Welcome to Early Years 1 Transition Booklet 2022–23
Our Core Values 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 ● ● ●
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To promote a culture of excellence in teaching and learning. To provide a broad and balanced curriculum that reﬂects the international nature of the DBIS student community. To encourage internationalism, providing students with the skills, dispositions and knowledge to participate in an increasingly interconnected world. To ensure a supportive, happy and secure environment for learning. To develop leadership skills and a sense of service to others through a range of extracurricular 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.
WELCOME TO EARLY YEARS 1 (EY1)
THE EY1 TEACHING TEAM
THE EY1 CURRICULUM
THE DBIS LEARNER PROFILE
THE SCHOOL DAY
CONTINUING OUR EARLY YEARS JOURNEY INTO EY1 Dear Parents, Welcome to EY1! In EY1, children will build upon the foundations and concepts explored in Reception. Our Reception and EY1 teaching teams work together closely to ensure a smooth transition for the children, enabling them to feel happy, safe and secure as they move to the Main campus and into the next phase of their learning journey in Key Stage 1. We continue to place a great deal of importance on how our children learn, and we support them in the development of the Characteristics of Effective Learning and the attributes of the DBIS Learner Proﬁle. Developing these attributes and dispositions will enable them to become lifelong learners who are conﬁdent to explore, persevere and think critically. In EY1, our children follow the Key Stage 1 National Curriculum of England, tailored towards our international context and enhanced by our Discovery units, which enable children to explore concepts as well as acquire key knowledge and skills. Our
child-initiated learning opportunities taught in purposefully planned learning environments that reﬂect the children’s interests, the curriculum and a sense of belonging. 02
The learning experience is complemented by specialist teaching in Music, Mandarin, PE and Learning Technologies. In addition, the children visit the library once a week. Experiential learning continues to be an important part of our Early Years programme. The children attend Forest School and Carpenters’ Cabin (woodwork), which provide them with authentic learning experiences and support opportunities to develop and apply a range of skills, including problem-solving and critical thinking. We look forward to supporting your child’s learning journey in EY1 and working in partnership with your family to ensure a happy, successful year of learning and development for your child. Best wishes, Mrs Brislen-Patel, Ms Bell, Miss Gidwani & Mrs Reid Ms Dauz, Ms Rose, Mrs Capito and Mrs Ahmed The EY1 Teaching Team
THE EY1 TEACHING TEAM Ruth Brislen-Patel Assistant Head of Early Years, EY1 Year Group Leader & EY1 teacher – Sea Otters
Laura Bell EY1 teacher – Tigers
Radhika Gidwani EY1 teacher – Cheetahs
Helen Reid EY1 teacher – Snow Leopards
Brenda Dauz EY1 educational assistant – Sea Otters
Rose Talamayan Smith EY1 educational assistant – Tigers
Jean Capito EY1 educational assistant – Cheetahs
Bushra Ahmed EY1 educational assistant – Snow Leopards
THE EY1 CURRICULUM MATHEMATICS By the end of EY1, children should have a ﬂuent understanding of whole numbers and counting and have a developing knowledge of addition and subtraction using concrete objects and pictorial representations. They should be starting to describe and compare different quantities such as length, mass, capacity and volume, and they should recognise simple fractions. Children will be beginning to tell the time and should be reading and spelling mathematical vocabulary at a level consistent with their increasing word-reading and spelling knowledge. Teachers will observe children applying their understanding through play and exploration. The key objectives for each strand of Mathematics are outlined below:
Number & Place Value ● ● ● ● ●
Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Count, read and write numbers to 100 in numerals; count in multiples of twos, ﬁves and tens Given a number, identify one more and one less Identify and represent numbers using objects and pictorial representations, including the number line, and use the language of: equal to, more than, less than (fewer), most and least Read and write numbers from 1 to 20 in numerals and words
Addition & Subtraction ● ● ● ●
Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs Represent and use number bonds and related subtraction facts within 20 Add and subtract one-digit and two-digit numbers to 20, including zero Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems
Multiplication & Division ●
Solve one-step problems involving multiplication and division by calculating the answer using concrete objects, pictorial representations and arrays, with the support of the teacher
Fractions ● ●
Recognise, ﬁnd and name a half as one of two equal parts of an object, shape or quantity Recognise, ﬁnd and name a quarter as one of four equal parts of an object, shape or quantity
MATHEMATICS Measurements ●
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Compare, describe and solve practical problems for: ○ lengths and heights (e.g. long/short, longer/shorter, tall/short, double/half) ○ mass/weight (e.g. heavy/light, heavier than, lighter than) ○ capacity and volume (e.g. full/empty, more than, less than, half, half full, quarter) ○ time (e.g. quicker, slower, earlier, later) Measure and begin to record the following: ○ lengths and heights ○ mass/weight ○ capacity and volume ○ time (hours, minutes, seconds) Recognise and know the value of different denominations of coins and notes Sequence events in chronological order using language (e.g. before, after, next, ﬁrst, today, yesterday, tomorrow, morning, afternoon, evening) Recognise and use language relating to dates, including days of the week, weeks, months and years Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times
Geometry – Properties of Shapes ●
Recognise and name common 2D and 3D shapes, including: ○ 2D shapes (e.g. rectangles (including squares), circles, triangles) ○ 3D shapes (e.g. cuboids (including cubes), pyramids, spheres)
Geometry – Position & Direction ● Describe position, direction and movement, including whole, half, quarter and three-quarter turns
ENGLISH During EY1, much of the focus in English is on developing conﬁdent readers, using a synthetic phonics approach. It is essential our children start to develop a love of reading and are given the opportunity to explore different texts, both independently as they learn to read and with the support of others reading to them. Children will be given the opportunity to talk a lot about their reading and writing as they start to develop their emerging handwriting skills and learn the formation, name and order of the letters of the alphabet. Phonics is the relationship between printed letters and the sounds they make. Children will ﬁrst learn the most common letter sounds and then look at more difﬁcult patterns, such as recognising that ‘ow’ sounds different in ‘cow’ than in ‘low’ or that both ‘ai’ and ‘ay’ make the same sound in different words.
Spoken Language The Spoken Language objectives are set out for the whole of Early Years and the Primary school, and teachers will cover many of them every year as children’s spoken language skills develop. In EY1, some focuses will be for children to: ● Listen and respond to adults and other children by engaging in turn-taking within a conversation ● Ask relevant questions to extend their understanding and knowledge ● Develop vocabulary which can be rehearsed and applied through play and everyday interactions
Reading – Word Reading Children will learn to: ● Apply phonic knowledge and skills as the route to decode words ● Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes ● Read accurately by blending sounds in unfamiliar words ● Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word ● Read words containing taught sounds and –s, –es, –ing, –ed, –er and –est endings ● Read other words of more than one syllable that contain taught sounds ● Read words with contractions (e.g. I’m, I’ll, we’ll) and understand that the apostrophe represents the omitted letter(s) ● Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words ● Reread these books to build up their ﬂuency and conﬁdence in word reading
Reading – Comprehension Children will learn to: ● Develop pleasure in reading, motivation to read, vocabulary and understanding by: ○ listening to and discussing a wide range of poems, stories and non-ﬁction at a level beyond that at which they can read independently ○ being encouraged to link what they read or hear read to their own experiences ○ becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics ○ recognising and joining in with predictable phrases ○ learning to appreciate rhymes and poems and to recite some by heart ○ discussing word meanings, linking new meanings to those already known
Understand both the books they can already read accurately and ﬂuently and those they listen to by: ○ drawing on what they already know or on background information and vocabulary provided by the teacher ○ checking that the text makes sense to them as they read and correcting inaccurate reading ○ discussing the signiﬁcance of the title and events ○ making inferences on the basis of what is being said and done ○ predicting what might happen on the basis of what has been read so far Participate in discussion about what is read to them, taking turns and listening to what others say Explain clearly their understanding of what is read to them
Writing – Transcription Spelling Children will learn to:
Spell: words containing each of the 40+ phonemes already taught common exception words the days of the week Name the letters of the alphabet: ○ naming the letters of the alphabet in order ○ using letter names to distinguish between alternative spellings of the same sound Add preﬁxes and sufﬁxes: ○ using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs ○ using the preﬁx un– ○ using –ing, –ed, –er and –est where no change is needed in the spelling of root words (e.g. helping, helped, helper, eating, quicker, quickest) Apply simple spelling rules and guidance
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ENGLISH Handwriting Children will learn to: ● Sit correctly at a table, holding a pencil comfortably and correctly (using the tripod grip) ● Begin to form lower-case letters in the correct direction, starting and ﬁnishing in the right place ● Form capital letters ● Form digits 0-9 ● Understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and practise these
Writing – Composition Children will learn to:
Write sentences by: ○ saying out loud what they are going to write about ○ composing a sentence orally before writing it ○ sequencing sentences to form short narratives ○ rereading what they have written to check that it makes sense Discuss what they have written with the teacher or other children Read aloud their writing clearly enough to be heard by their peers and the teacher
Writing – Vocabulary, Grammar & Punctuation Children will learn to: ● Leave spaces between words ● Join words and joining clauses using and ● Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark ● Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
SCIENCE By the end of EY1, children should be beginning to develop conﬁdence in the following areas, which will be consolidated in EY2:
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Ask questions about what they notice Use different types of scientiﬁc enquiry to gather and record data, using simple equipment Make simple observations Communicate their ideas and make simple hypotheses
Critical Scientiﬁc Content Children will be able to:
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Name and locate parts of the human body, including those related to the senses Describe and compare the observable features of animals from a range of groups Group animals according to what they eat Describe seasonal changes Distinguish objects from materials, describe their properties and identify and group everyday materials
DISCOVERY Discovery is a bespoke, inquiry-based curriculum that DBIS has developed to support our children in becoming independent, active learners and to cover the critical content of the Science curriculum and foundation subjects of History, Geography, Art and Design Technology. It is concept based, which means the learning is not locked in time or place; instead, it is transferable. Through identiﬁed subject material and conceptual understandings, children have opportunities to develop deeper conceptual thinking. The Discovery units are underpinned by Learning Technologies and Internationalism and provide a contextual learning experience for the development of skills in English and Mathematics.
THE INQUIRY LEARNING SKILLS These underpin learning and skills development in Discovery and transfer to all areas of learning. In addition, we support the children to continue to demonstrate and develop the Characteristics of Effective Learning and the attributes of our DBIS Learner Proﬁle.
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 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.
Our Discovery Units
EY1 Unit of Enquiry
Conceptual Lens (Macro)
Our Class is a Family
Growth, Change, Attitude, Learning
Our World, Our Community
Living Things, Environment, Global Community, Roles, Actions, Impact, Classiﬁcation, Habitat, Growth, Adaptation, Life Cycle, Experimentation, Artistic Technique, Representation
Let’s Build Structures
Structure, Design Process, Choice, Materials, Function, Location, Needs, Community, Culture, Time, Change, Perspective, Style
Choices, Consequences, Health, Wellbeing, Food, Process, System, Lifestyle
LEARNING FOR LIFE Learning for Life is the title of our Personal, Social and Emotional Development programme (PSED). This programme includes learning about the attributes in our DBIS Learner Proﬁle and about Relationships and Sex Education (RSE). Learning for Life is a planned programme of learning through which children acquire the knowledge, understanding and skills they need to manage their lives. As part of a whole-school approach, children develop the qualities and attributes they need to thrive as individuals, family members and members of their global society.
SPECIALIST TEACHING In EY1, the children have Mandarin three times a week and Physical Education (PE) twice each week. They also have one Learning Technologies lesson and one Music lesson each week. In addition, Learning Technologies specialist teachers work with class teachers to develop opportunities for the meaningful use of technology in the children’s classrooms to complement their learning.
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. The children will visit the library weekly with their teacher to borrow books and develop their library skills. The library is open from 8.15am until 3.45pm daily. Children can visit the library with parents before or after school. The library can also be accessed online HERE.
ASSEMBLIES The children will take part in assemblies with the EY2 children, which will introduce them to the attributes of our DBIS Learner Proﬁle. We will also celebrate exceptional achievements.
CLUBS & ACTIVITIES A range of extracurricular activities (ECAs) is available to all children at DBIS. Further information about how to sign up for activities will be communicated via the Parent Hub each term. From time to time, ECAs may 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.
HOMEWORK We place great importance on supporting the children to develop as lifelong, active learners. Play is a key tool for active learning as it encourages children to explore, experiment and discover. We recognise children as being uniquely capable of developing their own understandings and being full of potential, and we therefore want to encourage our children to learn wherever they can through play and exploration. We also recognise that there are some aspects of the curriculum that children need additional time to rehearse and practice in order for learning to be embedded. Homework in EY1 will focus on developing a love of reading; therefore, the children will bring home reading books on a regular basis that are pitched at a level at which they are demonstrating conﬁdence so they can share their reading skills. We also encourage you as parents to read often to your children to ensure they are exposed to a wide repertoire of vocabulary and literature as this will support their overall development in reading and writing. We encourage you to read with your child in your home language if this is different to English as this supports children in reading for pleasure and listening to stories in a language in which they are conﬁdent. Your child will bring a reading diary home where you can record the reading you are doing at home. In addition, children will be encouraged to practise spelling high-frequency and common exception words. Once your child has settled into EY1, these will come home on a regular basis in a quantity suited to your child. The words will be repeated throughout the year in order to ensure learning is embedded. Activities that will help engage your children with spelling will be suggested.
THE CHARACTERISTICS OF EFFECTIVE LEARNING The Characteristics of Effective Learning are:
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Playing and exploring – children investigate and experience things and ‘have a go’ Active learning – children concentrate and keep on trying if they encounter difﬁculties, and they enjoy achievements Creating and thinking critically – children have and develop their own ideas, make links between ideas and develop strategies for doing things
THE DBIS LEARNER PROFILE The DBIS Learner Proﬁle further supports the children to grow as learners and global citizens. In the Early Years, our Learner Proﬁle Characters support the children in becoming familiar with each attribute and with how the attributes support their growth as a learner. Our children are positively recognised as they develop competence and capability in the different attributes.
I am curious and motivated to learn. I am committed, adaptable and resilient, and I learn from my mistakes.
I am reﬂective and thoughtful and consider how my actions impact myself and others. I believe that more eﬀort or a diﬀerent approach will pay oﬀ.
I am empowered to lead others. I respectfully communicate with others and demonstrate ﬂexibility. I value honesty, kindness and equality.
I am aware of my responsibilities, and I courageously make good choices to help other people, my community and the environment.
I enjoy ﬁnding out new things. I am a risk-taker and learn by trial and error. I set myself goals, and I plan to ﬁnd solutions.
I am inquisitive and imaginative. I make connections to further my understanding, which helps me to create new ideas.
I can work independently. I can work collaboratively with others to achieve an end goal.
I organise and share my ideas clearly and conﬁdently, and I show active listening to others.
Logos designed by our Early Years children
THE SCHOOL DAY School Hours Your child should be at school by 8.20am to organise their school belongings and have a few minutes to greet their friends. This will enable them to be ready to walk conﬁdently into the class when the bell rings at 8.25am. In EY1, we build upon the independence the children have developed throughout Reception, so we kindly ask you or your child’s carer to allow them to pack and carry their own bags – they’re more than capable of this! In EY1, the children participate in learning opportunities to consolidate learning linked to previous weeks as soon as the school day begins; it is therefore imperative that they are punctual. This also ensures a smooth start to the day, which is extremely important for their emotional wellbeing. If children arrive at school after 8.30am, please ensure that they go to the main ofﬁce to collect a late slip. They should then give the slip to their teacher to show they have been registered.
Snack & Lunchtime At the Main campus, morning break time is known as snack time. Morning break starts at 10am and lasts for 30 minutes. Lunchtime starts at 11.55am and lasts for one hour. Children have a supervised lunch break before they go out to play. There is an option for children to purchase a hot or cold lunch from the cafeteria. Parents can choose from a daily menu through a pre-payment system.
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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. Snacks should not be too large as time is limited and we also want the children to have plenty of opportunity for playing with friends from across the year group. An ice pack or insulated lunch box can help keep lunches cool. We encourage all children to be environmentally friendly and bring a lunch with as little packaging as possible.
End of the School Day Children will be dismissed by their teachers at the classroom door. The school day ends for EY1 children at 3.10pm. All students in EY1 are to be collected by an adult, who must show a Pick Up Card for their child. Adults who cannot show a Pick Up Card must sign their child out from the main ofﬁce. Students who have not been collected by 3.15pm will be taken to the main ofﬁce, and a phone call home will be made.
Pick Up Cards In order to maintain the highest standards in safeguarding and child protection, you will need to apply for DBIS photo identity cards for those who will pick up your child on a regular basis. The names of these adults should be communicated to your child’s class teacher. If you arrange for your child to go on a play date or to be picked up by someone who is not on the regular pick up list, you will need to inform your child’s class teacher and ensure you provide their full name as they will need to verify their identity when collecting your child. Anyone (including those on the pick up list) who arrive at school without the card will need to go to the ofﬁce to sign the child out. We will never release a child to someone who is not on the pick up list without arrangements being made prior.
Uniform Details about the correct school uniform requirements are set out on the Parent Hub. 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 and Thursdays from 8.15am to 11am. 20
School Sun Hat & Water A sun hat is compulsory in the playground. Drinking water is essential, so children should bring a reusable plastic water bottle from home, which they can ﬁll from the chilled water fountains in the playground. Please note metal water bottles are not to be brought to school.
Physical Education Uniform Correct uniform must be worn for PE sessions. Children should come to school wearing their PE kit on the days that they have PE lessons.
Necessary Equipment The school provides children with pencils, crayons, books and stationery. Parents are asked to provide: ● A named school bag (this can be purchased from the uniform shop) ● An A4-size reading folder (plastic zipped wallet) To support the children’s independence, children 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, including their reading diary. Please ensure all personal items are clearly labelled.
Toys We recognise the importance of engaging with the children’s interests in order to enhance the learning process, so please do keep us up to date with your child’s interests as they emerge so we can reﬂect these within the learning environment. We kindly ask that unless requested speciﬁcally for a topic by your child’s teacher, personal toys remain at home.
COMMUNICATION We view our parents as the children’s ﬁrst teacher; therefore, clear communication between home and school is essential. Our communication system utilises the following platforms to communicate with our parent community:
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 can be found on the Parent Hub. Any calendared event will have a parent bulletin approximately two weeks prior to the event taking place. All bulletins are sent to parents in a consolidated email each Saturday so that parents can organise the forthcoming two weeks. The Parent Hub also contains the current DBIS school calendar, which details term dates as well as the dates of upcoming school events.
iSAMS Parent Portal & 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 child, such as school reports and attendance data. The app can be downloaded free from the App Store and Google Play Store. The school code is DBIS, and you will need your personal iSAMS username and password to log on.
Contacting Teachers If you wish to communicate with your child’s teacher, please email the school ofﬁce at firstname.lastname@example.org, and the email will be forwarded to the teacher directly.
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 formal times for parents and teachers to discuss the children’s progress and set targets. We also provide a detailed, written report at the end of each academic year. Parent–Teacher Conferences occur three times a year (twice in Term 1 and once in Term 2). In addition, open mornings and celebrations of learning are held for the children to share their learning with parents. These opportunities enable our children to develop their communication skills by articulating their learning journey throughout the year.
Electronic Learning Journey (Seesaw) Throughout your child’s time in Early Years, we will record their learning in an electronic learning journey (Seesaw) to celebrate their experiences. Over time, it will tell a story about your child and their learning, their friends and the activities they enjoyed sharing with others. The electronic learning journey may include: ● Photographs and Videos – these capture moments and sequences of your child’s learning, interests and explorations ● Your child’s creations – these could be photos of models, their role play, marks they have made, writing or artwork – with a comment to explain what your child did or said In EY1, the children learn to use Seesaw independently to document aspects of their learning journey, which supports their increasing autonomy and independence.
ADVERSE WEATHER 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 stipulates that when certain rain warnings and typhoon signals are in place, we are to follow their directives:
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. Static learning activities will be available for the children to access remotely by 10am on the morning of a T8 school closure.
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. Static learning activities will be available for the children to access remotely by 10am on the morning of a rainstorm school closure. 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. 24