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Early Years Early Years Parent Handbook 2018-19


EARLY YEARS HANDBOOK 2018 - 19 Values, Mission & Aims

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Welcome to Early Years

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Staff Directory

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The Early Years Curriculum

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What is play-based learning?

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The benefits of play

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Prime Areas of Learning

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Specific Areas of Learning

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Ruth Miskin - Read Write Inc (RWI)

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As a Mum or Dad how can I help?

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Enquiry Units

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Specialist Lessons

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The role of Outdoor Provision

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Forest Schools and Beach Schools

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Electronic Learning Journey

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A-Z Directory

Change of Address and Contact Details

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Communication 14 Extra Curricular Activities (ECA)

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Key Dates and Events

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Leave of Absence During Term Time and absences due to illness

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Parental Absence

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Personal Information

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School Cancellation

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School Hours and Contact Details

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School Nurse

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Uniform 16 Valuables and Toys

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Withdrawal of Students

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Uniform List

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Our Core Values, Mission and Aims

OUR CORE VALUES zz

We respect the needs and rights of each member of our community.

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We show care, kindness and compassion to others.

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We are supportive of each other.

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We embrace diversity and celebrate individuality.

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We are responsible and honest in our actions.

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We promote a sense of 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 zz

To promote a culture of excellence in teaching and learning.

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To provide a broad and balanced curriculum that reflects the international nature of the DBIS student community.

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To encourage internationalism, providing students with the skills, dispositions, and knowledge to participate in an increasingly interconnected world.

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To ensure a supportive, happy and secure environment for learning.

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To develop leadership skills and a sense of service to others through a range of extra-curricular opportunities locally and internationally.

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To encourage the physical and emotional wellbeing of each individual.

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To use innovative pedagogy and technology to enrich learning.

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To work in partnership with parents, alumni and the local and wider community in the ongoing development of the school.

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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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The DBIS Community - Revised in 2014 and 2017.


Welcome to our Early Years Foundation Stage (EYFS) at DBIS Here at DBIS Early Years Foundation Stage we are committed to ensure that our children embark on their learning journey in an environment that provides stimulating and exciting opportunities. Our school derives much strength from the surrounding active community and establishing and maintaining supportive relationships is the key to the DBIS EYFS ethos. By working together we can ensure that all Early Years children continue to value and enjoy their time here, that they are sufficiently challenged and supported in their learning, and make excellent progress in a happy and caring environment. We nurture creative, resilient and independent learners, who are excited and confident to take risks and explore through play. Positive relationships with our extended families support our holistic approach to ensure the focus is placed upon developing the whole child. Children at DBIS EYFS are internationally minded, showing respect and responsibility for themselves, the community and the wider world. (DBIS EYFS Vision 2017) After reading these pages you will gain a sense of how our warm and caring environment and its provision of stimulating play-based activities inspires our students to be curious, ask questions and develop an awe and wonder of the world. We value the importance of independence and creativity and critical thinking. Each child’s potential for personal enquiry is promoted through opportunities for successful and memorable learning. Child-initiated opportunities are balanced with adult-led activities. The twenty students in each class benefit from the Teacher and Educational Assistant’s sensitive and responsive interactions, which support their unique needs, feelings and interests and create a sense of belonging. Spacious classrooms and the integrated design of the outdoor learning environment, ensures that intellectual curiosity is stimulated through experiences that are responsive to individual interests and relevant to all of the children’s cultures and home communities. Planned purposeful play, supports and challenges the students in risk taking and genuine personal enquiry. Fostering the pleasure of imaginative play and a love and enjoyment of learning, our Early Years provides the most wonderful start of your child’s learning journey at DBIS. Kind regards Eleanor Loran Head of Early Years

Early Years Foundation Stage Motto

We play, learn and grow together. (Devised by EYFS Student Council 2017)

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Staff

TEACHING STAFF Nursery Farm Starlight Sunflower Rainforest Seaside Reception Airport Safari Garden Castle Harbour

: : : : :

Ruth Brislen Suzanne Carrigan Year Group Leader Katie Corrigan Laura Bell Deirdre McCarthy

: : : : :

Charlotte Phillips Sam Newman Nicola Hill Catherine Hickey Emma McCartan

Year Group Leader

SPECIALIST STAFF Music ICT PE Mandarin Inclusion Library

: : : : : :

Sarah Beattie Bev Hull Leo Van den Bogaerde Michelle Zhang Sarah Beattie Lori Tighe

ADMINISTRATION Administration Officer : Angel Tang

SUPPORT STAFF Nursery Farm Starlight Sunflower Rainforest Seaside Reception Airport Safari Garden Castle Harbour

: : : : :

Analyn Hepper Bernadette Haggarty Rasarin Rudall Melissa Fuchs Virlie Hyde

: : : : :

Jess Lee Susy Borrelli/Diana Calnan Brenda Dauz Radhika Gidwani Whitney Fritsch

SPECIALIST SUPPORT STAFF

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Music : Gill Bredbury ICT : PE : Paige Smal Mandarin : Joyce Tan Inclusion : Carla Keating School Nurse : Vicky Hendriks Resources : Natasha Patidar


Our Early Years Curriculum is based on the Early Years Foundation Stage Framework of England 2014. The framework develops concepts, skills, learning strategies and positive attitudes in the intellectual, social and physical areas of learning. To ensure this, we provide many opportunities for individual, small group and whole group instruction. Our curriculum is based on open-ended themes allowing children to build on what they already know. Students then explore, extend and enrich their knowledge in the following prime and specific areas of learning. The curriculum places great emphasis on overall development and active learning through play. Through hands on activities and appropriate resources, we encourage our students to acquire the effective characteristics of learning needed to succeed throughout school. Early Years Foundation Stage (EYFS) is how Early Years professionals describe the time in your child’s life between birth and age 5. It is the first stage of the National Curriculum of England and we adapt its framework to meet the unique needs of our students here at DBIS. This is a very important stage as it helps your child get ready for school as well as preparing them for their future learning and successes. From when your child is born up until the age of 5, their early years experience should be happy, active, exciting, fun and secure; and support their development, care and learning needs.

What is play-based learning? Play is the way in which children learn. They learn most effectively when they feel safe and are having fun. Children’s learning becomes really meaningful when they are free to enquire and learn at their own rate and in their own way. A work orientated, rigid approach to learning is unlikely to provide children with the independent skills and attitude they need to be lifelong learners. Tension and anxiety inhibits learning. By providing for play, we ensure that our students have developed appropriate opportunities, resources and time for play.

The benefits of play

Curriculum

The Early Years Curriculum

Play enables children to develop all of their skills, and as children develop, so does their play. Play provides opportunities to improve small and large muscle skills and maintain physical health. Play helps to develop imagination and creativity while providing a context in which to practise social skills. Play acts as an outlet for emotional expression and provides opportunities to understand value systems. Sustained periods of uninterrupted play builds children’s concentration and the inner motivation to take responsibility for their own learning. There are times when the children come together as a group, listen when others are talking, follow the rules of the group and begin to take responsibility for their actions and environment. We offer students learning opportunities that reflect their developmental stage. Play

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choices are determined by the teachers to challenge and support the students learning. In practical terms, a play based curriculum gives emphasis to students to express their own ideas – to represent their world in order to understand it. In the process of representation, language and social abilities are developed. Students are encouraged to think flexibly and creatively as they seek solutions to problems and conflicts. They share their understandings with others and explore and experience the content associated with the seven areas of the Early Years Foundation Stage (EYFS).

Prime Areas of Learning Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development. Children should mostly develop the 3 Prime areas first. These are:

Communication and Language Through ongoing, varied and positive experiences, we give our students opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. We recognise that for many of our students English is a second or third language and we promote opportunities for them to develop a rich and varied vocabulary building on their knowledge of their home language.

Physical Development Young children need to be active and interactive and to develop their coordination, control, and movement. We help our students to understand the importance of physical activity, and to make healthy choices in relation to food. Twice a week, under the guidance of a specialist teacher, our students participate in physical activities while practising the rules of safety, cooperation and gross motor skills development. Throughout the day our students are engaged in activities that promote the development of fine motor skills.

Personal, Social and Emotional Development To flourish in all aspects of learning, children need to develop a positive sense of themselves and others. They need to form positive relationships and have respect for others. Through the teaching of the 8 Personal Goals (Adaptability, Respect, Resilience, Communication, Co-operation, Morality, Thoughtfulness, Enquiry) we help the students develop their social skills, to learn how to manage their feelings, to understand appropriate behaviour in groups and to have confidence in their own abilities. These Prime areas are those most essential for your child’s healthy development and future learning. As children grow, the Prime areas will help them to develop skills in 4 Specific areas. These are:

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Literacy We provide students with access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest and to encourage a love of literature. Literacy development in the Early Years involves encouraging children to link letters and sounds and to begin to read and write. Our reading, writing and spelling programme, Ruth Miskin Read Write Inc (RWI), is a multifaceted approach to developing early literacy skills.

Ruth Miskin - Read Write Inc (RWI) RWI is a synthetic phonics programme that ensures reading, writing and spelling success. At the core of RWI is the vigorous teaching of synthetic phonics. Students learn the 44 common sounds in the English language and how to sound blend words over a short period of time, alongside letter formation and spelling. Importantly, they then read books with words that they can sound blend, so that they achieve early success in reading. The more sounds they learn the greater the range of texts they can read. RWI starts at the different points in the years dependent on the year group.

Mathematics Early mathematical understanding is acquired through repeated experiences using hands on materials in enjoyable, meaningful contexts. We provide children with opportunities to develop and improve their skills in counting; understanding and using numbers; calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.

Understanding the World Through a range of concepts through our Enquiry Units and by following our students interests, we guide children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking, which takes place both indoors and outside.

Expressive Arts and Design We enable our students to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, drama and daily opportunities for imaginative play.

As a Mum or Dad, how can I help with my child’s learning? All the fun activities that you do with your child at home are important in supporting their learning and development, and have a really long lasting effect on your child’s learning as they progress through school. If you make the time every day to do some of the following things with your child it will make a real difference to your child’s confidence as a young learner:

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Sing and tell nursery rhymes

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Talk about the numbers, colours, words and letters you see when you are out and about

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Allow your child to cut out and stick pictures from magazines

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Cook/bake together

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Plant seeds or bulbs in a pot or garden patch

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Observe the weather - shadows, rain, puddles, snow, wind and sun - to extend your child’s vocabulary

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Explore the park at a different time of the year - go off the beaten track

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Share a book

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Talk to your child at every opportunity - eg what made you happy today?

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On a trip to the supermarket, talk about all the different packaging shapes

Enquiry Units Enhancing our Early Years Foundation Stage curriculum is our Enquiry Units. Through these units our students learn the subject knowledge, skills and understanding they need to become aware of the world around them. Our units focus on ways of thinking, communicating, conceiving and realising ideas and information. Early Years teachers act as facilitators and assist children to develop the capacity to design, create and evaluate processes as a way of developing creativity and innovation. Different concepts underpin the planning and the concepts represent the big, abstract ideas. Our Enquiry Units also enable our students to develop the personal skills they need in order to take an active part in their world throughout their lives. It helps our students develop an international mindset alongside their awareness of their own self and does each of these in ways that take into account up to date research into how children learn and how they can be encouraged to be lifelong learners.

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EYFS: Nursery Enquiry Units Units

Conceptual Understanding

Term

Timescale

Unit 1

Play

Term 1

8 weeks (including staggered start)

Unit 2

Beliefs

Term 1

8 weeks

Unit 3

Sharing the Planet

Term 2

8 weeks (3 weeks for additional celebrations)

Unit 4

Storytelling

Term 3

8 weeks

Unit 5

Transition

Term 3

2 weeks

Unit 6

Celebrations

Festivals planned for: Ongoing throughout the year Diwali Halloween Christmas Chinese New Year Easter Eid al-Fitr Eid al-Adha Hanukkah Mid-Autumn Festival Thanksgiving

EYFS: Reception Enquiry Units Units

Conceptual Understanding

Term

Timescale

Unit 1

Play

Term 1

6-8 weeks

Unit 2

Communities

Term 1.1-1.2

6-8 weeks

Unit 3

Challenge

Term 2.1

4 weeks

Unit 4

Storytelling

Term 2.2

8 weeks

Unit 5

Changes/ Transition

Term 3

10 weeks

Unit 6

Celebrations

Festivals planned for: Ongoing throughout the year Diwali Halloween Christmas Chinese New Year Easter Eid al-Fitr Eid al-Adha Hanukkah Mid-Autumn Festival Thanksgiving

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Specialist Lessons We enhance our Early Years Curriculum with co curricular provision in Mandarin, Library, Music, LT and PE. These lessons take place during the school day.

Mandarin Twice a week for 20 minutes our students engage in Mandarin sessions with our Mandarin specialist teacher. The sessions are an introduction to the Mandarin language and Chinese culture through fun and inclusive songs and games.

Music Our students enjoy music once a week with a specialist music teacher. Our students experience and develop the eight elements of music through song, musical instruments, listening to music and creative play.

Learning Technologies (LT) Our students learn about Learning Technologies through engaging with a wide range of technologies, software programmes and the Internet. Lessons take place once a week in our LT suite and through in class support. Technology is embedded into authentic uses within the classroom and outdoor environments.

Physical Education (PE) PE lessons take place once a week with a specialist PE teacher. The sessions support physical development through fun and engaging games.

Library Each class visits the library once a week for 30 minutes to book browse, select books of preference and to learn about fiction and non-fiction texts. Our librarian shares a selection of stories with the students over the year, often rereading and revisiting favourite books and themes to foster a love of reading for enjoyment and as a source of information. Children are able to visit the library with an adult before school at 8:30 am until 8:55 am and after school 2:40 until 3:10pm from Mondays to Fridays. Each week our librarian focuses on a different theme and there are interactive displays for students and families to enjoy.

The role of Outdoor Provision For young children’s wellbeing and development, the outdoor environment is as valued and important as the indoor environment. When given the choice, the outdoors is where most children want to be and playing outdoors is what they most want. The outdoors is different to indoors and these differences are what make it special and important. We ensure that our students have access to a highquality outdoor environment and the climate here in Hong Kong provides a wonderfully rich and dynamic environment for exploration, play and discussion.

Forest Schools and Beach Schools 12

Discovery Bay International School has become the first school in Hong Kong to take on the principles of the Forest Schools and Beach Schools programmes running at the school’s Early Years campus.


These sessions take place every week giving our children a unique opportunity to investigate the natural world, work as a team, construct and build and begin to develop an awareness of our impact on the environment. Both these programmes enhance authentic learning opportunities for our children and are perfectly aligned to our EYFS Curriculum, supporting documentation Development Matters. Our varied, rich, stretching and emotionally secure outdoor provision and Forest and Beach School Programmes helps our students to: zz

develop a positive sense of themselves and others, getting to know themselves and what they can do and building a positive disposition to learn;

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develop the confidence to use their communication, language and emerging literacy skills for a range of situations and purposes;

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explore, enjoy, learn, practise and talk about mathematical ideas in a broad range of contexts;

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work at making sense of their world, encountering and exploring creatures, people, plants, tools and materials in natural and real life situations;

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be active and interactive, developing sensory integration, movement, coordination, control and manipulation;

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nurture their creative curiosity, exploration and play, using the full range of experiences to explore and share creative thoughts, ideas and feelings.

At DBIS EYFS we support your child by making sure that the activities are suited to your child’s unique needs, yet are flexible enough to be able follow your child’s interests. Electronic Learning Journey Recording and Reporting Achievement Throughout your child’s time in the Early Years Foundation Stage we will record learning outcomes in an Electronic Learning Journey to celebrate his or her experiences. Over time it will tell a story about your child and their learning, their friends and the activities they enjoyed sharing with others. Teachers carefully observe each child at play, as it helps us to understand and support their individual wellbeing and development. We really get to know our students as unique people with special skills, interests and ideas. The more we understand about your child, the better we can specifically support him or her. Though it is online, it belongs to you and your child.

The Electronic Learning Journey profile may include: zz

Photographs and Videos - these capture moments and sequences of your child’s activity, their interests and explorations. We will write down exactly what your child says about the photographs, so we know your child’s point of view. This is also an accurate record of language development.

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Observations - these are quick notes of significant moments we notice in your child’s learning. Please note that these are spontaneous observations and may be pictures of notes, or erasable markings.

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Your child’s creations - these could be photos of models, photos of their role-play, marks they have made, artwork - with an observation to explain what your child did or said.

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Learning story episodes - these special detailed observations give snapshots of learning that our students have initiated themselves, and teachers go on to think about the learning and how to respond specifically to the child’s way of thinking and doing things.

A-Z Directory: Change of address and contact details A change of address and details form can be found on our Parent Portal and on the DBIS website.

Communication Communication between home and school is vital for us to work together in partnership to develop the children’s learning. There are a variety of ways we may communicate together in addition to regular posts to the online learning journeys, Parent Teacher Conferences and end of year reports. Teachers are always available for brief catch ups at drop off and pick up. If the communication may take longer an appointment can be made at a mutually convenient time. Our Parent Portal provides an avenue for receiving a summary of major school news and events as well as individual student information. Be sure to regularly access the portal to keep in touch with what is happening in your child’s year group. School Newsletter – Each Thursday the school’s e-newsletter is sent home and available on our website. The newsletter provides a snapshot into the weekly school events. You are invited to sign up to follow us on Twitter for Nursery and Reception to receive regular tweets and updates of the learning taking place. Twitter @dbisnur

Twitter @dbisrec

Extra Curricular Activities (ECA) Our Early Years children are able to participate in the Early Years Singing Club, Breakfast Club, Art Club, Talk for Writing, Buzzing for Books, Zumba Club and Stretch & Grow. These clubs take place before or after school one day a week of respective clubs. Details of how to sign up to attend are available on the Parent Portal.

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Key dates and events 2018/2019: Term One begins

15 August 2018

Half term

15 - 19 October 2018

End of Term One

14 December 2018

Term Two begins

7 January 2019

CNY Break

1 - 8 February 2019

End of Term Two

12 April 2019

Term Three begins

29 April 2019

End of Term Three

28 June 2019

Main whole school events: Carols on the Pitch

13 December 2019

Chinese New Year Flower Market

31 January 2019

DBIS Annual Food Fair

9 March 2019

Leave requests during term time and absences due to illness Leave requests during term times must be submitted for approval via the Parent Portal and Administration Officer. Absences for sickness should be reported to school on the first day and any subsequent days.

Parental Absence Please notify the school if you are planning to take a trip out of town for more than a day. The school office will require details of appointed guardians and emergency telephone numbers.

Personal Information It is very important for the school to have complete and up to date information about all of our students and those whom we may need to contact in case of emergency. Please complete the online form in the Parent Portal to update your details.

School Cancellation Please familiarise yourself with the school’s ‘Wet Weather and Weather Warning Policy’ regarding the closure of school. The school website will display weather warnings and notification of school closure where applicable.

School Hours and Contact Details Hours: 8:55am - 2:40pm Contact Details: atang@dbis.edu.hk Website - www.dbis.edu.hk Early Years Phone - 2914 2142 Email - dbis@dbis.edu.hk

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School Nurse An on site school Nurse meets the medical needs of the children on a day-to-day basis working closely with teachers and parents to do so. The school is unable to administer medicines to students unless a permission form has been completed via the online Parent Portal.

Uniform Our uniform shop is located on the Primary / Secondary campus and is open on Tuesday and Thursday from 8:15 am - 11:00 am during term time. If possible we ask you to please bring your own carry bag with you to take away uniform items.

Valuables and Toys Students are asked not to bring valuables or toys into school. Occasionally, students may wish to bring items into school as part of a project or other piece of school-related work. Under these circumstances, any items should be given to the class teacher for safekeeping.

Withdrawal of Students To withdraw a student, notice in writing by parents must be given to the Head of School not less than 60 days (excludes July and August) before the student leaves the school. If students are not returning to school after the summer holidays, official notice must be given on or before 30 April. The school will charge school fees if the above notice period is not adhered to.

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Early Years Campus

Warmer Weather (Summer) Uniform:

Cooler Weather (Winter) Uniform:

Girls Clothing:

Girls Clothing:

DBIS navy blue trousers worn with a short or long sleeved PE polo shirt (untucked)

DBIS gingham dress

Or DBIS navy blue skort worn with a DBIS PE polo shirt (untucked) Sleeveless or long sleeved school fleece for cooler days

Or

DBIS navy blue skort worn with a DBIS short or long sleeved PE polo shirt (untucked)

DBIS sleeveless or long sleeved school fleece or hoodie or wool vest or wool pullover or padded jacket

Footwear:

Footwear:

Black school shoes with navy blue ankle socks

Black school shoes with navy blue ankle socks

Or

Or

Black school shoes with navy blue tights

Navy / black sandals (please note: no socks are to be worn with sandals)

Boys Clothing: DBIS navy blue shorts and DBIS PE polo shirt (untucked) Sleeveless or long sleeved school fleece for cooler days

Boys Clothing: DBIS navy blue shorts and DBIS short or long sleeved PE polo shirt (untucked) Or DBIS navy blue trousers and DBIS short or long sleeved PE polo shirt (untucked)

Footwear:

Black school shoes with navy blue ankle socks

Or

Navy / black sandals (please note: no socks are to be worn with sandals)

Uniform

Compulsory Uniform Requirements

DBIS sleeveless or long sleeved school fleece or hoodie or wool vest or wool pullover or padded jacket

Footwear: Black school shoes with navy ankle socks With the exception of shoes and tights, all items should be purchased from the DBIS Uniform Shop.

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Compulsory Uniform Requirements PE Uniform:

Additional Information

Girls Clothing:

Shoes / Sandals:

DBIS navy blue skort and DBIS short or long sleeved PE polo shirt (untucked)

School shoes should be black and either laced, buckled or fastened with Velcro.

Sleeveless or long sleeved school fleece or DBIS hoodie

Beach sandals and high top sports shoes are not permitted. Trainers should be in conservative colours (E.g. white, grey or blue), without flashing lights and without obvious pictures.

Footwear:

DBIS Hats:

Or DBIS navy blue track pants and DBIS short or long sleeved PE polo shirt (untucked)

Trainers with plain, white ankle socks. Trainers should be in conservative colours (E.g. white, grey or blue), without flashing lights and without obvious pictures. Boys Clothing: DBIS navy blue shorts and DBIS short or long sleeved PE polo shirt (untucked) Or DBIS navy blue track pants and DBIS short or long sleeved PE polo shirt (untucked) Sleeveless or long sleeved school fleece or DBIS hoodie Footwear: Trainers with plain, white ankle socks. Trainers should be in conservative colours (E.g. white, grey or blue), without flashing lights and without obvious pictures.

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Early Years Campus

Please note: PE uniform and shoes may be worn for the entire school day if a PE class is scheduled.

Hats are mandatory for playtime, PE lessons and during any off campus school event (day trips, sports days, travel between campuses etc).

Children are required to wear the school uniform hat.

DBIS Rucksack: DBIS rucksack is part of the school uni form. Al l Earl y Years children are required to purchase this from the Uniform Shop. Waterproof Clothing: All Early Years children need to bring in a pair of Wellington boots, waterproof trousers and coat. Jewelry: Watches and stud earrings are the only jewelry to be worn at school. Please seek permission from the Head of Early Years if any variations need to be considered.


Early Years Learning Leadership Team

Paul Tough Head of School

Eleanor Loran Head of Early Years

Suzanne Carrigan Nursery Year Group Leader

Nicola Hill Reception Year Group Leader

Ben Loran Deputy Head Whole School

Angel Tang Administration Officer Early Years

Brenda Dauz Head EYFS EA


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