2022–23 | DBIS Transition Year 4

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Welcome to Year 4 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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STEPPING UP TO YEAR 4 Welcome to Year 4! We are all looking forward to what will be an exciting and rewarding year, full of fantastic learning experiences and opportunities. In Year 4, students follow our bespoke DBIS Primary curriculum, which is based on the National Curriculum of England and is enhanced by our unique international context. Through this, they will experience a broad range of high-quality, exciting learning opportunities across all areas of the curriculum. Reading, Writing and Mathematics make up the core subjects, with an inquiry-learning approach to Discovery covering all other curriculum content. Through Discovery, students will develop skills, knowledge and understanding in Science, Geography, History, Art and Design Technology. To further facilitate this exceptional curriculum, specialist teachers lead the learning of Mandarin, Learning Technologies, Music and Physical Education (PE). Beginning the year with the ‘Learning to Learn’ Discovery unit, Year 4 students will develop an understanding of how people learn. They will develop a ‘growth mindset’ and will complete reflections on what motivates them as a learner. ‘Body & Mind’ is the second Discovery unit, where children will investigate the different systems that enable the human body to function, including the skeletal, muscular, digestive and circulatory systems. To immerse and inspire the children, lessons will involve the use of virtual reality and augmented reality apps. Students will also build their own models and videos to learn about each of the body systems. This is supported by the English unit, which focuses on non-fiction texts, building to students creating their own digital book about the body. 02

The next unit – ‘Visual Representation’ – focuses on expression through experimentation with a range of artistic techniques based on research of a diverse range of artists. Restrictions permitting, a trip to local art galleries will provide the students with the opportunity to see internationally acclaimed artists and interact with the artwork directly. The culmination of this unit is a gallery of the students’ work, curated by themselves, demonstrating their learning and understanding of the concepts covered. Throughout the year, students will be involved in a variety of activities designed to explore their creativity, resilience and perseverance and to challenge them in new and dynamic ways, such as the Year 4 residential trip, Creative Arts Mornings and Discovery Weeks. Students will be encouraged to work on their self-management and organisational skills and become more independent learners. At the start of the year, there will be several opportunities to meet your child’s class teacher, learn about the Year 4 curriculum and ask any questions you might have. We wish you a wonderful holiday and look forward to welcoming the students to Year 4 in August. Kind regards, Mr Richard Tinning, Mr Simon Skinner, Mr Liam Bowden, & Mrs Jane Broderick The Year 4 Teaching Team

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THE YEAR 4 TEACHING TEAM Richard Tinning Year Group Leader & Year 4 teacher – Y4RT

Jane Broderick Year 4 teacher – Y4JB

Simon Skinner Year 4 teacher – Y4SS

Liam Bowden Year 4 teacher – Y4LB

Tracey Murray Year 4 educational assistant

Jeana Dingley Year 4 educational assistant


LEARNING IN YEAR 4 MATHEMATICS By the end of Year 4, children will be expected to know all of their times tables up to 12 x 12 by heart. This means not only recalling them in order but also being able to answer any times table question at random and knowing the related division facts. For example, in knowing that 6 x 8 = 48, children can also know the related facts that 8 x 6 = 48, 48 ÷ 6 = 8 and 48 ÷ 8 = 6. This expertise will be particularly useful when solving larger problems and working with fractions. The key objectives for each strand of Mathematics are outlined below:

Number & Place Value

Count backwards, including using negative numbers Recognise the place value in numbers of four digits (1000s, 100s, 10s and 1s) Put larger numbers in order, including those greater than 1,000

Round any number to the nearest 10, 100 or 1,000

Recognise factor pairs and multiples of a single-digit number

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Use the formal written method of column addition and subtraction for values up to four digits Solve two-step word problems involving all four operations

Know the multiplication and division facts up to 12 x 12 = 144

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Use related facts to multiply multiples of 10 and 100

Use the standard short multiplication method to multiply three-digit numbers by two-digit numbers 05

Fractions ● ● ● ●

Use hundredths, including counting in hundredths Recognise the decimal equivalents of 1/4, 1/2 and 3/4 Round decimals to the nearest whole number Compare the size of numbers with up to two decimal places

Measurements ● ● ● ●

Convert between different measures, such as kilometers to meters Find the area of rectangular shapes by counting squares Read, write and convert times between analogue and digital clocks, including 24-hour clocks Convert amounts of time, including hours to minutes, minutes to hours, days to weeks and weeks to months

Shape & Position ● ● ● ● ●

Sort groups of shapes according to their properties, such as sides and angles Identify acute and obtuse angles Complete a simple symmetrical figure by drawing the reflected shape Use coordinates to describe the position of something on a standard grid Begin to translate shapes on a grid using left, right, up and down measures

Graphs & Data ●

Construct and understand simple graphs using discrete and continuous data

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ENGLISH In Year 4, children will continue to become more independent in both their reading and their writing. Most children will be confident at decoding words and will therefore be able to summarise what they have read in order to better support their learning and research in other subjects. They will begin to meet a wider range of writing contexts, including both fiction and non-fiction styles and genres.

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 4, some focuses may include:

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Maintaining attention and participating actively in collaborative conversations, staying on topic and initiating and responding to comments Explaining own thinking and feelings about a text in well-structured statements and responses Developing understanding through speculating, hypothesising, imagining, and exploring new ideas Speaking audibly and fluently with a good command of standard English

Reading Children will learn to:

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Explain the meaning of key vocabulary within the context of a story or text Read and discuss a wide range of fiction, poetry, plays, speeches, magazines and electronic texts Recognise some different forms of poetry

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Independently use dictionaries to find the meanings of words and check spelling Navigate texts using content and index pages to locate and retrieve information in print and on screen Demonstrate active reading strategies, like generating and modifying questions, finding answers, refining thinking and constructing images Draw inferences about events in a story, such as how a character might be feeling, and use this to predict what might happen next Summarise ideas from several paragraphs of writing Scan a text to quickly find dates, numbers and names Use punctuation to determine intonation and expression when reading aloud Identify, discuss and collect effective words and phrases which capture the reader’s interest and imagination e.g. metaphors and similes

Writing Children will learn to:

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Write neatly, legibly and accurately, usually maintaining a joined style Spell unfamiliar regular polysyllabic words accurately and most of the high-frequency words in Standard 4 Use possessive apostrophes correctly in regular and irregular plurals, such as children’s and boys’ Open sentences in a variety of ways for interest and impact Use paragraphs accurately to group related material or organise ideas Select interesting strategies to move a piece of writing forward e.g. asides, brackets, dialogue with audience Organise ideas for both purpose and reader, using features such as captions, subheadings and bullet points, and use links to show time and cause Check grammar and vocabulary in writing, and make changes where appropriate Extend sentences using a wider range of conjunctions, including subordinating conjunctions Select and use a wider range of adventurous vocabulary and adverbs for purpose


ENGLISH ● ● ● ● ● ● ● ●

Produce thoughtful and considered writing, using simple explanation, opinion, justification and deduction Use nouns, pronouns and tenses accurately and consistently Expand noun phrases by adding modifying adjectives, nouns and prepositional phrases Use fronted adverbials Develop ideas in creative and interesting ways to keep the reader’s interest and focus Use a wide range of punctuation, including full stops, capital letters, question marks, exclamation marks, commas, apostrophes and inverted commas (speech marks) Write in a lively and coherent style in three or more genres Understand and know how to use words like determiner, pronoun, possessive pronoun and adverbial, when talking about writing


DISCOVERY The Year 4 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.


Our Discovery Units Year 4 Unit of Enquiry

Conceptual Lens & Key Concepts



How will we create our class community? How can we ensure everyone feels welcome, included and safe? What does community mean to us? What do you think has an impact on your learning? What process will you go through to make the best use of it?

Community, Growth Mindset, Process, Technology, Balance, Responsibility

SUBJECT DRIVERS Learner Skills, Inquiry, Metacognition

In this unit, students work together to decide what community means to them and how their classroom will represent this. They then explore how their attitude can affect their learning. As they continue to build on their previous learning about growth mindset thinking, they set goals for their learning over the coming year and further explore the importance of learning from mistakes.



Have you ever wondered how your body works? What do the different organs in your body do? How do they work together?

Functions, Systems, Nutrition, Diet, Health, Exercise, Choices, Balance, Lifestyle, Technology, Responsibility

In this unit, students explore and find out how their different body systems interconnect as well as how those systems work and the functions they perform. Through their inquiry, the students also discover how to maintain a healthy balance between body and mind and how the choices they make can affect their health.

SUBJECT DRIVERS Science – Animals (including humans); Personal, Social & Health Education (PSHE)

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Year 4 Unit of Enquiry

Conceptual Lens & Key Concepts



How do famous masterpieces?




In this unit, students explore how artists create art as a form of expression that is interpreted by an audience. They discover how artists create their artwork and how they themselves can use specific techniques to create their own masterpiece. The children learn how to express ideas in new ways and how to manage their time so that they can create their own art collection to show at the Year 4 Gallery.

CAN WE SAVE THE WORLD? Does our world need saving? Why? What can WE do to save our world? In this unit, students learn about resources and how those resources can be used sustainably. They examine how conservation can contribute to a sustainable future. Lantau Island is used as a case study. The children discover more about the plethora of plant and animal life right on our doorstep and debate how and why we should protect it.

Audience, Techniques, Elements, Ideas, Creativity, Experimentation, Perspective, Interpretation


SUSTAINABILITY/ CHANGE Resources, Environment, Consequences, Communities, Classification, Living Things, Attributes, Survival, Adaptation, Environment, Conservation, Evidence, Repetition, Shape, Pattern, Colour

SUBJECT DRIVERS Science – Living Things & Their Habitats, Plants, Geography, Art

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Year 4 Unit of Enquiry

Conceptual Lens & Key Concepts



Have you ever wanted to make a little extra pocket money? Are you full of innovative ideas that could be used to design and create goods or services that could be sold? Could you use these ideas to create, develop and launch a new, innovative product or service that would appeal to an audience? How could people be influenced to create a demand for such an innovative product or service?

Innovation, Creativity, Product, Ideas, Features, Needs, Design Process, Consumer, Inquiry, Investigation, Understanding, Construction, Circuit, Electricity, Device, Force, Impact, Object, Materials

In this unit, there are so many questions to be answered as the students explore entrepreneurship, using a design process to create new or develop existing ideas that will appeal to a particular audience or target market. They consider the manufacturing process and cost implications of mass production, understand how goods and services can be marketed to create demand, and explore other factors that can influence a successful new product or service launch.

SUBJECT DRIVERS Science – Electricity, Forces & Magnetism, Technology, Design Technology, 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 4 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.


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.




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.


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.


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 4, 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.


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.

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. If they have a morning lesson, students will need to change back into school uniform following the lesson.

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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.


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 4 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