Toempowereverystudenttodeveloptheirfullpotentialandachieve personal excellence in all endeavours, enabling them to lead successful,fulļ¬llinglivesandenrichtheworld.
Our DBIS Mission is enacted through our values of Courage, Respect and Integrity.
Our Core Values
Courage
We embrace challenges, persevere and work hard to reach our full potential.Weareresilientandalwaysstrivingtolearnandgrow.
Respect
We value our diverse community, appreciating their unique contributions, needs and rights. We foster positive relationships throughkindnessandempathy,embracingaglobalmindset.
Integrity
We act with honesty and make responsible choices, understanding the impact of our actions on ourselves and others. We are self-aware,compassionateandaccountable.
Welcome to DBIS Early Years Foundation Stage (EYFS)
The Early Years Foundation Stage (EYFS) at Discovery Bay International School (DBIS) consists of FS-1 and FS-2 and is the ļ¬rst part of the childrenās learning journeyinourPrimarySchool.TheEYFScampusislocatedclosetoDiscoveryBay South Plaza and is purposefully designed to meet the needs of children between the ages of three and ļ¬ve years old. Our FS-1 and FS-2 children follow the Early Years Foundation Stage Curriculum of England. Our curriculum/learning experience is adapted and personalised to suit our international context and is delivered through an inquiry-based pedagogy that is progressive in nature as children move through the Primary School. The nonstatutory āBirth to 5 Mattersā guidanceisusedtosupportthedeliveryofourcurriculuminEYFS.
Our Primary School places the children at the centre of all that we do. In EYFS, our approach to teaching and learning is inspired by the principles of Reggio Emilia, where respect, responsibility and community lie at the heart of our practice. We view children as having extraordinary potential for learning and the ability to form their own understandings of the world around them. Our focus is upon nurturing creative, resilient and independent learners who are excited and conļ¬dent to experiment and explore through active learning. The Characteristics of Eļ¬ective Learning and the DBIS Learner Proļ¬le provide the foundations to support children in becoming lifelong learners and critical thinkers. Supporting the development of diļ¬erent learning dispositions, behaviours and habits is an important part of our approach to teaching and learning in EYFS as this builds strong foundations for future learning.
Our children are supported to take risks, think critically and develop understandings through exploration and inquiry. This experience is underpinned by our child-centred, personalised learning approach, which supports the development of the whole child and recognises the wonder of childhood.
Teachers and educational assistants are seen as partners and co-constructors in the childrenās learning journeys, ensuring learning is continually placed in a meaningful context by engaging with the childrenās interests and ideas. Our children experience authentic learning opportunities such as woodwork, Forest School and Beach School, and we pride ourselves on our child-led, Reggio Emilia-inspired learning environments, which support opportunities for open-ended inquiry.
We place great importance on positive relationships and interactions amongst all members of our school community as these support our holistic and inclusive approach. We derive much of our strength from the surrounding community; therefore, establishing and maintaining supportive relationships is key to the ethos of our Primary School. By working together, we can ensure that all children in EYFS value and enjoy their time here, that they are suļ¬ciently challenged and supported in their learning and that they secure strong foundations for their entire learning journey in a happy, nurturing environment.
After reading this booklet, you will gain a sense of how our warm and caring environment, as well as the provision of opportunities for stimulating, inquiry-based learning, inspire our children to become curious, independent learners who are motivated to achieve their full potential.
HannahTait Head of EYFS & Primary
The DBIS Learner Proļ¬le
The DBIS Learner Proļ¬le further supports the children to grow as learners and global citizens. In EYFS and Key Stage 1, our Learner Proļ¬le characters support the children in becoming familiar with each attribute and with how the attributes support their growth as a learner. Our children are positively recognised as they develop competence and capability in the diļ¬erent attributes.
COMMITTED LEARNERS
I am curious and motivated to learn. I am committed, adaptable and resilient, and I learn from my mistakes.
BALANCED INDIVIDUALS MINDFUL LEADERS
I am reļ¬ective and thoughtful and consider how my actions impact myself and others. I believe that more eļ¬ort or a diļ¬erent approach will pay oļ¬.
PROBLEM SOLVERS
I enjoy ļ¬nding out new things. I am a risk-taker and learn by trial and error. I set myself goals, and I plan to ļ¬nd solutions.
I am inquisitive and imaginative. I make connections to further my understanding, which helps me to create new ideas.
I am empowered to lead others. I respectfully communicate with others and demonstrate ļ¬exibility. I value honesty, kindness and equality.
RESPONSIBLE CITIZENS
I am aware of my responsibilities, and I courageously make good choices to help other people, my community and the environment.
COLLABORATORS CONFIDENT COMMUNICATORS
I can work independently. I can work collaboratively with others to achieve an end goal.
I organise and share my ideas clearly and conļ¬dently, and I show active listening to others.
Teaching & Learning In EYFS
INQUIRY-BASED LEARNING
Play and inquiry are powerful vehicles for enabling children to learn. Young children learn most eļ¬ectively when they feel safe, are engaged and are having fun. Childrenās learning becomes really meaningful when they are free to inquire and learn at their own pace and in their own way. It is for this reason that learning at DBIS EYFS is facilitated through play and inquiry as well as through quality adult-directed and child-initiated experiences, inspired by the childrenās interests and our EYFS curriculum. The childrenās strengths are identiļ¬ed so that we can meet each child at their stage of development to ensure success and progress along their personal learning journey.
DISCOVERY UNITS
Our EYFS curriculum is enhanced by our Discovery units. Through these units, our children learn the 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. Our EYFS teachers act as facilitators and co-constructors of learning to assist the children in developing the capacity to design and evaluate processes and inspire creativity and innovation. Diļ¬erent concepts underpin the planning, and the concepts represent big, abstract ideas. Our Discovery units also enable our children to develop the personal skills they need in order to take an active part in their world throughout their lives. They help our children develop an international mindset alongside their awareness of their own self, encouraging them to become lifelong learners.
THE ROLE OF OUTDOOR PROVISION
For young childrenās wellbeing and development, the outdoor environment is as valued and important as the indoor environment. We ensure that our children have access to high-quality outdoor environments at our EYFS campus. Both the indoor and outdoor environments are carefully planned to ensure their purposeful use. The climate here in Hong Kong provides a wonderfully rich and dynamic environment for exploration, inquiry and discussion.
INQUIRY-BASED LEARNING
Our experiential learning opportunities help our children to:
ā Develop a positive sense of themselves and others;
ā Develop the conļ¬dence to use their communication, language and literacy skills for a range of situations and purposes;
ā Explore, enjoy, learn, practise and talk about mathematical ideas in a broad range of contexts;
ā Work at making sense of their world, encountering and exploring creatures, people, plants, tools and materials in natural and real-life situations;
ā Be active and interactive, developing sensory integration, movement, coordination, control and manipulation; Nurture their creative curiosity, exploration and play, using a full range of experiences to explore and share creative thoughts, ideas and feelings.
Forest School & Beach School
DBIS was the ļ¬rst school in Hong Kong to adopt the principles of the Forest and Beach School programmes. These sessions take place every week, giving our children a unique opportunity to investigate the natural world, to collaborate, to construct, to build and to begin to develop an awareness of sustainability and of our ecologically diverse world. Both programmes enhance authentic learning opportunities for our children and are important parts of our EYFS curriculum.
Woodwork
Woodwork is an important part of our provision. Having trained in how to use the tools and equipment safely, our children are able to explore the woodwork area, which is known as āCarpentersā Cabinā. They are encouraged to engage in the design process and to implement their ideas using a range of wood, loose parts and other recyclable materials. As the childrenās conļ¬dence develops, they are expected to move from developing abstract designs to labelled drawings as part of the design-and-make process.
CHALLENGE AT DBIS
All staļ¬ are responsible for diļ¬erentiating the curriculum for children identiļ¬ed on our challenge register and will monitor their progress and development. Teachers review and monitor the progress made by children and the eļ¬cacy of resources and other curriculum materials.
In EYFS, we support your child by making sure the learning opportunities are suited to their unique needs yet are ļ¬exible enough to be able to follow their interests.
EYFS Curriculum Overview
In FS-1 and FS-2, we follow the EYFS for England, which is tailored to meet the needs of our unique international community. We believe play and inquiry are powerful vehicles for childrenās learning and that they promote the highest standards of learning and development for children between the ages of three and ļ¬ve.
Our EYFS curriculum is complemented by our specialist teaching in Music, Mandarin, Physical Education (PE) and Learning Technologies (LT). In addition, our children visit the library on a weekly basis. Our Forest and Beach School programmes, and our woodwork opportunities, help to provide authentic learning experiences for our children, enabling them to rehearse and practise skills and enrich their learning. Our experiential learning opportunities support the development of the whole child and help cultivate attributes for lifelong learning.
Our approach to teaching and learning in EYFS is informed by the best available research and evidence on child development between the ages of three and ļ¬ve. The learning experience reļ¬ects the broad range of skills, knowledge and understanding children need as foundations for a successful future. We guide the development of the childrenās capabilities with a view to ensuring they complete EYFS ready to embrace the opportunities that lie ahead of them in Key Stage 1 and beyond.
OVERARCHING PRINCIPLES OF THE CURRICULUM
Four guiding principles shape our practice in EYFS and are documented in the EYFS 2021 Statutory Framework.
A Unique Child
Every child is unique, constantly learning and can be resilient, capable, conļ¬dent and self-assured.
Positive Relationships
Children learn to be strong and independent learners through positive relationships.
Enabling Environments With Teaching & Support From Adults
Children learn and develop successfully in enabling environments with teaching and support from adults who respond to their individual interests and needs and help them to build their learning over time. At DBIS, we value how positive relationships with all stakeholders in the community make a diļ¬erence to our childrenās learning and development.
Learning & Development
Children develop and learn in diļ¬erent ways and at diļ¬erent rates. Our framework covers the education and care of all children, including children with special educational needs and disabilities. In planning and guiding the childrenās experiences, we reļ¬ect on the diļ¬erent ways that children learn, and we mirror these in our practice.
THE CHARACTERISTICS OF EFFECTIVE LEARNING
From the day they are born, children are powerful learners. They can develop strong behaviours, habits and dispositions that will support them throughout their learning journey and help them to self-regulate both cognitively and emotionally. It is our job as adults to foster these attributes and characteristics in each child as they grow and control their processes of thinking and learning.
In EYFS, our environments are carefully planned to ensure the children are able to develop these characteristics.
The three characteristics of eļ¬ective learning are:
Playing & Exploring ā Children investigate and experience things and āhave a goā.
Active Learning ā Children concentrate and keep trying even if they encounter diļ¬culties, and they enjoy achieving what they set out to do.
Creating & Thinking Critically ā Children have and develop their own ideas, make links between ideas and develop strategies for doing things.
The EYFS Curriculum
The EYFS learning experience is based on the EYFS 2021 framework and is supported by the non-statutory guidance of āBirth to 5 Mattersā. It includes:
ā The seven areas of learning and development;
ā High-quality, age-appropriate observation and assessment opportunities that inform future planning;
ā Specialist teaching and learning in Learning Technologies (LT), Music, Physical Education (PE) and Mandarin;
ā A strong focus on language development through quality interactions and a language-rich environment;
ā A strong focus on self-regulation and executive function to build strong foundations for learning and development as the children move into Key Stage 1;
ā The Early Learning Goals (ELGs), which summarise the knowledge, skills and understanding that all young children should have gained by the end of FS-2.
THE SEVEN AREAS OF LEARNING
There are seven areas of learning and development that shape our educational programme in the EYFS. All areas of learning and development are important and interconnected. Three areas are particularly crucial for igniting childrenās curiosity and enthusiasm for learning and for building their capacity to learn, form relationships and thrive. These three areas, the Prime Areas, are:
ā Personal,Social&EmotionalDevelopment
ā Communication&Language
ā PhysicalDevelopment
Personal, Social & Emotional Development
Who we are, our relationships with others and how we feel are the foundations for our lives. Developing a positive sense of self is key to childrenās wellbeing and resilience, which we know have a signiļ¬cant impact on their learning and achievement. Childrenās self-conļ¬dence and their potential to think and learn are inļ¬uenced by their sense of self, their emotional understanding and the quality of their relationships. Personal, social and emotional development are therefore crucial to children in EYFS as they are fundamental to all other aspects of lifelong learning.
Communication & Language
Young children depend on interactions with responsive others to become conļ¬dent communicators and language users. Communication and language are the foundations for learning and development, supporting independent thinking and emerging literacy skills. A language-rich environment is crucial for supporting children as they explore sounds, symbols and words in their everyday world. Through ongoing, varied and positive experiences, we give our children opportunities to develop their conļ¬dence and skills in expressing themselves and to speak and listen in a range of situations. We recognise that for many of our children, English is a second or third language and that their ļ¬rst language provides the roots to learning additional languages. With this in mind, we encourage parents to continue to use their home language as it strengthens their childās language proļ¬ciency when they engage with new environments.
Physical Development
Childrenās learning and development is underpinned by physical development. Engagement with extensive physical experiences supports the development of neurological, sensory and ļ¬ne motor skills that are essential for positive body image. Physical development includes health, wellbeing and self-care. We help our children 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 children participate in physical activities whilst practising the rules of safety, cooperation and gross motor skills development. Throughout the day, our children are engaged in activities that promote the development of ļ¬ne and gross motor skills, which must develop together so that children
can achieve what they set out to do. These activities are also crucial to building ļ¬rm foundations for mark-making and writing.
We also support our children in four Speciļ¬c Areas, which are strengthened and inļ¬uenced by the Prime Areas. The Speciļ¬c Areas are:
ā Literacy
ā Mathematics
ā UnderstandingtheWorld
ā ExpressiveArts&Design
Literacy
In FS-1 and FS-2, literacy focuses on understanding and being understood. This is achieved by developing in the children the skills to interpret, create and communicate meaning through writing and reading in diļ¬erent media. Our children have access to a wide range of reading materials (books, poems and other written materials) to ignite their interest and to encourage a love of reading. In FS-1 and FS-2, the children link letters and sounds and begin to read and write. Our reading, writing and spelling programme, Read Write Inc. (RWI), is a multifaceted approach to developing early literacy skills and complements the child-initiated learning within the environment.
Mathematics
Early mathematical understanding is acquired through repeated experiences using hands-on materials in enjoyable, meaningful contexts. In FS-1 and FS-2, we support the children in developing their own understanding of number, quantity, shape and space. We nurture the childrenās natural interests through playful exploration and high-quality interactions, and we provide them with plenty of opportunities to revisit, develop and make sense of mathematical concepts for themselves in order to build a strong mathematical foundation. We place much importance on supporting the children to develop an understanding of the value of numbers and ānumber senseā through subitising and the use of ļ¬ve and ten frames. Our aim is to ensure the children in EYFS work towards ānumber sense masteryā as this will enable them to approach the concepts and ideas that emerge in Key Stages 1 and 2 with greater conļ¬dence and success.
Understanding the World
Through our Discovery units and concept-based planning, we guide our children to explore and make sense of their expanding world and their community. Children in EYFS learn through regular and direct contact with the natural, man-made and virtual environments by collaborating with others, inquiring, problem-solving and shared, sustained thinking. Our active involvement with the local community supports the children in developing responsibility and respect for diversity. Our experiential learning opportunities, including Forest and Beach School and woodwork (Carpentersā Cabin), provide the children with ļ¬rst-hand involvement with the natural world, developing a sense of ecological balance, environmental care and sustainability. āUnderstanding the Worldā supports learning about our culturally, socially, technologically and ecologically diverse environment and how to stay safe within it.
Expressive Arts & Design
We enable our children to explore and experiment with a wide range of media and materials; we also provide opportunities and encouragement for the children to share their thoughts, ideas and feelings through a variety of experiences in art, music, drama and imaginative play. Our ateliers play an important role in facilitating opportunities for exploration and creativity. The children visit the ateliers to learn new skills as well as to experiment with diļ¬erent forms of media and materials. āExpressive Arts & Designā fosters imagination, curiosity, creativity, cognition and critical thinking. Through engagement with the arts, our children are able to improvise, collaborate, interact and engage in shared, sustained thinking.
PHONICS IN FS-1 & FS-2
Our phonics programme is inspired by Read Write Inc. (RWI), which is a synthetic phonics programme that ensures reading, writing and spelling success. At the core of RWI is the rigorous teaching of synthetic phonics. Children 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 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 diļ¬erent points in the year, depending on the cohort and childās stage of development. It is important to ensure that children are ready to begin the phonics programme before they commence it so that they approach it with a positive outlook on reading and writing. In FS-1, we ensure plenty of opportunities for the development of pre-phonics skills, such as listening to environmental sounds, remembering and repeating rhythms and rhymes and discriminating between sounds. These opportunities continue to be available for the children to engage with as they begin the formal phonics programme, supporting the continued development of skills relating to phonics, reading and writing.
By the end of FS-2, children at the expected level should be able to recognise and write Set 1 & Set 2 sounds:
HIGH-FREQUENCY WORDS
By the end of FS-2, we aspire for the children to be able to read and know how to spell the following words:
HANDWRITING
One of the basic skills for writing is learning letter formation. It is very important that a child holds a pencil in the correct way. We encourage our children to hold a pencil in the ātripodā grip, between the thumb and ļ¬rst two ļ¬ngers, when they are ready and able to. Before children can begin to form letters, they need to build the correct muscles; therefore, plenty of opportunities for pre-writing skills are oļ¬ered within our EYFS environments. Letter and number formation develop when your child is ready, and at DBIS we teach the children to form letters using precursive handwriting initially, which leads naturally to cursive writing as the children move into Key Stage 1. By the end of Key Stage 1, we aim for our children to be conļ¬dently writing in cursive handwriting, which supports stamina when writing throughout Key Stage 2.
MANDARIN
Our EYFS children beneļ¬t from daily exposure to Mandarin through a mix of taught lessons and immersion sessions. Native speakers have an additional speaking class each week. The end-of-year expectations for each year group can be found below:
FS-1
Native Speakers
The children can understand and follow classroom instructions and sing songs in Mandarin. They can understand and retell the rhymes and short stories they are exposed to in school. The children can recognise the characters of the numbers 1ā5. By the end of FS-1, we expect the children to have a basic understanding of Chinese culture and traditional festivals, and to make connections with other cultures.
Non-native Speakers
The children can understand and follow basic instructions and are familiar with pronunciation in Mandarin. They can sing and dance to Mandarin songs and are able to count to 10. The children can understand and say words from each unit of learning, including greetings, numbers, the Chinese New Year festival, fruits and colours. They are able to express the fruits and colours they like, following verbal and non-verbal cues. By the end of FS-1, the children are expected to have an initial understanding of Chinese culture.
FS-2
Native Speakers
The children continue to develop their communication skills and enhance their pronunciation in Mandarin. They are able to memorise and sing the songs they have learnt in their lessons. The children can understand and retell the stories and poems which have been taught through their units of learning and can recognise the Chinese characters of the numbers 1ā10 and some basic common characters. By the end of FS-2, the children are expected to have a deeper understanding of Chinese culture and make connections with other cultures.
Non-native Speakers
The children can understand and follow basic instructions. They are able to sing Mandarin songs and understand topic-related sentences. They can count to 20 and are able to recognise and say diļ¬erent words associated with each unit of learning, which include family members, animals, the Chinese New Year festival, and food and drinks. The children are also able to introduce themselves. The children can engage in simple conversations related to their name, age and class. By the end of FS-2, we expect the children to have a deeper understanding of Chinese culture.
MUSIC
In EYFS, the children explore their voices and a large variety of percussion instruments through the medium of music games and simple songs. Through building conļ¬dence in using their voices, they sing a large range of songs in unison that extend their understanding of pitch, dynamics, tempo and rhythm. The children are also encouraged to use their imagination, adopting a range of diļ¬erent voices and movements for characters in songs. By the end of FS-2, the children are able to sing songs in unison with their class. They also have a foundational understanding of beats and rhythm as well as experience of playing untuned percussion instruments, which prepares them for future learning in Key Stage 1.
PHYSICAL EDUCATION
To foster the physical development of our students, we provide opportunities for them to engage in physical activity and interactive play that improve their coordination, strength and movement. By focusing on locomotor skills such as running, jumping and skipping, we help our children develop balance and control of their bodies, which are important for their overall development, whilst reinforcing the importance of physical activity as an integral part of a healthy lifestyle.
By the end of FS-1, we aim for the children to develop conļ¬dence in the following areas:
ā Running with spatial awareness and negotiating space successfully, adjusting speed or direction to avoid obstacles
ā Balancing on one foot or in a squat momentarily, shifting body weight to improve stability
ā Grasping and releasing with two hands to throw and catch a large ball, beanbag or object
ā Climbing stairs and steps and moving across climbing equipment using alternate feet; maintaining balance using hands and body to stabilise
By the end of FS-2, we aim for the children to develop conļ¬dence in the following areas:
ā Negotiating space and obstacles safely, with consideration for self and others
ā Demonstrating strength, balance and coordination when playing
ā Moving energetically, such as running, jumping, dancing, hopping, skipping and climbing
LEARNING TECHNOLOGIES
In FS-1 and FS-2, the children cover a range of practical and theoretical content to enhance their understanding of technology. This includes learning about appropriate device use and maintenance whilst interacting with diļ¬erent technologies.
In FS-1, learning focuses on creating multimedia and using technology to enhance the learning experience in the classroom. The children begin to explore early coding and how instructions can be used to control a variety of ļ¬oor robots. They learn to interact ļ¬uently and independently with some essential software that they will continue using in the following years.
In FS-2, the children build on their digital literacy skills and become more conļ¬dent with their independent use of learning software. They continue to develop programming skills by gaining a deeper understanding of key computational thinking and coding fundamentals.
All of this is underpinned by a digital citizenship programme that guides the children towards a balanced, responsible and productive relationship with technology.
Assessment for Learning
The observation, assessment and planning cycle is an integral part of our practice in EYFS and underpins the decisions practitioners make with regard to the environment for
The EYFS Proļ¬le
At the end of each childās time in FS-2, a summary of their development and achievement in response to the ELGs as deļ¬ned in the EYFS is produced in the format of an EYFS Proļ¬le (EYFSP). This supports the childrenās transition to Key Stage 1. In the EYFSP, your child will be given an attainment level for each of the 17 aspects of learning. Each child will be assessed as either 'working towards', 'working at' or 'working at greater depth' for each ELG. The EYFSP is separated into seven areas of learning and development, which are broken down further into the 17 speciļ¬c aspects of learning:
COMMUNICATION & LANGUAGE
Listening & Attention ELG
Children at the expected level of development will:
ā Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole-class discussions and small-group interactions;
ā Make comments about what they have heard and ask questions to clarify their understanding;
ā Hold conversations when engaged in back-and-forth exchanges with their teacher and peers.
Speaking ELG
Children at the expected level of development will:
ā Participate in small-group, class and one-to-one discussions, oļ¬ering their own ideas, using recently introduced vocabulary;
ā Oļ¬er explanations for why things might happen, making use of recently introduced vocabulary from stories, non-ļ¬ction text, rhymes and poems, when appropriate;
ā Express their ideas and feelings about their experiences using full sentences, including the use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.
PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT
Self-Regulation ELG
Children at the expected level of development will:
ā Show an understanding of their own feelings and those of others and begin to regulate their behaviour accordingly;
ā Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate;
ā Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
Managing Self ELG
Children at the expected level of development will:
ā Be conļ¬dent to try new activities, and show independence, resilience and perseverance in the face of challenge;
ā Explain the reasons for rules, know right from wrong and try to behave accordingly;
ā Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
Building Relationships ELG
Children at the expected level of development will:
ā Work and play cooperatively and take turns with others;
ā Form positive attachments to adults and form positive friendships with peers;
ā Show sensitivity to their own and othersā needs.
PHYSICAL DEVELOPMENT
Gross Motor Skills ELG
Children at the expected level of development will:
ā Negotiate space and obstacles safely, with consideration for themselves and others;
ā Demonstrate strength, balance and coordination when playing;
ā Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.
Fine Motor Skills ELG
Children at the expected level of development will:
ā Hold a pencil eļ¬ectively in preparation for ļ¬uent writing, using the tripod grip in almost all cases;
ā Use a range of small tools, including scissors, paint brushes and cutlery;
ā Begin to show accuracy and care when drawing.
LITERACY
Comprehension ELG
Children at the expected level of development will:
ā Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary;
ā Anticipate ā where appropriate ā key events in stories;
ā Use and understand recently introduced vocabulary during discussions about stories, non-ļ¬ction text, rhymes and poems, and during role play.
Word Reading ELG
Children at the expected level of development will:
ā Say a sound for each letter in the alphabet and at least 10 digraphs;
ā Read words consistent with their phonic knowledge by sound-blending;
ā Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
Writing ELG
Children at the expected level of development will:
ā Write recognisable letters, most of which are correctly formed;
ā Spell words by identifying sounds in them and representing the sounds with a letter or letters;
ā Write simple phrases and sentences that can be read by others.
MATHEMATICS
Number ELG
Children at the expected level of development will:
ā Have a deep understanding of numbers to 10, including the composition of each number;
ā Subitise (recognise quantities without counting) up to 5;
ā Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
Numerical Patterns ELG
Children at the expected level of development will:
ā Verbally count beyond 20, recognising the pattern of the counting system;
ā Compare quantities up to 10 in diļ¬erent contexts, recognising when one quantity is greater than, less than or the same as the other quantity;
ā Explore and represent patterns within numbers up to 10, including even and odd numbers, double facts and how quantities can be distributed equally.
UNDERSTANDING THE WORLD
Past & Present ELG
Children at the expected level of development will:
ā Talk about the lives of the people around them and the roles those people have in society;
ā Know some similarities and diļ¬erences between things in the past and now, drawing on their own experiences and what has been read in class;
ā Understand the past through settings, characters and events encountered in books read in class and from storytelling.
People Culture & Communities ELG
Children at the expected level of development will:
ā Describe their immediate environment using knowledge from observation, discussion, stories, non-ļ¬ction texts and maps;
ā Know some similarities and diļ¬erences between diļ¬erent religious and cultural communities in this country, drawing on their own experiences and what has been read in class;
ā Explain some similarities and diļ¬erences between life in this country and life in other countries, drawing on knowledge from stories, non-ļ¬ction texts and ā when appropriate ā maps.
The Natural World ELG
Children at the expected level of development will:
ā Explore the natural world around them, making observations and drawing pictures of animals and plants;
ā Know some similarities and diļ¬erences between the natural world around them and contrasting environments, drawing on their own experiences and what has been read in class; Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.
EXPRESSIVE ARTS & DESIGN
Creating with Materials ELG
Children at the expected level of development will:
ā Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function;
ā Share their creations, explaining the process they have used;
ā Make use of props and materials when role playing characters in narratives and stories.
Being Imaginative & Expressive ELG
Children at the expected level of development will:
ā Invent, adapt and recount narratives and stories with peers and their teacher;
ā Sing a range of well-known nursery rhymes and songs;
ā Perform songs, rhymes, poems and stories with others, and ā when appropriate ā try to move in time with music.
Sharing Your Childās Learning
We believe that parents are our childrenās ļ¬rst teachers. Your observations and understanding of your child are extremely important in ensuring we know your childās strengths and can successfully plan for their next steps. We will therefore continually engage with you regarding your childās learning and development. In addition, there will be diļ¬erent points in the year at which we will formally meet with you or report on your childās attainment and progress.
PARENTāTEACHER CONFERENCES
Four ParentāTeacher Conferences (PTCs) take place during the year: August, October, December and March
FORMAL REPORTS
One long report detailing your childās attainment and achievement in all areas of the curriculum will be issued at the end of Term 3.
At the end of FS-2, you will also receive your childās EYFSP, which documents their attainment according to the ELGs.
Should your child leave DBIS part way through the year, you can request an interim report which shares your childās learning and development.
ELECTRONIC LEARNING JOURNEY (SEESAW)
Throughout your childās time in our Primary School, we will record their learning in an electronic learning journey (Seesaw) to celebrate their experiences. As your child progresses through the Primary School, it will tell a story about your child and their learning as well as their friends and the activities they enjoyed sharing with others. In EYFS, the childrenās learning is largely documented by their teacher; however as they progress into Key Stages 1 and 2, the children take greater responsibility for evidencing their learning through Seesaw.
The electronic learning journey in EYFS may include:
Photographs & Videos ā These capture moments and sequences of your childās learning, their interests and their explorations. We will write down exactly what your child says so we can capture the individual voice of your child in their learning. This also provides an accurate record of language development.
Observations ā These are quick notes of signiļ¬cant and spontaneous moments we notice in your childās learning.
Your Childās Creations ā These could be photos of the childrenās models, their role play, marks they have made, their writing, their artwork etc., with a comment to explain what your child did or said.
The DBIS EYFS Experience
We hope that by reading this curriculum booklet, you have gained a ļ¬rm understanding of what we intend to achieve for your child in terms of their learning and development throughout their time in the EYFS section of our Primary School. Our inquiry-based approach, which is grounded in research about child development, supports the development of conļ¬dent, capable learners, and it provides our children with the opportunity to secure the very best outcomes of achievement and attainment at this crucial stage in their learning journey. The learning and development that happens within EYFS will have a lasting and signiļ¬cant impact on the children as they journey through our Primary School.
We recognise and celebrate the individuality of all our learners at DBIS and look forward to joining your child on their exciting journey as we play, learn and grow together in DBIS EYFS.
Hannah Tait Head of EYFS & Primary htait@dbis.edu.hk
Anna Christiansen Deputy Head of EYFS & Primary achristiansen@dbis.edu.hk
