• To use innovative pedagogy and technology to enrich learning.
• We are supportive of each other.
• To work in partnership with parents, alumni and the local and wider community in the ongoing development of the school.
• We respect the needs and rights of each member of our community. We show care, kindness and compassion to others.
• We promote a sense of personal identity and a global mindset.
• To encourage the physical and emotional wellbeing of each individual.
2 Our Core Values Our Mission Our Aims
• We are responsible and honest in our actions.
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.
• To encourage internationalism, providing students with the skills, dispositions and knowledge to participate in an increasingly interconnected world.
• To develop leadership skills and a sense of service to others through a range of extracurricular opportunities locally and internationally.
• To ensure a supportive, happy and secure environment for learning.
• To promote a culture of excellence in teaching and learning.
• We embrace diversity and celebrate individuality.
• To provide a broad and balanced curriculum that reflects the international nature of the DBIS student community.
• To foster a learning community where every student, teacher, staff member, parent and DBIS alumni has an ongoing passion for learning.
Welcome to Our Primary School 02 Curriculum Overview 07 Monitoring Progress 08 Our Core Primary Curriculum 10 Our Discovery Curriculum In Action Our Curriculum Adventures 2618 MusicScienceEnglishMathematics&theCreative Arts LearningMandarin& Design Technologies Humanities (Geography & History) Physical Education & Sport 201010121314151617182224Year Three Year Four Year Five Year Six The DBIS Learner Profile 04 Contents
Our Primary School is a unique and special international community school that puts our children and their learning at the heart of everything we do. The school’s philosophy is based around the holistic development of our children, ensuring that all students are given every opportunity to pursue their individual strengths and interests and develop their curiosity, independence, confidence and resilience when meeting new challenges. Our curriculum is based on the Key Stage 2 National Curriculum of England, which we adapt and personalise to meet the needs of our international context and which we deliver through a conceptand inquiry-based pedagogy. Our approach to learning is supported through our use of technology, the personalised challenge we offer all students and the support we give them to develop their independent and critical-thinking skills.
Welcome to Our Primary School
We passionately believe that learning does not just happen in the classroom, so DBIS offers an outstanding range of quality experiential and outdoor learning opportunities as well as an exciting range of extracurricular activities (ECAs), giving our students the opportunity to pursue their many and diverse personal interests and talents.
Susan Walter Head of Primary 03
We also pride ourselves on the excellent pastoral care given to support students throughout their time in the Primary School, maintaining a focus on wellbeing and positivity as they start to prepare for their Secondary education and beyond. We truly value the cultural diversity of DBIS students and ensure the curriculum offers the opportunity to celebrate, understand and reflect upon the importance of internationalism. In addition to exciting themed Discovery Days, students throughout the Primary School regularly mark a range of different religious and cultural festivals, with our wider school community and external visitors playing an integral part in supporting these opportunities and making them exceptional learning experiences for us all. Due to the distinct nature of living in Hong Kong, DBIS students are extremely aware of their global footprint. Environmental awareness is interwoven into the ethos of the school, with students continually searching for opportunities to make their community a more sustainable environment.
School closures over the last few years have clearly demonstrated the importance of positive relationships and the development of a genuine sense of belonging for all in our school community. We are extremely proud of the close relationships we have developed between home and school as we continue to work together with our parents to ensure our students are able to make the best possible progress according to their unique abilities, whether in school or online. We truly value these relationships and are always looking for ways to strengthen them, so we encourage our community to regularly come in and talk to us about the children’s learning, wellbeing and general development to ensure that every child in our school community has the opportunity to flourish. I hope the following pages give you an insight into our outstanding learning community.
The DBIS Learner Profile
The DBIS Learner Profile is a guide to support the holistic development of all learners across the three phases of the school. They are common goals that transcend individual curriculum areas and unite us in a shared belief of what all DBIS students can and should become. We embed meaningful learning opportunities throughout the curriculum in order to support this.
As DBIS students, you will be supported in actively developing these learner attributes in many ways. They are a guide for your holistic and personal development, and by identifying and acting in ways that develop these attributes, you will become more skilful, empathetic and well-rounded young people. Through considered reflection, you will be genuinely prepared for the wider world that awaits you.
FOR DBIS TEACHERS
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 our students with their holistic development in order to prepare them for their lives as global citizens. We believe that through the development of these learner attributes and skills, DBIS students will recognise that their time at DBIS has resulted in them being exceptionally well equipped to live successfully in the wider world that awaits them.
FOR DBIS STUDENTS
The DBIS Learner Profile demonstrates to you our aspirations for your children. The creation of opportunities to develop these attributes are all around us, and we want to work with you, in partnership, to support your children in the development of these attributes that we truly value.
FOR DBIS PARENTS
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.
Inquisitive students who think creatively and imaginatively, asking great questions in order to inquire and make connections to further their understanding and satisfy their curiosity. They investigate their own lines of inquiry and demonstrate their learning in innovative and creative ways.
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.
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.
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.
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.
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.
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.
We are extremely proud of the innovative and irresistible Primary curriculum we offer here at DBIS. Whilst our curriculum is guided and directed by the English National Curriculum, it also reflects our unique international setting and celebrates our community’s diversity. We are particularly proud of the breadth of our provision and the holistic approach we take to ensure all our children achieve their full potential in all areas of learning and DBISdevelopment.studentslearn
about Hong Kong’s unique culture and heritage, and we ensure that both local and global dimensions are included throughout our cross-curricular, conceptbased Discovery units. The DBIS Primary curriculum places significant focus on the holistic development of each of our students, and our DBIS Learner Profile highlights the skills and attributes that are developed as they learn through our unique Learning to Learn and Learning for Life programmes. Our bespoke Discovery units are concept-driven units of learning that create links between curriculum subjects and the real world. Learning is initiated through student questions that are answered as the students are supported in their lines of guided and independent inquiry. Through experiential and motivating learning activities and experiences, the students are supported in developing their learner skills as they encounter real-life problems to solve. As our students take more ownership of their learning and deepen their conceptual understandings in purposeful contexts, they become better able to make connections to previous learning and can actively transfer their learning and skills in different contexts. Our Discovery Lab has given real momentum to the development of a STEAM-based approach to learning through our Discovery units, focusing specifically on S cience, T echnology, E ngineering, A rt and M Englishathematics.andMathematics
remain at the centre of our curriculum. Our Primary curriculum sets out in some detail what will be taught in each of these subjects, and they will continue to take up a significant part of your child’s learning week. Alongside the core subjects, we provide exceptional learning opportunities across a full range of curriculum subjects, with Mandarin, Music, Learning Technologies and Physical Education (PE) all taught by specialist teachers. More detail of our curriculum content is contained later in this guide.
Teachers at DBIS quickly develop genuine and positive relationships with the children in their classes. Planned learning across the school is goal focussed, with identified skills, knowledge and understandings selected to ensure that each student is challenged and supported to achieve to the very best of their ability. Great emphasis is placed on the value of both teacher and student assessment to ensure that students can actively celebrate their learning successes, have an accurate understanding of their progress and achievements and are clear about their next-steps targets in learning. Throughout their time in the Primary School, all of our children share significant elements of their learning through the Google Classroom or Seesaw platforms. This helps them celebrate their learning and share it with close family members. Though they are online, these digital platforms remain secure between the school, the child and the child’s family and give students the opportunity to share their own reflections on their learning with family at home whilst providing parents with a genuine window into the classroom.
Monitoring Progress A WINDOW TO THE CLASSROOM ASSESSMENT
Our assessment focus is based around whether pupils are working towards, working at , working at greater depth than or working significantly beyond the expected outcomes for their year group. Primary students complete formal assessments during Terms 1, 2 and 3 with the purpose of assessing their current level of understanding. These assessments are used to support and inform teacher judgments regarding progress and attainment. The resulting data is then used to inform overall attainment levels, which are shared with parents through the school’s reporting programme. There is a noticeable focus on developing resilience and self-initiated challenge in all our students, and we maintain high expectations for this across all curriculum areas. When students are exceeding expectations, they will be further challenged in their learning by being given more in-depth and investigative work to allow a greater depth of understanding of concepts and ideas in new and different contexts.
CHALLENGE AT DBIS
At the end of each academic year, students complete a set of external assessments to measure their attainment in English and Mathematics. These externally validated assessments are used to help inform the judgements teachers make about progress and attainment outcomes for every child and to support baseline assessments, which lay the foundation for learning as the students move into their Secondary School education. We place great importance and value on our teachers’ assessments of each student as they are the ones who know your children’s capabilities best. Summative assessments are simply used to inform these judgements.
DBIS follows Professor Françoys Gagné’s definition of challenge: the possession of natural abilities or aptitudes at levels significantly beyond what might be expected for one’s age, in any domain of human ability. All staff are responsible for differentiating the curriculum for children identified on our challenge register and will monitor the students’ progress. Teachers review and monitor the progress made by children and the efficacy of resources and other curriculum material.
Each year, the children receive two written reports: one short report in Term 1 reflecting how the children have settled into their new year group and one long report at the end of Term 3. This end-of-year report details the children’s attainment and achievement in all areas of the Parent–Teachercurriculum.Conferences (PTCs) are held three times across the year. These PTCs give parents the opportunity to meet with their child’s teacher, discuss their child’s wellbeing and learning and understand what their child’s next steps in learning are.
At DBIS, we follow the English National Curriculum for the teaching and learning of DuringMathematics.theirtime
At DBIS, we follow the English National Curriculum for the teaching and learning of reading, writing, speaking and listening.
The overarching aim of our English curriculum is to promote high standards of language and literacy by equipping students with a strong command of the spoken and written word. Furthermore, we aim to develop in students a love of literature through widespread reading for enjoyment. We work to ensure that all students read easily, fluently and with good understanding, and we support and encourage them to develop the habit of reading widely and often for both pleasure and information. The children acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and the spoken language through exposure to a rich and varied literary catalogue. They learn to write clearly, accurately and coherently, adapting their language and style in, and for, a range of contexts, purposes and audiences, using discussion in order to learn. They are able to elaborate and explain their understanding and ideas clearly, and they are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
Our Core Primary Curriculum
in the Primary School, we aim to ensure that all our students become fluent in the fundamentals of Mathematics. Through varied and frequent practice with increasingly complex problems over time, students develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They are able to reason mathematically by following a line of inquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. They can solve problems by applying their Mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
The principal focus of Science teaching in the Primary School is to enable students to develop a deeper understanding of a wide range of scientific ideas.
The children then draw conclusions based on their data and observations, using evidence to justify their ideas and their scientific knowledge and understanding to explain their findings.
Children are given regular opportunities to explore and talk about their ideas, ask their own questions about scientific phenomena and analyse functions, relationships and interactions systematically. Throughout Primary, our children encounter numerous abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates whilst recognising that scientific ideas change and develop over time. They explore appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information.
MUSIC & THE CREATIVE ARTS
We are proud of our thriving Creative Arts department, through which students are encouraged to develop into confident communicators and performers in a supportive atmosphere. We provide a wide-ranging, holistic approach to the Creative Arts and offer a number of opportunities for students to express themselves and develop in confidence and skill. Our team of Creative Arts specialists in Music, Drama and Art aim to deliver a diverse programme both in and out of the classroom in order to enrich and inspire our students. Supported by a committed group of peripatetic teachers, the Music department offers numerous ECAs and an array of public performance opportunities. These include largescale community events as well as whole-school concerts, shows and celebrations. We also create a number of opportunities for particularly talented performers to participate in international Music and Drama festivals through our ongoing membership with the Federation of British International Schools in Asia (FOBISIA). Art, craft and design embody some of the highest forms of human creativity. Through our Discovery units, children are engaged, inspired and challenged as they are equipped with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As students progress, they are able to think critically and develop a more rigorous understanding of art and design. They learn how art and design can both reflect and shape history and contribute to culture and creativity across the world.
We aim for our students to gain confidence and competence in speaking Mandarin. In addition, as they learn in Mandarin, our students have opportunities to consolidate the knowledge, skills and concepts they are developing in other areas of the Primary Curriculum and across our Discovery units.
We believe that the learning of a foreign language in Primary School provides valuable educational, social and cultural experiences for all our students. Students develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between Mandarin and English. We believe that learning another language raises awareness in students of the multilingual and multicultural world, promoting an international dimension to student learning, giving them an insight into their own culture and those of other members of the school community.
Mandarin lessons are interactive and engaging, with students developing skills in the key elements of reading, writing, speaking and listening. Our teachers are expertly supported by our educational assistants, allowing for even greater differentiation and the possibility to challenge and extend our native and most able learners as well as to support those with specific learning needs. Students are separated into three pathways, depending on their progress, attainment and previous exposure to Mandarin. This ensures the lessons are further tailored to meet their individual learning needs. Year 6 students may take an external qualification in recognition of their attainment over the course of their Primary School years, in preparation for the transition to Secondary.
We aim to enable our students to understand and apply a range of technological and computing skills to effectively communicate, investigate and create in ways that help them make informed and sensible choices to benefit and extend their learning.
Our specialist lessons are made up of progressive units of study underpinned by the ISTE (International Society for Technology in Education) standards. Our students develop a set of skills throughout the Primary School which can be applied to other aspects of learning. To complement their technological and Discovery learning, students are immersed in a variety of creative and practical Design Technology activities, where they learn the knowledge, understanding and skills needed to engage in an iterative process of designing and making. Digital Citizenship is a key component of the Learning Technologies curriculum. We aim to ensure that our students are able to use technologies critically and safely, developing into confident users in a range of contexts, with a clear understanding of the benefits and associated risks. In specialist lessons, our students develop computational thinking skills through the use of a range of programming platforms and robotics. Whilst Learning Technologies is taught as a discrete subject by our specialist teachers, we empower our students to utilise their technology skills to enhance their learning in other subject areas. As a result, our specialist teachers work closely with the classroom teachers to ensure that students are able to explore and access their learning through a variety of technologies.
LEARNING & DESIGN TECHNOLOGIES
We aim to give our children a Humanities curriculum which enables them to become confident, creative and independent learners who can explore the use of different knowledge and skills throughout their learning. We have worked very hard to design a curriculum which reflects our children’s place in Hong Kong, expands their horizons and makes them carefully consider key themes and debates. We seek to broaden our students’ real-life experiences both in- and outside of the classroom through educational visits, guest visitors, experimentation, exploration and discovery. This way, the children acquire a range of knowledge and skills in both History and Geography which they can then apply to other subjects and in a variety of situations. Furthermore, it is our aim that through historical and geographical learning, the children will become accountable, global citizens, understanding their role in protecting our world and environment and knowing how they can create positive change and development as they grow.
HUMANITIES (GEOGRAPHY & HISTORY)
Over the course of a school year, Primary students will take part in the following
Our students benefit from extensive onsite facilities, including a modern gymnasium, a heated outdoor swimming pool, a multi-purpose court and an allweather pitch. This enables us to provide a PE programme of the highest quality.
This is available to all children, including those who wish to specifically train to represent the school in various local and international sports tournaments.
Our specialist PE teachers deliver a broad and balanced curriculum that gives all DBIS students the opportunity to experience a wide range of physical activities. Our mission is to inspire a sense of pride in our school community. All students will be given the opportunity to develop and sustain a healthy, active lifestyle and become lifelong sporting learners. We strive to raise levels of participation in and commitment to sport across the Primary School. Students are encouraged to work together in order to develop a variety of skills, including teamwork, resilience and sportsmanship. We challenge them to perform at their very best, and we celebrate their achievements whilst harnessing the value of sport and PE in promoting wellbeing for all members of our community. We are also extremely proud of our extensive programme of before- and after-school sporting activities (ECAs).
•activities:Invasion Games • Athletics • Net Games • Striking & Fielding • Gymnastics & Dance • Health-Related Fitness • Swimming & Personal Survival PHYSICAL EDUCATION (PE) & SPORT
What does it mean to be significant, and how can this impact and change society? In this unit, students explore how someone becomes significant, answering questions such as: ‘How do people’s qualities and actions determine the effect they can have?’ and ‘How does their place in time and history determine the impact they can have on the world?’ The children are invited to take a journey into the lives and times of significant people and explore how those people changed the world through their actions and beliefs.
SIGNIFICANT PEOPLE – HOW DID THEY CHANGE THE WORLD?
CREATING OUR COMMUNITY – LEARNING TO LEARN
INTERACTIONS Community, Belonging, Growth Mindset, Process, Learning, Beliefs, Values, Relationships, Technology, Systems, ResponsibilityBalance, SUBJECT DRIVERS Learner Skills, MetacognitionInquiry, PERSPECTIVE Significance, Society, Beliefs, Values, Time, Choices, Actions, Creativity, Experimentation, Process SUBJECT DRIVERS History, Art
Discovery Curriculum In Action YEAR 3
Units Conceptual Lens & Key Concepts
How will we create our class community? How can we ensure everyone feels welcome, included and safe? What does community mean to us? Are you excited to have access to your own Chromebook? How do you think it will impact your learning? What process will you go through to make the best use of it? In this unit, students work together to decide what community means to them and how their classroom will represent this. Together they explore how their attitude can best support their learning and how they can be the best classmates possible. Students build on the great learning they did in Year 2 in developing their growth mindset approach to learning and recognising the importance of learning from mistakes.
SUBJECT DRIVERS Science, Music, Drama, English CHANGE/CAUSE & EFFECT Landforms, Change, Forces of Nature, Tone,Materials,Innovation,Communities,Processes,TechnologicalImpact,Change,Shape,Pattern,Colour
DESIGN Production, Reflection,Sound,Experimentation,Components,Light,Mood,Effect,Audience
Civilisation, Location, Structure, Hierarchy, Society, Roles, Power, Beliefs, Values, Innovation, Progress, Influence SUBJECT DRIVERS History, Geography, Art, Design Technology
THE SHOW: LIGHT & SOUND How is a show produced? What elements of design are needed? In this unit, students design and create a performance using light and sound to wow the audience. Their creative and scientific minds need to gel harmoniously to learn about the science of light and sound before manipulating this to create a dramatic performance using special effects.
SUBJECT DRIVERS Science – Rocks, States of Matter, History,Geography,Art
Have you ever wondered why we measure time the way we do? Have you thought about how different alphabets and languages have developed? Have you questioned how people without modern machinery were able to build pyramids, roads and other amazing structures? In this unit, students explore ancient civilisations of their choice and use different forms of evidence to find out about the civilisations’ locations, inventions, communication systems and political structures. The students complete this learning by identifying the influence these civilisations still have on the world.
19 Year Discovery3 Units Conceptual Lens & Key Concepts MIGHTY CIVILISATIONS
HOW ACTIVE IS OUR PLANET? Have you ever wondered about the planet we live on? How do mountains form? Why do natural disasters occur? How do people and communities cope and adapt to the ever-changing world we live in? In this unit, students inquire into the earth’s processes and how those processes affect global communities. They explore case studies to see how the communities manage and adapt to those processes, and they debate whether we have become too reliant on technological innovations to mitigate the effects of the ever-present danger posed by natural disasters.
Year Discovery4 Units YEAR 4 Conceptual Lens
RELATIONSHIPS Community, Process, Growth Mindset, Technology, Balance, Responsibility SUBJECT DRIVERS Learner Skills, MetacognitionInquiry, INTERDEPENDENCE Functions, Systems, Nutrition, Diet, Health, Exercise, Choices, Balance, Lifestyle, Technology, Responsibility SUBJECT DRIVERS Science – Animals (including humans); Personal, Social & Health Education (PSHE)
CREATING OUR COMMUNITY – LEARNING TO LEARN How will we create our class community? How can we ensure everyone feels welcome, included and safe? What does community mean to us? What do you think has an impact on your learning? What process will you go through to make the best use of it? In this unit, students work together to decide what community means to them and how their classroom will represent this. They then explore how their attitude can affect their learning. As they continue to build on their previous learning about growth-mindset thinking, they set goals for their learning over the coming year and further explore the importance of learning from mistakes. & Key Concepts
BODY & MIND Have you ever wondered how your body works? What do the different organs in your body do? How do they work together? In this unit, students explore and find out how their different body systems interconnect as well as how those systems work and the functions they perform. Through their inquiry, the students also discover how to maintain a healthy balance between body and mind and how the choices they make can affect their health.
Conceptual Lens & Key Concepts
How do famous artists create their masterpieces?
In this unit, students learn about resources and how those resources can be used sustainably. They examine how conservation can contribute to a sustainable future. Lantau Island is used as a case study. The children discover more about the plethora of plant and animal life right on our doorstep and debate how and why we should protect it.
EXPRESSION Audience, Techniques, Elements, Ideas, Perspective,Experimentation,Creativity,Interpretation
SUBJECT DRIVERS History, Art SUSTAINABILITY/CHANGE Resources, Consequences,Environment,Communities, Classification, Living Things, Attributes, Survival, Colour, Adaptation, Repetition,Conservation,Environment,Evidence,Shape,Pattern,
SUBJECT DRIVERS Science – Living Things & Their Habitats, Plants, Geography, Art INNOVATION Innovation, Creativity, Product, Ideas, Features, Design Process, Needs, Consumer, MaterialsForce,Electricity,Construction,Investigation,Inquiry,Understanding,Circuit,Device,Impact,Object,
CAN WE SAVE THE WORLD? Does our world need saving? Why? What can WE do to save our world?
21 Year Discovery4 Units
Have you ever wanted to make a little extra pocket money? Are you full of innovative ideas that could be used to design and create goods or services that could be sold? Could you use these ideas to create, develop and launch a new, innovative product or service that would appeal to an audience? How could people be influenced to create a demand for such an innovative product or service? In this unit, there are so many questions to be answered as the students explore entrepreneurship, using a design process to create new or develop existing ideas that will appeal to a particular audience or target market. They consider the manufacturing process and cost implications of mass production, understand how goods and services can be marketed to create demand, and explore other factors that can influence a successful new product or service launch.
In this unit, students explore how artists create art as a form of expression that is interpreted by an audience. They discover how artists create their artwork and how they themselves can use specific techniques to create their own masterpiece. The children learn how to express ideas in new ways and how to manage their time so that they can create their own art collection to show at the Year 4 Gallery.
SUBJECT DRIVERS Science – Electricity, Forces & DesignTechnology,Magnetism,ArtTechnology
INTERACTIONS Process, Learning, Growth Mindset, Beliefs, Technology,Psychology,Relationships,Values,Potential,Systems
SUBJECT DRIVERS Learner Skills, MetacognitionInquiry, TRANSFORMATION Energy, Process, Power, Environments, Communities, Sources, Opportunities, Health, Education, Art Socio-Economic Change
CREATING OUR COMMUNITY – LEARNING TO LEARN
FULL POWER What is energy? How do we use energy? How has it changed over time? Is there enough energy for our future? Do all communities use the same types of energy sources? In this unit, students explore different sources of energy, how those sources have changed over time, and the impact of our use of energy sources on the environment and communities. They examine how the energy use of a community can impact other places in the world, and they consider the impact of energy production and how its use has led to the development of alternative energy sources.
SUBJECT DRIVERS Science (Electricity), Art, DesignGeography,Technology
How will we create our class community? How can we ensure everyone feels welcome, included and safe? What does community mean to us? How does our brain help us to learn? What is positive psychology? In this unit, students work together to decide what community means to them and how their classroom will represent this. Students start to recognise that learning is a process that is influenced by a variety of factors, including a growth mindset. They explore the connection between growth mindset, attitude and learning, and they study the idea of positive psychology and how this can be embedded at the start of the academic year to have a constructive and optimistic impact for their learning over the rest of the year.
Year Discovery5 Units YEAR 5 Conceptual Lens & Key Concepts
INTERSTELLAR – OUR PLACE IN THE UNIVERSE
In this unit, students explore the concept of space exploration, how curiosity and needs have driven space exploration, and how humans might survive in a settlement on a new planet. They explore how adaptation and sustainability, along with technological advances in space exploration over time, have led to new discoveries.
How can we communicate meaning through performance? What does this involve? What are the elements that make up a great performance? In this unit, students consider how relationships play an integral role in the creation and success of a theatrical production. They look at the role of language and meaning in productions and how the separate elements of a performance can come together to create an overall effect and the desired impact on an audience. Students also consider how they are interdependent as they reflect throughout the whole process of creating the show, and they consider how feedback and experimentation lead to evaluation and improvement.
Conceptual Lens & Key Concepts
23 Year Discovery5 Units
OUR HONG KONG
CHANGE/PERSPECTIVE Trade, Time, Needs, Location, Progress, Design, Structures, Purpose, Population, Land, Weather, System, Community SUBJECT DRIVERS
SUBJECT DRIVERS Geography, History RELATIONSHIPS Foundation, Progress, Language, Production,Performance,Meaning, Understanding, Reflection, Creativity, Production,Experimentation,Improvement
What is our place in the universe? What inspires space exploration? How might humans need to adapt to survive living on a new planet?
Geography, History EXPLORATION Gravity, Planetary Bodies, Solar System, Constellations, Technology, Navigation, Curiosity, Space Exploration, Survival, Adaptation,Environment,Sustainability
SUBJECT DRIVERS Design Technology, Art, Science – Light & Sound
What do you know about the place in which we live? Have you ever stopped to wonder what Hong Kong looked like 100 years ago or 1,000 years ago, or even what it will look like in 100 years’ time? In this unit, students explore how their current home, Hong Kong, has changed over time and the impact that this has had on its geography, its people and its history. They consider how these changes can be viewed from different local perspectives.
THE SHOW – AN OPPORTUNITY TO SHINE
How will we create our class community? How can we ensure everyone feels welcome, included and safe? What does community mean to us? How are you going to rise to the challenges that Year 6 will present to you? Will your choices reflect the values of DBIS? How will you be an effective learner, a positive role model and a responsible leader? In this unit, students work together to decide what community means to them and how their classroom will represent this. As they start their last year in Primary, the students explore the answers to the questions posed above. They consider the DBIS values, what it means to be a great learner and how they can use their learner and inquiry skills to help achieve their end-of-year learning goals and successfully prepare for their transition into Secondary School.
SUBJECT DRIVERS Learner Skills, MetacognitionInquiry, SYSTEMS/STRUCTURE Location, Climate, Population, Form, Shape, Ecosystem, Balance, Actions,Evolution,Reproduction,LivingInterdependence,Disturbances,Equilibrium,Responsibility,Energy,Things,Food,Growth,Adaptation,Survival,Choices,Sustainability
What do a tide pool on the Atlantic coast and a rainforest in South America have in common? Despite being very different in size and location, both are examples of ecosystems. But what is an ecosystem? How is an ecosystem different from a community? Students explore how populations of species are organised in our world. They investigate how these incredibly diverse systems support living things, and they explore the interdependence each being has on one another and on the physical environments in which they live. The students consider the role each being plays in these incredible systems of diversity, and they ask what responsibility we as humans owe these systems.
IDENTITY Values, Reflections, Choices, Actions, Growth Mindset, Process, Learning, Safety,Understanding,Responsibility,Balance,Consequences
SUBJECT DRIVERS Science – Living Things & Their Habitats, Animals (including humans), Evolution & Inheritance, Art, Geography, Design Technology
Conceptual Lens & Key Concepts
CREATING OUR COMMUNITY – LEARNING TO LEARN
ECOSYSTEMS – HOW DO THEY SUPPORT LIFE?
Conceptual Lens & Key Concepts
HOW CAN WE HAVE A SUCCESSFUL TRANSITION? This is going to be an exciting but emotional journey as we say goodbye to Primary and hello to Secondary.
25 Year Discovery6 Units
What makes people want to move from one place to another? What is their motivation for migration – is it their choice, or has it been forced upon them? Have you ever moved from one place to another? Have you ever considered how different your life would be if you hadn’t moved or perhaps did move to another place? In this unit, students explore the many factors that motivate people to migrate as well as the challenges migrants may face.
STEAM FAIR How could your learning transform the world? In this unit, students have the opportunity to think like a scientist, an engineer and a mathematician. They have the opportunity to bring their critical and creative thinking to an issue that might need a solution or innovation, they are challenged to reflect on ideas that exist already and they are encouraged to transform current thinking through a process of designing, developing and evaluating. This is an exciting opportunity for students to showcase their investigative skills along with essential communication and collaboration skills to a wider audience at the DBIS STEAM Fair.
MIGRATION – WHY DO PEOPLE MIGRATE?
SUBJECT DRIVERS Geography, History, Art, Science – Properties & Changes of Materials INNOVATION Investigation, Problems, Solutions, Reflection, Design Process, Success, Decomposition, UnderstandingRepresentation,Communication,Perseverance, SUBJECT DRIVERS Science – All Areas, Student Agency CHANGE/REFLECTION Past, Adaptability,Communication,Responsibility,Self-Management,Independence,Transition,Wellbeing,Empathy,Relationships SUBJECT DRIVERS PSHE – Learning for Life, Art
When learning through this unit, students are only weeks away from completing their Primary School years – four years of Primary and four years of Early Years! It is the end of an era for them all, but it is the start of a new, exciting chapter too. They probably have a huge range of emotions and feelings and, no doubt, some wonderful memories of the last eight years of this incredible journey of learning and personal development. In this unit, students will be reflecting on their time in the Primary years and how those years have helped make them the people they are today. They will explore what can help them to be fully prepared for the next stage in their schooling and their lives. Migration, Power, Story,Resources,Economy,Networks,Resources,Infrastructure,Immigration,Charities,Processes,Consumption,Journey,Drawing
Our Curriculum Adventures
Experiential learning is central to learning in the Primary School. Our teachers actively look for opportunities to take learning outside the classroom and build on the Beach and Forest School experiences the children had in Early Years and Key Stage 1. Our location is perfect for this. Local trips to the beaches and hills of Discovery Bay support student learning and help them to appreciate all that makes our community special. Our growing Beach and Forest School programmes continue to support this area of learning throughout Primary, and these experiences give children a unique opportunity to investigate the natural world, collaborate, construct, build and further develop their awareness of sustainability and our ecologically diverse environment.
Residential camps and trips are an integral part of our learning curriculum, and as such, all children are expected to take part. Residentials provide exciting opportunities for students to learn and grow in a way that other experiences cannot. They help children create memories that they will treasure for life. In Year 3, our children start with an overnight stay here in Hong Kong, where they enjoy a range of exciting activities and team-building games. Year 4 and 5 residential camps also take place in Hong Kong – Year 4 over one night and Year 5 over two nights – with Year 5 children getting the opportunity to put up their tents and camp next to one of the many beautiful Lantau beaches. During these camps, students are exposed to challenges that many will not have experienced before. They develop real-life problem-solving skills, and many will return home proud of their achievements after overcoming fears and attempting activities they never thought possible. In Year 6, we plan for our children to experience a week-long international residential trip. The Year 6 camp usually takes place either in Guilin, China or Chiang Rai, Thailand. Students spend a week in the very different countryside of either location. Both sites are situated amongst the mountains and adjacent to large rivers, and they give students the opportunity to learn about fascinating local geography, history, food and culture. Both camps are perfectly suited to participation in outdoor activities and academic fieldwork, which the students learn so much from. Due to recent travel restrictions, the location of this residential camp may be subject to change.
We are extremely proud of everything the DBIS Primary curriculum has to offer all our students, and we warmly welcome you to our unique school community.
Susan Walter Head of Primary email@example.com
Should you have any questions, or if you would like any further information, please don’t hesitate to contact us.
Anna Christiansen Deputy Head of Primary firstname.lastname@example.org