Welcome to Early Years 2 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 2 (EY2)
THE EARLY YEARS 2 CURRICULUM
THE DBIS LEARNER PROFILE
THE SCHOOL DAY
CONTINUING OUR EARLY YEARS JOURNEY INTO EY2 Dear Parents, Welcome to EY2! We would like to extend a very warm welcome to all parents and students joining EY2. At DBIS, EY2 offers exciting new challenges and builds upon the skills developed throughout EY1 as the children embark on their ﬁnal year in the Early Years phase. EY1 and EY2 teachers work closely to ensure that your child’s learning experiences prepare them for their transition to EY2. The EY2 team builds on the successful principles and learning approach in EY1 in order that each child is able to make the progress they are capable of. 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 EY2, 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 children experience a range of adult-led and child-initiated learning opportunities taught in purposefully planned learning environments that reﬂect the children’s interests, the curriculum and a sense of belonging. The learning experience is complemented by specialist teaching in Music, Mandarin, Physical Education (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), providing them with authentic learning experiences and opportunities to develop and apply a range of skills, including problem-solving and critical thinking. We look forward to meeting your child this year and supporting them through their ﬁnal year in our Early Years phase. Best wishes, Mrs Clothier, Mrs Sasikumar & Miss Thrower, Mrs Hudak, Mrs Taylor & Mrs Yeo The EY 2 Teaching Team
THE EY2 TEACHING TEAM Gina Clothier Year Group Leader & EY2 teacher – Kākāpōs
Ciara Sasikumar EY2 teacher & English & Discovery Curriculum Lead – Pandas
Francesca Thrower EY2 teacher – White Rhinos
Anna Hudak EY2 educational assistant – Kākāpōs
Linda Taylor EY2 educational assistant – Pandas
Vivian Yeo EY2 educational assistant – White Rhinos
THE EY2 CURRICULUM MATHEMATICS During EY2, children will continue to focus on developing their basic number skills. That means securing a good understanding of place value and learning to apply this knowledge to help solve mathematical problems. Practising these skills frequently will help children’s mathematical thinking throughout school. The key objectives for each strand of Mathematics are outlined below:
Number & Place Value ● Count in steps of 2, 3, and 5 from 0, and in tens from any number, ● ● ● ● ●
forwards and backwards Recognise the place value of each digit in a two-digit number (tens, ones) Identify, represent and estimate numbers using different representations, including the number line Compare and order numbers from 0 up to 100; use <, > and = signs Read and write numbers to at least 100 in numerals and in words Use place value and number facts to solve problems
Addition & Subtraction ● Solve problems with addition and subtraction: ○ using concrete objects and pictorial representations,
including those involving numbers, quantities and measures ○ applying increasing knowledge of mental and written methods Recall and use addition and subtraction facts to 20 ﬂuently, and derive and use related facts up to 100 05
Add and subtract numbers using concrete objects, pictorial representations and mentally, including: ○ a two-digit number and ones ○ a two-digit number and tens ○ two two-digit numbers ○ adding three one-digit numbers Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot Recognise and use the inverse relationship between addition and subtraction, and use this to check calculations and solve missing number problems.
Multiplication & Division ● Recall and use multiplication and division facts for the 2, 5 and 10 ● ● ●
multiplication tables, including recognising odd and even numbers Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts
MATHEMATICS Fractions ● ●
Recognise, ﬁnd, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity Write simple fractions, e.g. 1/2 of 6 = 3, and recognise the equivalence of 2/4 and 1/2
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Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels Compare and order lengths, mass, volume/capacity and record the results using >, < and = Recognise and use Hong Kong coins and combine amounts to make a particular value Find different combinations of coins that equal the same amounts of money Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change Compare and sequence intervals of time Tell and write the time to ﬁve minutes, including quarter past/to the hour, and draw the hands on a clock face to show these times Know the number of minutes in an hour and the number of hours in a day
Geometry – Properties of Shape ● ● ● ●
Identify and describe the properties of 2D shapes, including the number of sides and line symmetry in a vertical line Identify and describe the properties of 3D shapes, including the number of edges, vertices and faces Identify 2D shapes on the surface of 3D shapes (e.g. a circle on a cylinder and a triangle on a pyramid) Compare and sort common 2D and 3D shapes and everyday objects
Geometry – Position & Direction ● ●
Order and arrange combinations of mathematical objects in patterns and sequences Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line, and distinguish between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anticlockwise)
Statistics ● ● ●
Interpret and construct simple pictograms, tally charts, block diagrams and tables Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity Ask and answer questions about totalling and comparing categorical data
ENGLISH During EY2, we focus on developing children’s capabilities and conﬁdence in spoken language, reading, writing and vocabulary. We continue to focus on supporting a love of reading by offering a rich variety of ﬁction and non-ﬁction texts within the environment, which also ensures the development of ﬂuency. We place emphasis on helping children learn that writing has purpose and on supporting them to practise the skills they have acquired by applying them to different genres, including narratives, explanations, descriptions, comparisons, summaries and evaluations. Our environments continue to be places that are rich in language where children can rehearse new vocabulary through their play and be supported in developing conﬁdence in explaining, hypothesising, speculating and describing.
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 EY2, some focuses will be for children to:
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Be able to participate in discussions about what they are reading, taking turns, listening and considering what others have to say Provide well-structured explanations and narratives and express feelings Contribute conﬁdently to whole-class discussions Explain and discuss understanding, giving opinions and supporting reasons Develop further vocabulary, which can be rehearsed and applied through play and everyday interactions
Reading – Word Reading Children will learn to:
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Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is ﬂuent Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes Read accurately words of two or more syllables that contain the same graphemes as above Read words containing common sufﬁxes Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation 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, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-ﬁction at a level beyond that at which they can read independently ○ discussing the sequence of events in books and how items of information are related ○ becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales ○ being introduced to non-ﬁction books that are structured in different ways ○ recognising simple recurring literary language in stories and poetry ○ discussing and clarifying the meanings of words, linking new meanings to known vocabulary 10
ENGLISH discussing their favourite words and phrases continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear Understand both the books that they can already read accurately and ﬂuently and those that 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 ○ making inferences on the basis of what is being said and done ○ answering and asking questions ○ predicting what might happen on the basis of what has been read so far Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves
Writing – Transcription Spelling Children will learn to:
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segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly learning new ways of spelling phonemes for which one or more spellings are already known and learning some words with each spelling, including a few common homophones learning to spell common exception words learning to spell more words with contracted forms learning the possessive apostrophe (singular, e.g. the girl’s book) distinguishing between homophones and nearhomophones adding sufﬁxes to spell longer words, including –ment, –ness, –ful, –less, –ly
Handwriting Children will learn to:
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Form lower-case letters of the correct size relative to one another Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined Write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters Use spacing between words that reﬂects the size of the letters
Writing – Composition Children will learn to:
Develop positive attitudes towards and stamina for writing by: ○ writing narratives about personal experiences and those of others (real and ﬁctional) ○ writing about real events ○ writing poetry ○ writing for different purposes Consider what they are going to write before beginning by: ○ planning or saying out loud what they are going to write about ○ writing down ideas and/or keywords, including new vocabulary ○ encapsulating what they want to say, sentence by sentence
Make simple additions, revisions and corrections to their own writing by: ○ evaluating their writing with the teacher and other pupils ○ rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form ○ proofreading to check for errors in spelling, grammar and punctuation (e.g. ends of sentences punctuated correctly) Read aloud what they have written, with appropriate intonation to make the meaning clear
Writing – Vocabulary, Grammar & Punctuation Children will learn:
How to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists, and apostrophes for contracted forms and the possessive (singular) How to use: ○ sentences with different forms: statement, question, exclamation, command ○ expanded noun phrases to describe and specify (e.g. the blue butterﬂy) ○ the present and past tenses correctly and consistently, including the progressive form ○ subordination (using when, if, that or because) and coordination (using or, and or but) ○ the grammar for Year 2 ○ some features of written standard English
SCIENCE By the end of EY2, children will have consolidated conﬁdence in the following areas in preparation for the DBIS Primary curriculum: ● Asking their own questions about what they notice ● Using different types of scientiﬁc inquiry to gather and record data, using simple equipment, where appropriate, to answer questions ● Observing changes over time ● Noticing patterns ● Grouping and classifying things ● Carrying out simple comparative tests, ﬁnding things out using secondary sources of information ● Communicating their ideas, what they do and what they ﬁnd out in a variety of ways
Critical Scientiﬁc Content Children will be able to: ● Name and locate parts of the human body, including those related to the senses, and describe the importance of exercise, a balanced diet and hygiene for humans ● Describe the basic needs of animals for survival and the main changes as young animals, including humans, grow into adults ● Describe the basic needs of plants for survival, the impact of changing these, and the main changes as seeds and bulbs grow into mature plants ● Identify whether things are alive, dead or have never lived ● Group animals according to what they eat, describe how animals get their food from other animals and/or from plants, and use simple food chains to describe these relationships ● Name different plants and animals and describe how they are suited to different habitats ● Distinguish objects from materials, describe their properties, identify and group everyday materials and compare their suitability for different uses.
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
EY2 Unit of Enquiry
Conceptual Lens (Macro)
Our Class is a Family
Growth Mindset, Consequences, Learning, Process
The Times are Changing
Sources, Evidence, Information, Past, Chronology, Progress, Time, Actions, Consequences, Community, Form, Art
Live & Let Live
Living Things, Conditions, Growth, Health, Habitat, Survival, Adaptation, Weather, Climate, Responsibility, Tone, Colour, Shade, Mood
Investigators in Action
Innovation, Design, Invention, Understanding, Conclusions, Improvements, Questions, Creativity, Design Process, Scientists, Inventors, Research, Problems 18 05
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 EY2, 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 EY1 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. As in EY1, Homework in EY2 will focus on the continued development of 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 EY2, 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. By EY2, your child will have developed the ability to manage their belongings independently, 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 EY2, 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 EY2 children at 3.10pm. All children in EY2 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. Children 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 arrives 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. 23
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)
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 on their reading days, as well as 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 email@example.com, 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 the 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 EY2, the children use Seesaw independently to document aspects of their learning journey.
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. 27