2022–23 | DBIS Transition Year 6

Page 1

Welcome to Year 6 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 ● ● ●

● ● ● ● ● ●

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.

Contents 02














STEPPING UP TO YEAR 6 Welcome to Year 6! We have an exciting year ahead, filled with incredible learning opportunities, adventures and interesting challenges. In Year 6, we aim to ease the transition from our Primary School to Secondary and provide the best preparation possible so students are ready for their move at the end of the year. The DBIS Learner Profile will guide our learning and behaviours in Year 6, whilst students aim for a personal best in everything they undertake. We aspire to make their final year in our Primary school most memorable. In Year 6, the children will follow our bespoke DBIS Primary curriculum, which is based on the National Curriculum of England and is enhanced by our unique international context. The children will experience quality learning opportunities throughout the year where they will work independently as well as collaboratively. Reading, Writing and Mathematics are core subjects, and in Discovery, which encompasses Science, Geography, History, Art and Design Technology, students will inquire through a concept-based learning approach. Additionally, the children will receive specialist lessons for 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. Throughout the year, Year 6 students will be involved in a range of activities, including the Public Speaking competition, the STEAM Fair and transition activities in preparation for Year 7. Children in Year 6 are part of the 1:1 Chromebook programme, which allows students to create their own digital portfolio and to work on this both in class and at home. This is an exciting learning opportunity that enriches the children’s learning. Being the oldest children in the Primary School means that our students will be given opportunities to develop their leadership skills and act as role models to others by applying for the prestigious roles of House Captain and Student Ambassador. We hope there will also be opportunities to represent the school through the FOBISIA (Federation of British International Schools in Asia) tournaments for Sport, Music and Mathematics. It is going to be an exciting year, and we are really happy to have you joining us for the journey. Kind regards, Mr Lewis Peck, Mrs Helen Kavanagh & Mr David Raftery The Year 6 Teaching Team

05 03

THE YEAR 6 TEACHING TEAM Lewis Peck Year Group Leader & Year 6 teacher – Y6LP

David Raftery Year 6 teacher – Y6DR

Helen Kavanagh Year 6 teacher & Leader for Challenge – Y6HK

Vanessa Ameresekere Year 6 educational assistant


LEARNING IN YEAR 6 MATHEMATICS By the end of Year 6, children are expected to be confident with the use of all four standard methods for written calculations and to have secured their knowledge of all key number facts for the four operations (addition, subtraction, multiplication and division). Their work will focus more on fractions, ratio, proportion and the introduction of algebra. The key objectives for each strand of Mathematics are outlined below:

Times Tables ●

Recall quickly all the multiplication and division facts for tables up to 12 x 12, and use them confidently in larger calculations

Number & Place Value ● ● ● ●

Solve number and practical problems that involve place value and number properties Read, write, order and compare numbers up to 10,000,000, and determine the value of each digit Round any whole number to a required degree of accuracy Use negative numbers in context and calculate intervals across zero

Addition, Subtraction, Multiplication & Division ● ●

Solve addition and subtraction multi-step problems in context, with increasingly large numbers, deciding what operations to use and why Use knowledge of the order of operations to carry out calculations involving the four operations


● ● ●

● ● ●

Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy Multiply multi-digit numbers up to four digits by a two-digit whole number, using the formal written method of long multiplication Divide numbers up to four digits by a two-digit whole number using the formal written method of long and short division, and interpret remainders as whole number remainders, fractions or by rounding, as appropriate for the context Perform mental calculations, including with mixed operations and large numbers Identify common factors, common multiples and prime numbers Solve problems involving addition, subtraction, multiplication and division

Fractions, Decimals, Percentages & Ratio ● ● ● ● ● ● ● ● ●

Use common factors to simplify fractions Compare and order fractions, including fractions > 1 Add and subtract fractions and mixed numbers with different denominators, using the idea of equivalence Multiply simple pairs of proper fractions, and write the answer in its simplest form e.g. 1/4 x 1/2 = 1/8 Divide proper fractions by a whole number e.g. 1/3 divided by 2 = 1/6 Associate a fraction with division, and calculate decimal fraction equivalents (e.g. 0.375 for a simple fraction of 3/8) Identify the value of each digit in numbers given to three decimal places, and multiply and divide numbers by 10, 100 and 1,000, giving answers up to three decimal places Multiply one-digit numbers with up to two decimal places by whole numbers Use written division methods in cases where the answer has up to two decimal places 05 06

MATHEMATICS ● ● ● ● ● ●

Recall and use equivalence between fractions, decimals and %, including in different contexts e.g. 10% of £5.00 or 50% of the team Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts Solve problems involving the calculation of percentages (e.g. of measures and such as 15% of 360) and the use of percentages for comparison Solve problems involving similar shapes where the scale factor is known or can be found Solve problems involving unequal sharing and grouping, using knowledge of fractions and multiples Solve problems which require answers to be rounded to specified degrees of accuracy

Statistics ● Interpret and construct pie charts and line graphs, and use these to ●

solve problems (e.g. speed) Calculate and interpret the mean as an average

Shape, Position & Direction ● Describe positions on the full coordinate grid (all four quadrants) ● Draw and translate simple shapes on the coordinate plane, and ● ● ● ● ●

reflect them in the axes Accurately draw 2D shapes using given angles and dimensions Recognise, describe and build simple 3D shapes, including making nets Compare and classify geometric shapes based on their size and properties, and find unknown angles in any triangles, quadrilaterals, and regular polygons Illustrate and name parts of a circle, including radius, diameter and circumference, and know that diameter is twice the radius Recognise angles where they meet at a point, are on a straight line or are vertically opposite, and find missing angles

05 07

MATHEMATICS Measurements ● Solve problems involving the calculation and conversion of units of ●

● ● ● ● ●

measure, using decimal notation up to three decimal places where appropriate Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation up to three decimal places Convert between miles and km Recognise that shapes with the same areas can have different perimeters and vice versa Recognise when it is possible to use formulae to calculate the area and volume of shapes Calculate the area of parallelograms and triangles Calculate, estimate and compare the volume of cubes and cuboids, using standard units (e.g. cm3) and extending to other units (e.g. mm3 and km3)

Algebra ● Use simple formulae ● Generate and describe linear number sequences ● Express missing number problems algebraically ● Find pairs of numbers that satisfy an equation with two unknowns ● Enumerate possibilities of combinations of two variables

05 09

ENGLISH In Year 6, children 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 6, some focuses may include: ● Speaking audibly, fluently and clearly in a range of contexts, using standard English where appropriate ● Participating in discussions about books, building on own and other’s ideas, and listening to and challenging the views of others courteously ● Selecting and using appropriate language, tone and vocabulary for different purposes

Reading Children will learn to: ● Listen to, read and discuss a wide range of fiction, non-fiction, poetry, plays, reference and textbooks ● Learn a range of poetry by heart ● Use knowledge of spelling patterns and related words (morphology and etymology) 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

05 10

● ● ● ● ● ● ● ● ● ● ● ● ●

Identify and discuss themes and conventions across a wide range of writing Explore and explain the meaning of new vocabulary in the context of the text Demonstrate active reading strategies like asking questions and responding to different viewpoints 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 structure and presentation contribute to meaning Discuss how authors use language, including figurative language, to affect the reader Make book recommendations, giving reasons for choices Prepare and participate in formal presentations and debates on a range of issues related to reading both fiction and non-fiction texts Provide reasoned justifications for views Retrieve, record and make notes to present information from a range of texts Skim a text for gist, scan for key information and use a combination of both to locate specific information Distinguish between statements of facts or opinion across a range of texts

Writing Children will learn to: ● Write with increasing speed and accuracy, maintaining legibility and style ● Vary font for effective emphasis using print, italics or capitalisation ● Spell all vocabulary correctly, apart from rare technical or obscure words ● Use a thesaurus to find synonyms and more imaginative and ambitious vocabulary ● Identify the audience and purpose before writing, and adapt accordingly ● Use a wide range of ambitious vocabulary accurately and precisely ● Write with confidence and imagination ● Write a summary of longer passages of writing ● Open and close writing in interesting, unusual or dramatic ways


● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

Use a wide range of conventions, including paragraphs, sub and side headings, addenda, footnotes and contents, appropriately to the context Consciously vary levels of formality according to purpose and audience Check accurate tenses are consistently used throughout a piece of writing Group items before the verb for effect Use modal verbs or adverbs to indicate degrees of possibility Use a variety of sentence types, including statements, commands, questions, asides, and complex and simple sentences, with the correct placing of clauses Always construct grammatically correct sentences Use clauses confidently Start sentences with a wide range of sophisticated conjunctions Use stylistic features like rhetorical questions, repetition, figurative language, passive voice, metaphor, simile, alliteration and onomatopoeia to create effect Use a wide range of sophisticated conjunctions to show time, cause, sequence and mode Use a full range of punctuation almost always accurately and precisely Sustain a convincing viewpoint throughout a piece of writing Use implicit links within a text by referring back or forward to more information or detail Understand and know how to use the following words: subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semicolon and bullet points when talking about writing


DISCOVERY The Year 6 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.

05 13

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 6 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 are you going to rise to the challenges that Year 6 will present to you? Will your choices reflect the values of DBIS? How will you be an effective learner, a positive role model and a responsible leader?

Values, Reflections, Choices, Actions, Growth Mindset, Process, Learning, Responsibility, Understanding, Balance, Safety, Consequences

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. As they start their last year in Primary, the students explore the answers to the questions posed above. They consider the DBIS values, what it means to be a great learner and how they can use their learner and inquiry skills to help achieve their end-of-year learning goals and successfully prepare for their transition into Secondary School.

15 05

Year 6 Unit of Enquiry

Conceptual Lens & Key Concepts



What do a tide pool on the Atlantic coast and a rainforest in South America have in common? Despite being very different in size and location, both are examples of ecosystems. But what is an ecosystem? How is an ecosystem different from a community? Students explore how populations of species are organised in our world. They investigate how these incredibly diverse systems support living things, and they explore the interdependence each being has on one another and on the physical environments in which they live. The students consider the role each being plays in these incredible systems of diversity, and they ask what responsibility we as humans owe these systems.

MIGRATION – WHY DO PEOPLE MIGRATE? What makes people want to move from one place to another? What is their motivation for migration – is it their choice, or has it been forced upon them? Have you ever moved from one place to another? Have you ever considered how different your life would be if you hadn’t moved or perhaps did move to another place? In this unit, students explore the many factors that motivate people to migrate as well as the challenges migrants may face.

Location, Climate, Population, Form, Shape, Ecosystem, Balance, Equilibrium, Disturbances, Interdependence, Living Things, Food, Energy, Growth, Reproduction, Adaptation, Evolution, Survival, Responsibility, Choices, Actions, Sustainability

SUBJECT DRIVERS Science – Living things & their habitats, Animals (including humans), Evolution & Inheritance, Art, Geography, Design Technology

ORIGINS/TRANSITION Push/Pull, Migration, Change, Power, Conflict, Location, Infrastructure, Resources, Immigration, Networks, Charities, Economy, Processes, Resources, Consumption, Story, Journey, Drawing

SUBJECT DRIVERS Geography, History, Art, Science – Properties & Changes of Materials

16 05

Year 6 Unit of Enquiry

Conceptual Lens & Key Concepts



How could your learning transform the world?

Investigation, Problems, Solutions, Reflection, Design Process, Decomposition, Perseverance, Communication, Representation, Understanding, Success

In this unit, students have the opportunity to think like a scientist, an engineer and a mathematician. They have the opportunity to bring their critical and creative thinking to an issue that might need a solution or innovation, they are challenged to reflect on ideas that exist already and they are encouraged to transform current thinking through a process of designing, developing and evaluating. This is an exciting opportunity for students to showcase their investigative skills along with essential communication and collaboration skills to a wider audience at the DBIS STEAM Fair.

HOW CAN WE HAVE A SUCCESSFUL TRANSITION? This is going to be an exciting but emotional journey as we say goodbye to Primary and hello to Secondary. When learning through this unit, students are only weeks away from completing their Primary School years – four years of Primary and four years of Early Years! It is the end of an era for them all, but it is the start of a new, exciting chapter too. They probably have a huge range of emotions and feelings and, no doubt, some wonderful memories of the last eight years of this incredible journey of learning and personal development. In this unit, students will be reflecting on their time in the Primary years and how those years have helped make them the people they are today. They will explore what can help them to be fully prepared for the next stage in their schooling and their lives.

SUBJECT DRIVERS Science – All Areas, Student Agency

CHANGE/REFLECTION Past, Transition, Independence, Self-management, Responsibility, Wellbeing, Communication, Empathy, Adaptability, Relationships

SUBJECT DRIVERS PSHE – Learning for Life, Art

17 05

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 6 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.

05 19

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 6, 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

● ● ●

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 12.10 pm, 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. 22

Helpful Hints

● ● ● ●

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.

05 23

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

● ● ●

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.

05 24

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 6 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.

05 28

ADVERSE WEATHER As you will be aware, Hong Kong is subject to extreme weather conditions from time to time. The Education Bureau of the Hong Kong government stipulates that when certain rain warnings and typhoon signals are in place, we are to follow their directives:

Typhoon Signal Number 1 DBIS Kindergarten, Primary and Secondary Schools will operate as normal.

Typhoon Signal Number 3 or Above DBIS Kindergarten will be closed. DBIS Primary and Secondary Schools will operate as normal.

Typhoon Signal Number 8 or Above DBIS Primary and Secondary Schools will be closed. Static learning activities will be available for the children to access remotely by 10am on the morning of a T8 school closure.

Amber Rainstorm Warning DBIS Kindergarten, Primary and Secondary Schools will operate as normal.

Red or Black Rainstorm Warning If a Red or Black Rainstorm Warning is issued before the start of the day, DBIS Kindergarten, Primary and Secondary Schools will be closed for children. Static learning activities will be available for the children to access remotely by 10am on the morning of a rainstorm school closure. In the event of a Red or Black Rainstorm Warning being issued during the day, the school will continue until the end of normal hours and children will be retained until conditions are safe for them to return home. 27