angles Calculate missing angles on a straight line (180°) or at a point (360°) or within a right angle (90°) Use reflection and translation to change the position of a shape Identify regular and irregular shapes

Graphs and data z

Read and understand information presented in tables, including timetables

ENGLISH IN YEAR 5 In Year 5, your child will increasingly meet a wider range of texts and types of writing, and will be encouraged to use their skills in a broader range of contexts.

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 5, some focuses may include: z

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


Speaking audibly and fluently using Standard English where appropriate


Gaining, maintaining and monitoring the interest of the listeners

Reading Skills z

Read a wide range of fiction, non-fiction, poetry, plays and reference books


Perform plays and poems using tone, volume and intonation to convey meaning


Use knowledge of spelling patterns and related words to read aloud and understand new words


Make comparisons between different books, or parts of the same book


Read a range of modern fiction, classic fiction and books from other cultures and traditions


Demonstrate active reading strategies like generating questions to refine thinking


Summarise ideas drawn from more than one paragraph, identifying key details


Predict future events from details either written in a text or by ‘reading between the lines’


Identify how language, structure and presentation contribute to meaning


Infer characters feelings, thoughts and motives from their actions and justify this with evidence


Make book recommendations, giving reasons for choices


Participate in discussions about books, building on and challenging ideas


Explain and discuss understanding of reading


Participate in formal presentations about reading and respond to resulting questions


Provide reasoned justifications for views (point, evidence, explanation)


Scan a text for keywords and phrases to locate key information


Explore, recognise and use the terms metaphor, simile and imagery


Read, re-read and read ahead to locate clues to support understanding

Writing Skills z

Write neatly, legibly and accurately in a flowing, joined style


Adapt handwriting for a range of tasks and purposes, including for effect


Spell accurately all but the most complex words, such as paraphernalia, and the Standard 5 High Frequency Words


Spell words with silent letters e.g. knight, solemn


Recognise and use spellings for homophones and other oftenconfused words from the Standard 5 list


Confidently use a dictionary to check spelling and meaning


Identify the audience and purpose before writing, and adapt genre accordingly


Select from a wide range of imaginative and ambitious vocabulary


Develop setting, atmosphere and character, using a wide range of narrative techniques including dialogue, quotation, formal and informal style


Use different techniques like opinion, summary, justification or comment to conclude a piece of writing


Use advanced organisational and presentational devices, such as bullet points, underlining, parenthesis, providing context, footnotes etc.


Use grammar accurately except when consciously using dialect or colloquialism for purpose and audience


Use complex sentence structures appropriately


Use a thesaurus to find synonyms


Use punctuation and varied sentence length to create effect and sustain interest


Group things appropriately before or after a main verb e.g. The books, the pens and the pencils were all ready on the table


Use punctuation to show division between clauses and to create effect


Use paragraphs consistently and appropriately


Interweave implicit and explicit links between sections using adverbials of time (e.g. later), place (e.g. nearby), number (e.g. secondly) or tense choices


Use ellipses, commas, brackets and dashes in writing


Use hyphens to avoid ambiguity


Use semi-colons, colons and dashes between independent clauses


Use a colon to introduce a list


Punctuate bullet points consistently


Use alliteration, onomatopoeia, figurative language, dialect, metaphor and simile to create effect


Use informal and formal styles with confidence and use passive voice for variety


Understand and know how to use the following words; modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion and ambiguity, when talking about writing

Discovery Learning In Year 5 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 5 Unit of Enquiry

Conceptual Lens Concepts (Micro) (Macro)

Learning to Learn


Process, Learning, Growth Mindset, Beliefs, Values, Relationships, Psychology, Potential, Technology, Systems.

Full Power


Energy, Process, Power, Environments, Communities, Sources, Opportunities, Health, Education, Socio Economic, Art.

Our Hong Kong

Change / Perspective

Trade, Time, Needs, Location, Progress, Design, Structures, Purpose, Population, Land, Weather, System, Community.

Year 5 Unit of Enquiry

Conceptual Lens Concepts (Micro) (Macro)

Interstellar: Our Place in the Universe


Gravity, Planetary Bodies, Solar System, Constellations, Technology, Navigation, Curiosity, Space Exploration, Survival, Environment, Adaptation, Sustainability.

The Show - An Opportunity to Shine


Foundation, Progress, Language, Performance, Production, Meaning, Understanding, Reflection, Creativity, Experimentation, Production, Improvement.

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 Reading will be a constant expectation in the Year 5 homework routine. Students are expected to read for 20 minutes each night. Additional homework will be a combination of Maths, Enquiry and English and will regularly include spelling and sometimes handwriting practice.

Specialist Teaching Year 5 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.


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


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 will have a supervised 15 minute lunch break as well as 30 minutes of 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.


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.


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


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. As we are encouraging independence, please allow your child to pack and carry their own bags. In Year 5, 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. If they have a morning lesson, students will need to change back into school uniform following the lesson.

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


A reading book folder (Large Plastic Zipped Wallet)


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 5 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.


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


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


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


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.