2022–23 | DBIS Transition Year 5

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Welcome to Year 5 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 5 Welcome to Year 5 2022–223, and what an exciting year we have in store… We are delighted to welcome you to Year 5, which we know will be an incredibly exciting, engaging and challenging year for all the children. In Year 5, they will experience quality learning opportunities throughout the year where they will work independently, as well as in groups with others. Reading, Writing and Mathematics make up the core subjects, complemented by an inquiry-learning approach to Discovery, through which the children will continue to develop skills, knowledge and understanding in Science, Geography, History, Art and Design Technology. Additionally, the children will receive specialist lessons in Mandarin, Learning Technologies, Music and Physical Education (PE). The children will also continue to build on their skills during the many opportunities provided for learning outside the classroom. We will be beginning the year with a whole-school unit called ‘Creating Our Community & Learning to Learn’, where the children will be developing their classroom community to best support their learning whilst also learning about how people learn, the role of our brains and the connection between growth mindset, attitude and the ability to learn. There are many exciting learning opportunities to look forward to throughout the year, including our Year 5 Show, our residential camp and our ever-evolving Discovery units that will take the students’ learning to the next level.


It is our priority to ensure that each and every student feels happy, confident and engaged in their learning to reach their full potential both academically and socially. To achieve this, we believe that a strong partnership between the teachers, the parents and the students is integral. We wish the very best for all of our Year 5 students – we want them to want to be the very best that they can possibly be. Kind regards, Ms Bryony Wilson, Mr Ciaran Gallagher & Mrs Rachel Evetts The Year 5 Teaching Team

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THE YEAR 5 TEACHING TEAM Bryony Wilson Year Group Leader & Year 5 teacher – Y5BW

Ciaran Gallagher Year 5 teacher – Y5CG

Rachel Evetts Year 5 teacher – Y5RE

Debbie Barnett Year 5 educational assistant

Anita Menon Year 5 educational assistant


LEARNING IN YEAR 5 MATHEMATICS By the end of Year 5, children should be fluent in formal written methods for addition and subtraction. Using their developing knowledge of formal methods of multiplication and division, children are able to investigate and solve problems, including those involving properties of number and place value calculations. Children will be making connections between fractions, decimals and percentages and will be able to classify shapes with geometric properties, using the vocabulary needed to describe them. They should also be able to read, spell and pronounce mathematical vocabulary correctly. The key objectives for each strand of Mathematics are outlined below:

Number & Place Value ● Recognise and use the place value of digits in numbers up to 1 ● ● ● ● ● ● ● ●

million (1,000,000) Use negative numbers, including in contexts such as temperature Add and subtract a mix of whole numbers and decimals with different numbers of decimal places using column methods Carry out addition and subtraction with numbers larger than four digits Multiply a two-digit number by another two-digit number Divide three- and four-digit numbers by a one-digit number Use rounding to estimate calculations and check answers are of a reasonable size Find factors of multiples of numbers, including finding common factors of two numbers Know the prime numbers up to 19 by heart, and find primes up to 100


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Use the formal methods of long multiplication and short division Multiply and divide numbers mentally by 10, 100 or 1,000 Recognise and use square numbers and cube numbers Recall quickly all the multiplication and division facts for 12 x 12, and use them confidently in larger calculations

Fractions, Decimals & Percentages ● Put fractions with the same denominator into size order, e.g. ● ● ● ● ● ●

recognising that 3/5 is larger than 2/5 Find equivalents of common fractions Convert between improper fractions and mixed numbers, e.g. recognising that 5/4 is equal to 1 1/4 Add and subtract simple fractions with related denominators, e.g. 2/3 + 1/6 = 5/6 Convert decimals to fractions, e.g. converting 0.71 to 71/100 Round and order decimals to two decimal places Recognise and understand percentage (%) as a part of 100, and write a percentage as a fraction and a decimal

Measurements ● Convert between metric units, such as centimetres to metres or ● ● ●

grams to kilograms Use common approximate equivalents for imperial measures, such as 2.5cm ≈ 1 inch Calculate the area of rectangles using square centimetres or square metres Estimate volume (in cm3) and capacity (in ml)

Shape & Position ● Draw and measure given angles in degrees ● Compare acute, obtuse and reflex angles ● Calculate missing angles on a straight line (180°), at a point (360°) or ● ●

within a right angle (90°) Use reflection and translation to change the position of a shape Identify regular and irregular shapes

Graphs & Data ●

Read and understand information presented in tables, including timetables

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ENGLISH In Year 5, your child will increasingly meet a wider range of texts and types of writing and will be encouraged to use their skills in a broader range of contexts.

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 Speaking audibly and fluently using standard English where appropriate Gaining, maintaining and monitoring the interest of the listeners

Reading Children will learn to: ● Read a wide range of fiction, non-fiction, poetry, plays and reference books ● Perform plays and poems using tone, volume and intonation to convey meaning ● Use knowledge of spelling patterns and related words to read aloud and understand new words ● Make comparisons between different books or parts of the same book ● Read a range of modern fiction, classic fiction and books from other cultures and traditions

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Demonstrate active reading strategies, like generating questions to refine thinking Summarise ideas drawn from more than one paragraph, identifying key details Predict future events from details either written in a text or by ‘reading between the lines’ Identify how language, structure and presentation contribute to meaning Infer characters’ feelings, thoughts and motives from their actions, and justify this with evidence Make book recommendations, giving reasons for choices Participate in discussions about books, building on and challenging ideas Explain and discuss understanding of reading Participate in formal presentations about reading and respond to resulting questions Provide reasoned justifications for views (point, evidence, explanation) Scan a text for keywords and phrases to locate key information Explore, recognise and use the terms metaphor, simile and imagery Read, reread and read ahead to locate clues to support understanding

Writing Children will learn to: ● Write neatly, legibly and accurately in a flowing, joined style ● Adapt handwriting for a range of tasks and purposes, including for effect ● Spell accurately all but the most complex words, such as paraphernalia, and the Standard 5 High Frequency Words ● Spell words with silent letters e.g. knight, solemn ● Recognise and use spellings for homophones and other often-confused words from the Standard 5 list ● Confidently use a dictionary to check spelling and meaning ● Identify the audience and purpose before writing, and adapt genre accordingly ● Select from a wide range of imaginative and ambitious vocabulary ● Develop setting, atmosphere and character, using a wide range of narrative techniques, including dialogue, quotation, formal and informal style


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Use different techniques like opinion, summary, justification or comment to conclude a piece of writing Use advanced organisational and presentational devices, such as bullet points, underlining, parenthesis, providing context, footnotes etc. Use grammar accurately except when consciously using dialect or colloquialism for purpose and audience Use complex sentence structures appropriately Use a thesaurus to find synonyms Use punctuation and varied sentence length to create effect and sustain interest Group things appropriately before or after a main verb e.g. The books, the pens and the pencils were all ready on the table Use punctuation to show division between clauses and to create effect Use paragraphs consistently and appropriately Interweave implicit and explicit links between sections using adverbials of time (e.g. later), place (e.g. nearby), number (e.g. secondly) or tense choices Use ellipses, commas, brackets and dashes in writing Use hyphens to avoid ambiguity Use semi-colons, colons and dashes between independent clauses Use a colon to introduce a list Punctuate bullet points consistently Use alliteration, onomatopoeia, figurative language, dialect, metaphor and simile to create effect Use informal and formal styles with confidence and use passive voice for variety Understand and know how to use the following words: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion and ambiguity, when talking about writing


DISCOVERY The Year 5 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 5 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? How does our brain help us to learn? What is positive psychology?

Process, Learning, Growth Mindset, Beliefs, Values, Relationships, Psychology, Potential, Technology, Systems


In this unit, students work together to decide what community means to them and how their classroom will represent this. Students start to recognise that learning is a process that is influenced by a variety of factors, including a growth mindset. They explore the connection between growth mindset, attitude and learning, and they study the idea of positive psychology and how this can be embedded at the start of the academic year to have a constructive and optimistic impact for their learning over the rest of the year.

Learner Skills, Inquiry, Metacognition



What is energy? How do we use energy? How has it changed over time? Is there enough energy for our future? Do all communities use the same types of energy sources?

Energy, Process, Power, Environments, Communities, Sources, Opportunities, Health, Education, Socio-Economic Change, Art

In this unit, students explore different sources of energy, how those sources have changed over time, and the impact of our use of energy sources on the environment and communities. They examine how the energy use of a community can impact other places in the world, and they consider the impact of energy production and how its use has led to the development of alternative energy sources.

SUBJECT DRIVERS Science (Electricity), Art, Geography, Design Technology

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Year 5 Unit of Enquiry

Conceptual Lens & Key Concepts



What do you know about the place in which we live? Have you ever stopped to wonder what Hong Kong looked like 100 years ago or 1,000 years ago, or even what it will look like in 100 years’ time?

Trade, Time, Needs, Location, Progress, Design, Structures, Purpose, Population, Land, Weather, System, Community

In this unit, students explore how their current home, Hong Kong, has changed over time and the impact that this has had on its geography, its people and its history. They consider how these changes can be viewed from different local perspectives.

INTERSTELLAR – OUR PLACE IN THE UNIVERSE What is our place in the universe? What inspires space exploration? How might humans need to adapt to survive living on a new planet? In this unit, students explore the concept of space exploration, how curiosity and needs have driven space exploration, and how humans might survive in a settlement on a new planet. They explore how adaptation and sustainability, along with technological advances in space exploration over time, have led to new discoveries.

SUBJECT DRIVERS Geography, History

EXPLORATION Gravity, Planetary Bodies, Solar System, Curiosity, Constellations, Navigation, Space Exploration, Survival, Environment, Adaptation, Sustainability

SUBJECT DRIVERS Geography, History

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Year 5 Unit of Enquiry

Conceptual Lens & Key Concepts



How can we communicate meaning through performance? What does this involve? What are the elements that make up a great performance? In this unit, students consider how relationships play an integral role in the creation and success of a theatrical production. They look at the role of language and meaning in productions and how the separate elements of a performance can come together to create an overall effect and the desired impact on an audience. Students also consider how they are interdependent as they reflect throughout the whole process of creating the show, and they consider how feedback and experimentation lead to evaluation and improvement.

Foundation, Progress, Language, Performance, Production, Meaning, Understanding, Reflection, Creativity, Experimentation, Production, Improvement

SUBJECT DRIVERS Design Technology, Art, Science – Light & Sound

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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 5 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. As we are encouraging independence, please allow your child to pack and carry their own bags. In Year 5, 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. 20

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 5 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