Early Years 1 2019-20
Learning in Early Years 1 (EY 1)
Our Core Values zz zz zz zz zz zz
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 zz zz zz
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To promote a culture of excellence in teaching and learning. To provide a broad and balanced curriculum that reflects the international nature of the DBIS student community. To encourage internationalism, providing students with the skills, dispositions, and knowledge to participate in an increasingly inter-connected 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 extra-curricular 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. - The DBIS Community.
Stepping Up To EY 1 Dear Parents, Welcome to EY 1! EY 1 is a crucial year as it is the year when children learn many basic concepts that will benefit them for the rest of their time at school and beyond. At DBIS, Nursery and Reception practitioners work closely with the EY 1 teachers to ensure that childrenâ€™s learning experiences are valuable and prepare them for their move to EY 1. The EY 1 team builds on the successful principles and approach encapsulated in the Early Years campus in order that childrenâ€™s learning and development can continue smoothly. In EY 1 we plan play based opportunities and teacher led activities, which are guided by the EYFS curriculum from the UK and the Primary National Curriculum for England yet follow a tailored curriculum that meets the needs of our unique international community (DBIS EY curriculum). We complement this by our specialist teaching in Music, Library, Mandarin, PE and Learning Technologies. Our Forest and Beach Schools programs, alongside our Woodwork opportunities, help to provide authentic learning experiences for our children and compliment our DBIS EY curriculum across all seven areas of learning and development.
The key aims of the EY 1 Team are as follows: zz
We will provide individualized, quality learning experiences for students that will help them become the best that they can be.
We will provide safe, enriching and valuable indoor and outdoor environments for our students to promote their learning.
We will provide a technology rich environment to help prepare our students for their future.
We will encourage our students to respect those around them including other students, staff, parents and helpers. We look forward to meeting your child this year and supporting them as they start their exciting learning journey through the Early Years Phase and the Primary School.
Kind regards Mrs Cook, Miss Fairweather, Mrs Broderick and Mrs Clothier Early Years 1 (EY 1) Teaching Team
Early Years 1 Teachers Angharad Cook
Year Group Leader and Early Years 1 Teacher, EY1 AC
Early Years 1 Teacher, EY1 MF
Early Years 1 Teacher, EY1 JB
Early Years 1 Teacher, EY1 GC
Jean Capito Early Years 1 Educational Assistant, EY1 AC
Brenda Dauz Early Years 1 Educational Assistant, EY1 MF
Connie Siu Early Years 1 Educational Assistant, EY1 JB
Anna Hudak Early Years 1 Educational Assistant, EY1 GC
Learning in Early Years 1 MATHEMATICS IN EY 1 By the end of EY 1, children should be fluent with whole numbers and counting and have a developing knowledge of addition and subtraction using concrete objects and pictorial representations. They should be starting to describe and compare different quantities such as length, mass, capacity and volume, and recognise simple fractions. Children will be beginning to tell the time and should read and spell mathematical vocabulary at a level consistent with their increasing word reading and spelling knowledge.
Number, Place Value & Properties of Number Place value and a general understanding of the properties of number are central to mathematical learning. Starting to recognise that the digit ‘5’ in the number 54 has a different value from the number 5 or the ‘5’ in 504 is an important step in mathematical understanding. zz
Count, both forwards and backwards, from any number, including past 100
Read and write numbers up to 100 in numerals
Find ‘one more’ or ‘one less’ than a number
Use the +, – and = symbols to write and understand simple number calculations
Add and subtract one and two-digit numbers, up to 20
Understand ¼ and ½ to explain parts of an object or number of objects, shapes or quantities
Use language such as ‘heavier’, ‘shorter’ and ‘empty’ to compare things they have measured
Use language of time, such as ‘yesterday’, ‘before’, days of the week and months of the year
Tell the time to the o’clock and half-hour, including drawing analogue clock faces
Recognise and name some common 2D shapes, such as squares, rectangles and triangles
ENGLISH IN EY 1 During EY 1, much of the focus in English is on developing confident readers, using the Read Write Inc. (RWI) phonics approach. It is essential our children start to develop a love of reading and are given the opportunity to explore different texts both independently as they learn to read, and with the support of others reading to them. Children will be given the opportunity to talk a lot about their reading and writing as they start to develop their emerging handwriting skills and learn the formation, name and order of the letters of the alphabet. Phonics is the relationship between printed letters and the sounds they make. Children will first learn the most common letter sounds, and then look at more difficult patterns such as recognising that ‘ow’ sounds different in ‘cow’ than in ‘low’, or that both ‘ai’ and ‘ay’ make the same sound in different words.
Speaking and Listening The Spoken Language objectives are set out for the whole of the EY and Primary school, and teachers will cover many of them every year as childrenâ€™s spoken language skills develop. In EY 1, some focuses will be to: zz
Listen and respond to adults and other children, taking my turn
Ask relevant questions to extend their understanding and knowledge
Learn new vocabulary related to topics or daily life
Reading Skills zz
Learn the 40+ main speech sounds in English and the letters that represent them
Blend sounds together to decode familiar and unfamiliar words
Apply phonic knowledge and skills to decode familiar and unfamiliar words and guess the meaning of new words
Read aloud when reading books that contain familiar letter sound patterns
Re-read books to build fluency and confidence
Learn about popular fairy tales and folk stories, and retell the stories
Recognise and join in with repeated phrases in familiar stories
Make predictions about what might happen next in a book
Recall specific information in fiction and non-fiction texts
Identify the main characters and events in stories
Writing Skills zz
Hold a pen or pencil comfortably and correctly
Write lower-case letters starting and ending in the right place and facing the right way
Write capital letters, and the digits 0 to 9, with regular size, shape and orientation
Write own first name with appropriate capital and lowercase letters
Name the letters of the alphabet in order
Write simple, regular words containing the main sounds theyâ€™ve learned in reading
Spell CVC words (consonant, vowel, consonant words e.g. bag, mat) correctly
Use logical phonic strategies (RWI Sounds) when spelling unknown words
Plan out sentences aloud before writing them and start to produce own ideas for writing
Start to control word order to make logical statements
Always leave finger spaces between words
Write simple sentences, and those using joining words (conjunctions) such as â€˜andâ€™
Use full stops and capital letters correctly for names, places, days of the week and personal pronoun
Begin to use question marks and exclamation marks to punctuate sentences
Use appropriate vocabulary
Can say what their writing says and means
Combine some sentences to make simple texts such as lists, stories and recounts
Start to write in paragraphs that can be read without help
Understand and know how to use words like letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark when talking about writing
Discovery Learning In EY 1 Discovery is a bespoke enquiry based curriculum that DBIS has developed to meet the learning needs of our students. It is concept based, which means the learning is not locked in time or place, instead it is transferable. Discovery frames the facts and skills of 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 will provide a contextual learning experience for the development of English skills.
The Enquiry Learning Skills These underpin learning and skills development in Discovery and transfer to all areas of learning. Coupled with this are the three characteristics of effective teaching and learning.
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 our 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.
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 peopleâ€™s views. They understand how their behaviour affects others.
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.
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.
Three characteristics of effective teaching and learning are: zz
playing and exploring - children investigate and experience things, and â€˜have a goâ€™
active learning - children concentrate and keep on trying if they encounter difficulties and enjoy achievements
creating and thinking critically - children have and develop their own ideas, make links between ideas and develop strategies for doing things
EY 1 Discovery Conceptual Unit Lens (Macro)
Learning to Learn
Growth, Change, Attitude, Learning
Our World, Our Community
Living Things, Environment, Global Community, Roles, Actions, Impact, Classification, Habitat, Growth, Adaptation, Life Cycle, Experimentation, Artistic Technique, Representation.
Performance, Audience, Stories, Tradition, Culture, Entertainment, Information, Reflection, Choices, Improvements.
Letâ€™s Build Structures
Structure, Design Process, Choice, Materials, Function, Location, Needs, Community, Culture, Time, Change, Perspective, Style.
Choices, Consequences, Health, Well-being, Food, Process, System, Lifestyle.
Learning for Life Learning for Life is the title of our Personal, Social and Emotional Development programme (PSED). This programme combines learning about virtues with the personal goals that include enquiry, respect, communication, thoughtfulness, adaptability, morality, cooperation and resilience. 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 develop the qualities and attributes they need to thrive as individuals, family members and members of their global society.
Homework We place huge importance on play, and therefore want to encourage our children to learn wherever they can through play. We also want all our students to develop a passion for reading, so in EY 1, homework will most regularly be based around reading. We encourage parents to read regularly to children in English, or their home language if different, in order to support this. Homework will also focus on the learning of high frequency words and often include learning games parents and children can play together.
Specialist Teaching EY 1 students have Mandarin three times a week and Physical Education twice each week. They also have one Learning Technology lesson and one Music lesson each week. In addition, Learning Technology specialist teachers work with class teachers to develop opportunities in the childrenâ€™s classrooms.
Snack & lunch time At the main campus, morning break time is known as snack time. Morning break starts at 10.00am and lasts for 30 minutes. Helpful Hints zz
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.
Snacks should not be too large as time is limited and students want to play.
Lunch time starts at 12:00pm and lasts for one hour. Students have a supervised lunch break before they go out to play. There is an option for students to purchase a hot or cold lunch from the Boardwalk Cafeteria. Parents can choose from a daily menu through a pre-payment system. Helpful Hints zz
Hot lunches or lunches which are delivered must be brought on time by 11:45 am.
If delivering lunches to school, please take them to the cafeteria, not to the childrenâ€™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.
School Hours Your child should be at school by 8:15am to organise their school bags into their lockers, have a few minutes to greet their friends or play and be ready to walk confidently into the class when the bell rings at 8:25am. Remember, we are trying to encourage independence so please allow your child to pack and carry their own bags. In EY 1, 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 Main Office to collect a late slip to give to their teacher to show they have been registered. Please remember that punctuality encourages a positive attitude and really helps our students.
Uniform Details about the correct school uniform requirements are set out on the school website. Please remember to label everything including shoes, socks and water bottles and show your child where the label is. Shoulder length or longer hair should be tied up. Uniform items can be purchased from the school uniform shop which is open during term times on Tuesdays & Thursdays from 8:15am-11:00am.
School Sunhat and 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 metal water bottles are not to be brought to school.
Physical Education Uniform Correct uniform must be worn for physical education sessions. Students should come to school wearing their PE kit on the days that they have PE lessons.
Necessary Equipment The School provides students with pencils, crayons, books and stationery. Parents are asked to provide: zz
A named school bag
A reading book folder (Plastic Zipped Wallet)
A library book folder (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 at home time by the students (not by parents or helpers). Please ensure all personal items are clearly labelled.
Communication Clear communication between home and school is essential. Our communication system utilises the functionality of 3 platforms to communicate with our parent community. They are as follows:
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 will be found on the Parent Hub. Any calendared event will have a parent bulletin 2 weeks prior to the event taking place. All bulletins are sent to parents in a consolidated email each Sunday so parents can organise the forthcoming 2 weeks. The Parent Hub also contains the current DBIS school calendar which contains term dates as well as the dates of all upcoming school events.
iSAMS Parent Portal and 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 children 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.
CHQ Activities and Trips Platform All information about your childâ€™s Extra Curricular Activities (ECAs), fixtures, camps and trips can be found via the CHQ platform. You will need personal iSAMS username and password to log on. Once you are logged on 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 childâ€™s class. You may also email the school office at email@example.com and the email will be forwarded to the teacher directly.
Parent Teacher Conferences We have an open door policy at DBIS. Therefore, parents are encouraged to make appointments with the teachers to discuss any concerns as they arise. In addition to the ongoing contact with class teachers that we encourage, we have a number of formalised times for parents and teachers to discuss progress and set targets. There are two formal reporting points throughout the year in December and June. Parent Teacher Conferences occur three times a year. In addition Stay and Plays and a Celebration of Learning, which in EY 1 is The Show, are held for the students to share their progress with parents. These opportunities enable students to develop their communication skills by articulating their learning journey throughout the year.
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 for a topic by the class teacher. The teacher will then keep the toy safe in the classroom.
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.
Assemblies Students will take part in weekly Learning for Life assemblies.
Clubs and Activities A range of extra curricular clubs (ECAs) are available to all children at DBIS. You can sign up for the ECAs via the CHQ Activities Manager. From time to time extra curricular clubs and activities 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.
Adverse Weather Warnings 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 stipulate that when certain rain warnings and typhoon signals are in place we are to follow their directives. zz
Typhoon Signal Number 1: Early Years campus, Main campus EY 1 and EY 2, Primary and Secondary Schools will operate as normal.
Typhoon Signal Number 3 or above: Early Years campus will be closed. Main campus EY 1 and EY 2, Primary and Secondary Schools will operate as normal.
Typhoon Signal Number 8 or Above: Early Years campus, Main campus EY 1 and EY 2, Primary and Secondary Schools will be closed.
Amber Rainstorm Warning: Early Years campus, Main campus EY 1 and EY 2, 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, Early Years campus, Main campus EY 1 and EY 2, Primary and Secondary Schools will be closed for children. 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.
End of School Day Students will be dismissed by their teachers at the classroom door. The school day ends for Primary students at 3:10pm. All students in EY 1 are to be collected by an adult.