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Welcome to

Year 6 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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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 6 Welcome to Year 6 We have an exciting year ahead, filled with incredible learning opportunities, adventures and interesting challenges. We aim to ease the transition from our Primary school to Secondary and provide the best preparation possible, so students are ready for their move at the end of the year. The DBIS Learner Profile will guide our learning and behaviours in Year 6, whilst aiming for a personal best in everything they undertake. We aspire to make their final year in our Primary school most memorable. In Year 6, 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 collaboratively. Reading, Writing and Mathematics are core subjects and in Discovery which encompasses Science, Geography, History, Art and Design Technology, students will enquire through a concept based learning approach. 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. Throughout the year, Year 6 students will be involved in a range of activities, including the Public Speaking competition, the STEAM Fair and transition activities in preparation for Year 7. Children in Year 6 are part of the 1:1 Chromebook program, which allows students to create their own digital portfolio and work on these both in class


and at home. This is an exciting learning opportunity that enriches the children’s learning. Being the oldest children in the Primary School means that our students will be given opportunities to develop their leadership skills and act as role models to others by applying for the prestigious roles of House Captain and Student Ambassadors. We hope there will also be opportunities to represent the school through the FOBISIA tournaments for sport, music and mathematics. It is going to be an exciting year and we are really happy to have you joining us for the journey.

Kind regards Mr Moriarty, Mrs Wallace, Miss James & Mr Raftery The Year Six Teaching Team


Year 6 Teachers

Russell Moriarty Year 6 Teacher, Leader for Curriculum Innovation and Year Group Leader, Y6RM

Alison Wallace

Year 6 Teacher and Primary Assistant Head, Y6AW

Katie James

Year 6 Teacher, Y6KJ

David Raftery

Year 6 Teacher, Y6DR

Vanessa Ameresekere

Year 6 Educational Assistant

Debbie Barnett

Year 6 Educational Assistant


Learning in Year 6 MATHEMATICS IN YEAR 6 By the end of Year 6, children are expected to be confident with the use of all four standard methods for written calculations, and to have secured their knowledge of all key number facts for the four operations. Their work will focus more on fractions, ratio, proportion and the introduction of algebra.

Times Tables z

Recall quickly all the multiplication and division facts for tables up to 12 x 12 and can use them confidently in larger calculations

Place Value and Properties of Number z

Solve number and practical problems that involve place value and number properties

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Read, write order and compare numbers up to 10,000,000 and determine the value of each digit

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Round any whole number to a required degree of accuracy

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Use negative numbers in context and calculate intervals across zero


Addition, Subtraction, Multiplication and Division z

Solve addition and subtraction multi-step problems in context, with increasingly large numbers, deciding what operations to use and why

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Use knowledge of the order of operations to carry out calculations involving the 4 operations

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Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy

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Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication

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Divide numbers up to 4 digits by a two-digit whole number using the formal written method of long and short division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context

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Perform mental calculations, including with mixed operations and large numbers

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Identify common factors, common multiples and prime numbers

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Solve problems involving addition, subtraction, multiplication and division


Fractions, Decimal, Percentages and Ratio z

Use common factors to simplify fractions

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Compare and order fractions, including fractions >1

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Add and subtract fractions and mixed numbers with different denominators using the idea of equivalence

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Multiply simple pairs of proper fractions and write the answer in its simplest form e.g. 1/4 x 1/2 = 1/8

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Divide proper fractions by a whole number e.g. 1/3 divided by 2 = 1/6

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Associate a fraction with division and calculate decimal fraction equivalents (for example, 0.375) for a simple fraction (3/8)

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Identify the value of each digit in numbers given to 3 decimal places and multiply and divide numbers by 10, 100 and 1,000 giving answers up to 3 decimal places

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Multiply one-digit numbers with up to 2 decimal places by whole numbers

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Use written division methods in cases where the answer has up to 2 decimal places

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Recall and use equivalence between fractions, decimals and % including in different contexts e.g. 10% of £5.00 or 50% of the team

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Solve problems involving the relative sizes of 2 quantities where missing values can be found by using integer multiplication and division facts

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Solve problems involving the calculation of percentages [for example, of measures and such as 15% of 360] and the use of percentages for comparison

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Solve problems involving similar shapes where the scale factor is known or can be found

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Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples

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Solve problems which require answers to be rounded to specified degrees of accuracy


Statistics z

Interpret and construct pie charts and line graphs and use these to solve problems (e.g. speed)

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Calculate and interpret the mean as an average

Shape and Position and Direction z

Describe positions on the full coordinate grid (all 4 quadrants)

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Draw and translate simple shapes on the coordinate plane, and reflect them in the axes

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Accurately draw 2D shapes using given angles and dimensions

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Recognise, describe and build simple 3D shapes including making nets

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Compare and classify geometric shapes based on their size and properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons

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Illustrate and name parts of a circle including radius, diameter and circumference and know that diameter is twice the radius

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Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles


Measurements z

Solve problems involving the calculation and conversion of units of measure, using decimal notation up to 3 decimal places where appropriate

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Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to 3 decimal places

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Convert between miles and km

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Recognise that shapes with the same areas can have different perimeters and vice versa

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Recognise when it is possible to use formula to calculate area and volume of shapes

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Calculate the area of parallelograms and triangles

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Calculate, estimate and compare volume of cubes and cuboids using standard units e.g. cm3 and extending to other units (mm3 and km3)

Algebra z

Use simple formulae

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Generate and describe linear number sequences

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Express missing number problems algebraically

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Find pairs of numbers that satisfy an equation with 2 unknowns

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Enumerate possibilities of combinations of 2 variables


ENGLISH IN YEAR 6 During Year 6, children 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 Years 5 and 6, some focuses may include: z

Speak audibly and fluently clearly in a range of contexts, using Standard English where appropriate

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Participate in discussions about books, building on own and other’s ideas, listening to and challenging the views of others courteously

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Select and use appropriate language, tone and vocabulary for different purposes

Reading Skills z

Listen to, read and discuss a wide range of fiction, non-fiction, poetry, plays, reference and textbooks

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Learn a range of poetry by heart

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Use knowledge of spelling patterns and related words (morphology and etymology) to read aloud and understand new words

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

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

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Identify and discuss themes and conventions across a wide range of writing

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Explore and explain the meaning of new vocabulary in the context of the text


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Demonstrate active reading strategies like asking questions and responding to different viewpoints

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

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

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Identify how structure and presentation contribute to meaning

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Discuss how authors use language, including figurative language, to affect the reader

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Make book recommendations, giving reasons for choices

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Prepare and participate in formal presentations and debates on a range of issues related to reading both fiction and non-fiction texts

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Provide reasoned justifications for views

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Retrieve, record and make notes to present information from a range of texts

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Skim a text for gist, and scan for key information and use a combination of both to locate specific information

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Distinguish between statements of facts or opinion across a range of texts

Writing Skills z

Write with increasing speed and accuracy, maintaining legibility and style

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Vary font for effective emphasis using print, italics or capitalisation

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Spell all vocabulary correctly apart from rare technical or obscure words

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Use a thesaurus to find synonyms and more imaginative and ambitious vocabulary

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Identify the audience and purpose before writing, and adapt accordingly

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Use a wide range of ambitious vocabulary accurately and precisely


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Write with confidence and imagination

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Write a summary of longer passages of writing

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Open and close writing in interesting, unusual or dramatic ways

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Use a wide range of conventions, including paragraphs, sub and side headings, addendum, footnotes and contents, appropriately to the context

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Consciously vary levels of formality according to purpose and audience

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Check accurate tenses are consistently used throughout a piece of writing

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Group items before the verb for effect

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Use modal verbs or adverbs to indicate degrees of possibility

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Use a variety of sentence types including statements, commands, questions, asides, complex and simple sentences with correct placing of clauses

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Always construct grammatically correct sentences

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Use clauses confidently

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Start sentences with a wide range of sophisticated conjunctions

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Use stylistic features like rhetorical questions, repetition, figurative language, passive voice, metaphor, simile, alliteration and onomatopoeia to create effect

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Use a wide range of sophisticated conjunctions to show time, cause, sequence and mode

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Use a full range of punctuation almost always accurately and precisely

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Sustain a convincing viewpoint throughout a piece of writing

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Use implicit links within a text by referring back or forward to more information or detail

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Understand and know how to use the following words; subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon and bullet points when talking about writing


Discovery Learning In Year 6 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 6 Unit of Enquiry

Conceptual Lens Concepts (Micro) (Macro)

Learning to Learn

Identity

Values, Reflections, Choices, Actions, Growth Mindset, Process, Learning, Responsibility, Understanding, Balance, Safety, Consequences.


Year 6 Unit of Enquiry

Conceptual Lens Concepts (Micro) (Macro)

Ecosystems how do they support life?

Systems/Structure

Location, Climate, Population, Form, Shape, Ecosystem, Balance, Equilibrium, Disturbances, Interdependence, Living Things, Food, Energy, Growth, Reproduction, Adaptation, Evolution, Survival, Responsibility, Choices, Actions, Sustainability.

Why do people migrate?

Origins/Transition

Push / Pull, Migration, Change, Power, Conflict, Location, Infrastructure, Resources, Immigration, Networks, Charities, Economy, Processes, Resources, Consumption, Story, Journey, Drawing.

STEAM Fair

Innovation

Investigation, Problems, Solutions, Reflection, Design Process, Decomposition, Perseverance, Communication, Representation, Understanding, Success.

How can we have a successful transition?

Change/ Reflection

Past, Transition, Independence, Self-Management Responsibility, Well-being, Self-awareness, Empathy, Adaptability, Relationships.


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 As in all previous year groups, Reading will be a constant expectation in the Year 6 homework routine. Students are expected to read for 20 minutes each night. Home Learning will be focussed around English, Maths and Discovery and consist of a mixture of both online and practical activities which will be shared via Google Classroom or other online platforms, such as MyiMaths & and Spelling Shed. Occasionally, special project work will be set.

Specialist Teaching Year 6 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 12:15 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.

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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. As we are encouraging independence, please allow your child to pack and carry their own bags. In Year 6, 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 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

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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 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 or sending a message via Seesaw. 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 6 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, 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, open mornings and 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. 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 Y6  

2021-22 | DBIS Transition Y6  

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