2022–23 | DBIS Transition Year 3

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Welcome to Year 3 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.


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WELCOME TO YEAR 3

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THE YEAR 3 TEACHING TEAM

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LEARNING IN YEAR 3

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THE DBIS LEARNER PROFILE

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THE SCHOOL DAY

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COMMUNICATION

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ADVERSE WEATHER


STEPPING UP TO YEAR 3 Welcome to Year 3! The Year 3 teaching team welcomes you to a new year of learning for your children. Year 3 marks a new phase in your child’s journey as they leave the Early Years and join the Primary section of the school. It is characterised by increasing independence and fluency in many social and academic skills. Over the course of the year, we will challenge, support and extend your child’s mastery in the key areas of Reading, Writing, Mathematics and Science and use our engaging Discovery units to provide the context and drive for this learning. Our Discovery units will explore concepts related to how we learn, significant people who changed the world, mighty civilisations, light and sound, and the active nature of our planet. We also have a wealth of opportunities planned to develop your child’s creativity, resilience and ability to collaborate and think in dynamic ways. These include Forest and Beach schools, a camp and a Year 3 performance. To the Year 3 children: We can’t wait to meet you. Please make sure you come to school with an ambitious attitude and a kind heart. We look forward to starting the new school year with you. Kind regards, Mrs Amie Rae, Mr Tom Silver, Mrs Emma Jones & Ms Katie James The Year 3 Teaching Team

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THE YEAR 3 TEACHING TEAM Amie Rae Year Group Leader & Year 3 teacher – Y3AR

Tom Silver Year 3 teacher – Y3TS

Katie James Year 3 teacher – Y3KJ

Emma Jones Year 3 teacher – Y3EJ

Kaylie Malakin Year 3 educational assistant

Poonam Malhotra Year 3 educational assistant

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LEARNING IN YEAR 3 MATHEMATICS During Year 3, the focus of Mathematics is on the mastery of the four operations (addition, subtraction, multiplication and division) so that children can carry out calculations mentally and using written methods. In Year 3, your child is likely to be introduced to the standard written column methods of addition and subtraction. The key objectives for each strand of Mathematics are outlined below:

Number & Place Value ● ● ● ● ●

Count in multiples of 50 and 100 Recall and use the multiplication and division facts for the 3, 4 and 8 times tables Recognise the place value of digits in three-digit numbers (using 100, 10s and 1s) Read and write numbers up to 1,000 Compare and order numbers up to 1,000

Calculations ● ● ● ● ●

Add and subtract numbers mentally, including adding either 100s, 10s or 1s to a three-digit number Use the formal column method for addition and subtraction for two- and three-digit numbers Estimate the answers to calculations and use inverse calculations to check the answers Learn the 3, 4 and 8 times tables and the related division facts, e.g. knowing that 56 ÷ 8 = 7 Solve one-step word problems involving multiplication and division

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Fractions ● ● ● ●

Count in tenths, and understand a tenth as part of a whole divided into 10 equal parts Recognise and show equivalent fractions with small denominators Add and subtract simple fractions worth less than one, for example 5/7 + 1/7 = 6/7 Compare and order a sequence of simple fractions into size order

Measurements ● ● ● ●

Solve simple problems involving adding and subtracting measurements, including simple problems of scale Measure the perimeter of simple shapes Add and subtract amounts of money, including giving change Tell the time to the nearest minute using an analogue clock

Shape & Position ● ● ● ●

Draw familiar 2D shapes and make simple 3D shape models Recognise right angles and know that these are a quarter turn, with four making a whole turn Identify whether an angle is greater than, less than or equal to a right angle Identify horizontal and vertical lines as well as pairs of perpendicular and parallel lines

Graphs & Data ●

Present data in charts and graphs

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ENGLISH In Year 3, children will build on their work from Year 2 to become more independent in both their reading and their writing. Most children will be confident at decoding most words – or will have extra support to help them to do so – and will now therefore be able to use their reading to support their learning about other subjects.

Speaking & Listening The Spoken Language objectives are set out for the whole of the Primary School, and teachers will cover many of them every year as children’s spoken language skills develop. In Year 3, some focuses may include:

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Making and responding to contributions in a variety of group situations e.g. whole-class discussions, performances, presentations and debates Developing understanding through speculating, hypothesising, imagining and exploring new ideas Speaking audibly and fluently with a good command of standard English Listening attentively and discussing a range of fiction, poetry, plays and non-fiction texts confidently

Reading Children will learn to:

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Extend skills of decoding to tackle more complex words (Read Write Inc. (RWI) ‘Red Words’), including words with unusual spelling patterns, and choose the most appropriate pronunciation Select and read a wide range of books and texts for a range of purposes Recognise some different forms of poetry 05 06


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Use dictionaries to find the meanings of words Become familiar with a range of traditional stories and fairy tales from around the world, including telling some orally Use intonation, tone and volume when reading aloud Take account of punctuation when reading aloud Identify words which have been chosen to interest the reader Ask questions about what they have read to deepen understanding Draw simple inferences about events in a story, such as how a character might be feeling Prepare for research by identifying prior knowledge and key questions Retrieve and record information from non-fiction texts Justify responses to a text using evidence (point and evidence)

Writing Children will learn to:

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Write with joined handwriting, making appropriate join choices Spell words that include prefixes and suffixes, such as anticlockwise Spell some commonly misspelled words correctly, as well as most of the words from the Standard 3 list Use a dictionary to check spellings Use possessive apostrophes correctly in regular plurals, such as children’s Use interesting and ambitious vocabulary for description Discuss given texts in order to understand and learn from their structure, vocabulary and grammar (‘Talk for Writing’) Use paragraphs to organise and extend ideas logically in sequenced sentences Use description and extra detail to develop characters and settings in story-writing Adapt the form and style of writing for different purposes, e.g. clear difference between formal and informal voice In non-fiction writing, use features such as subheadings and bullet points Review their own work to make improvements, including editing for spelling errors, and read others’ writing and suggest possible improvements Develop a sense of pace in writing to make it lively and exciting

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Extend sentences using a wider range of conjunctions, including subordinating conjunctions Use the present perfect verb tense Use nouns and pronouns with care to avoid repetition Use conjunctions, adverbs and prepositions to add detail about time or cause Clearly link and relate events including past, present and future Use generalising words for style e.g. sometimes, always, generally, could happen Use inverted commas to punctuate direct speech Use correct grammatical structures in sentences where nouns and verbs agree Understand and know how to use words like adverb, preposition conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, vowel and inverted commas (speech marks) when talking about writing

Read Write Inc. (RWI) RWI is the synthetic phonics programme that our children follow to support their learning of reading and writing in Early Years 2. The children will continue with RWI as they move into Year 3, until they complete the programme.

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DISCOVERY The Year 3 Discovery units are bespoke, inquiry-based units of learning that we have developed to meet the learning needs of our students. Discovery learning is concept based, which means the learning is not locked in time or place; instead, it is transferable. The Discovery units frame the facts and skills of the subject areas Science, History, Geography, Art and Design Technology. Through identified subject concepts and conceptual understandings, students have opportunities to develop deeper conceptual thinking and understanding. The Discovery units are underpinned by Learning Technologies and Internationalism and provide a contextual learning experience for the development of English skills.

THE INQUIRY LEARNING SKILLS The development of communication, collaboration, research, thinking and self-management skills underpins learning in Discovery. These skills transfer to all areas of learning and are laid out progressively in learning ladders for each standard within the Primary School. They provide a focus for the students within Discovery learning engagements, and at DBIS our students aspire to show these skills across all areas of curriculum learning.

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.

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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.

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.

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.

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Our Discovery Units Year 3 Unit of Enquiry

Conceptual Lens & Key Concepts

CREATING OUR COMMUNITY – LEARNING TO LEARN

INTERACTIONS

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.

SIGNIFICANT PEOPLE – HOW DID THEY CHANGE THE WORLD? 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.

Community, Belonging, Growth Mindset, Process, Learning, Beliefs, Values, Relationships, Technology, Systems, Balance, Responsibility

SUBJECT DRIVERS Learner Skills, Inquiry, Metacognition

PERSPECTIVE Significance, Society, Beliefs, Values, Time, Choices, Actions, Creativity, Experimentation, Process

SUBJECT DRIVERS History, Art

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Year 3 Unit of Enquiry

Conceptual Lens & Key Concepts

MIGHTY CIVILISATIONS

DEVELOPMENT

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?

Civilisation, Location, Structure, Hierarchy, Society, Roles, Power, Beliefs, Values, Innovation, Progress, Influence

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.

SUBJECT DRIVERS History, Geography, Art, Design Technology

THE SHOW: LIGHT & SOUND

DESIGN

How is a show produced? What elements of design are needed?

Production, Components, Experimentation, Light, Sound, Mood, Effect, Reflection, Audience

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, Music, Drama, English

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Year 3 Unit of Enquiry

Conceptual Lens & Key Concepts

HOW ACTIVE IS OUR PLANET?

CHANGE/CAUSE & EFFECT

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.

Landforms, Change, Forces of Nature, Processes, Communities, Technological Innovation, Impact, Change, Materials, Shape, Pattern, Tone, Colour

SUBJECT DRIVERS Science – Rocks, States of Matter, Geography, History, Art

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LEARNING FOR LIFE Learning for Life is the title of our Personal, Social and Health Education programme (PSHE). Learning for Life is a planned programme of learning through which students acquire the knowledge, understanding and skills they need to manage their lives. As part of a whole-school approach, students learn about how their bodies develop and change, and they develop the qualities and attributes they need to thrive as individuals, family members and members of their global society.

SPECIALIST TEACHING In Primary, Mandarin, Physical Education (PE), Music and Learning Technologies are all taught by specialist teachers. Year 3 students have Mandarin three times a week and PE twice a week. They also have Learning Technologies and Music lessons each week. In addition, Learning Technologies specialist teachers work with class teachers to develop additional opportunities for the transformative use of technology in the children’s classrooms.

LIBRARY Promoting a love of reading is a mindset we are dedicated to promoting at DBIS, and our library plays an essential role in this. Students will visit the library weekly with their teacher to take out books and develop their library skills. The library is open from 8.15am until 3.45pm daily. Students can visit the library with parents before or after school. The library can also be accessed online HERE.

ASSEMBLIES A Primary School celebration assembly is held once a week, on a Friday afternoon, for all Primary students and their teachers. Students will also take part in monthly Learning for Life assemblies.

CLUBS & ACTIVITIES A range of extracurricular activities (ECAs) is available to all children at DBIS. You can sign up for the ECAs via the SchoolsBuddy Platform. From time to time, extracurricular clubs and activities 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.

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HOME LEARNING Consolidating learning at home helps children become more independent and allows them to deepen the understanding of learning they have enjoyed in the classroom. Home learning will be given weekly, with an opportunity for children to share and celebrate their achievements with their teacher and peers. Students are expected to read for 20 minutes each night and record this in their communication diaries. Children should check their online learning portfolio on Seesaw once a week as this will highlight current areas of learning and development in Mathematics, Discovery and English. We ask that parents celebrate and support their child’s learning by checking Seesaw for teacher comments. By discussing the Seesaw tasks, parents can help to consolidate and deepen their child’s understanding of in-school activities. Additionally, children will have access to Times Tables Rock Stars to practise their times tables and Spelling Shed to practise their spellings for the week. These activities can be completed at a convenient time at least once a week. This provides the students with greater opportunities to explore their own interests, linked to their learning at school, whilst also managing and organising their time accordingly.

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THE DBIS LEARNER PROFILE The DBIS Learner Profile is a set of personal learner attributes that are at the heart of our curriculum and the international education we provide for all our students. We actively support 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

FOR DBIS TEACHERS

FOR DBIS PARENTS

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.

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.

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.

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COMMITTED LEARNERS Dedicated students who channel their curiosity and develop their intrinsic motivation to learn. As they take risks and learn from mistakes, they grow as resilient, lifelong learners who adapt to their learning environment, establishing mutual respect in pursuit of collective and individual excellence.

BALANCED INDIVIDUALS Reflective students who value their sense of self and are aware of their emotions and the impact they have on others. They understand the importance of physical, social and emotional balance to achieve personal wellbeing and know when to draw on the support of others.

MINDFUL LEADERS Empowered students who build trust to activate and lead others to take action and make a positive difference in the world. They lead with kindness, integrity, honesty and a strong sense of equality and respect for all, nurturing an inclusive and respectful approach to leadership at all levels.

RESPONSIBLE CITIZENS Internationally minded students who act proactively to make a positive difference in the lives of others and to the environment. They are courageous change agents who understand the importance of their role and are proud of the positive contribution and impact they have both locally and globally through service.

PROBLEM SOLVERS Adaptive students who think deeply and critically about their learning and apply logic and innovation to identify and solve authentic problems. They set goals, plan and prioritise their approach and keep solution focused as they explore and iterate to discover creative solutions and different strategies.

CREATIVE THINKERS Inquisitive students who think creatively and imaginatively, asking great questions in order to enquire and make connections to further their understanding and satisfy their curiosity. They investigate their own lines of enquiry and demonstrate their learning in innovative and creative ways.

EFFECTIVE COLLABORATORS Purposeful students who work together towards a shared goal and promote a collaborative learning culture which is inclusive and celebrates diversity in the perspectives of others. They are confident when working independently but recognise they can be stronger when collaborating together.

CONFIDENT COMMUNICATORS Articulate students who process, organise and coherently express their thoughts and opinions and actively listen and reflect on the views of others. They carefully consider purpose, audience and style when communicating, interpreting and expressing their ideas.

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THE SCHOOL DAY School Hours Classrooms will be open for a soft start at 8.15am. Registers will be taken at the start of the school day at 8.25am and again at the start of the afternoon session. In Year 3, students participate in learning activities as soon as the school day begins, so it is therefore imperative that they are punctual. If children arrive at school after 8.30am, please ensure that they come to the Primary office to be registered before joining their class. Please remember that punctuality encourages a positive attitude and really helps our students.

Snack & Lunchtime Morning break is from 10am to 10.30am. Children will enjoy their snack in the classroom with their teacher and classmates before going outside to play. Helpful Hints

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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. No cans please. Snacks should not be too large as time is limited and students want to play.

Lunchtime starts at 12.10 pm and lasts for 45 minutes. Students have a supervised 15-minute lunch break at 12.10pm, when they eat before going out to play. There is an option for students to purchase a hot or cold lunch from the Boardwalk Cafeteria. Parents can choose from a daily menu through a pre-payment system.

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Helpful Hints

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Hot lunches or lunches which are delivered must be brought on time by 12pm. If delivering lunches to school, please take them to the cafeteria, not to the children’s classrooms. Please note: the use of mobile phones is not permitted around the school grounds. An ice pack or insulated lunch box can help keep lunches cool. We encourage all students to be environmentally friendly and bring a lunch with as little packaging as possible. NB: Please note that during COVID-19 opening restrictions, we cannot accept lunchtime deliveries for the children.

End of the School Day Students will be dismissed by their teachers at the classroom door. The school day ends for Primary students at 3.10pm. We ask that students in Year 3 are collected from school by an adult.

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 must 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.

School Sun Hat & Water A sun hat is compulsory in the playground. No hat – No play. Drinking water is essential, so students should bring a reusable plastic water bottle from home, which they can fill from the chilled water fountains in the playground. Please note that metal water bottles are not to be brought to school.

Physical Education Uniform Correct uniform must be worn for PE sessions. Students should come to school wearing their PE kit on the days that they have PE lessons.

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THE SCHOOL DAY Necessary Equipment The school provides students with pencils, crayons, books and stationery. Parents are asked to provide:

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A named school bag that fits inside their child’s locker A reading book folder (large plastic zipped wallet) A library book folder (large plastic zipped wallet)

Students should be encouraged to be responsible for their own belongings and to pack their own school bag. They must bring their reading folders to school every day as well as their student diary. School bags should be collected from lockers at home time by the students (not by parents or helpers). Please ensure all personal items are clearly labelled.

Wet Playtimes Light rain: Students go outside but stay under cover. Extreme conditions: Students are required to stay inside with staff supervision.

Toys Toys must not be brought to school unless requested specifically by the class teacher for a topic. The teacher will then keep the toy safe in the classroom. Please note that fidget toys are toys and are therefore not to be brought into school.

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COMMUNICATION Clear communication between home and school is essential. Our communication system utilises the functionality of 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.

SchoolsBuddy Activities & Trips Platform All information about your child’s extracurricular activities (ECAs), fixtures, camps and trips can be found via the SchoolsBuddy platform. A personal username and password to log into SchoolsBuddy will be shared with you. Once you are logged in, you will be able to see all of the activities your child is involved with.

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Contacting Teachers If you wish to communicate with the teacher, please do so by writing in the student diary. Alternatively, you may put a letter in the reading folder or hand it to a staff member in your child’s class. You may also add a message to your child’s Seesaw portfolio or email the school office at dbis@dbis.edu.hk. The email will then be forwarded to the teacher directly. As teachers are in class with the students all day, please allow up to 24 hours for a response to emails and Seesaw messages. Please note – the Year 3 Transition Booklet should be read together with the Parent Handbook, which can be found via the Parent Hub.

Parent–Teacher Conferences (PTCs) We have an open-door policy at DBIS. Therefore, parents are encouraged to make appointments with the teachers to discuss any concerns as and when they arise. In addition to the ongoing contact with class teachers that we encourage, we have three formal PTCs each year. These meetings give parents and teachers the opportunity to discuss the children’s progress and their next-steps targets. There are two reporting points across the year: short reports are shared in November, and full end-of-year reports are shared in June. All reports are published in soft copy through the Parent Portal. In addition to this, celebrations of learning are held for the students to celebrate their learning with parents. These opportunities enable students to develop their communication skills by articulating their learning journey throughout the year.

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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. 25


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