Year 5 2019-20
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 Year 5 Welcome to Year 5 2019-20, and what an exciting year we have in storeâ€Ś We are delighted to welcome you to Year 5, which we know will be an incredibly exciting, engaging and challenging year for all the children. In Year 5, the children will follow our bespoke DBIS Primary curriculum, which is based on the National Curriculum of England, and enhanced by our unique international context. The children will experience quality learning opportunities throughout the year where they will work independently, as well as in groups with others. Reading, Writing and Mathematics are key subjects that the children will learn and, through an enquiry learning approach, the children will continue to develop skills, knowledge and understanding in Science, Geography, History, Art and Design Technology during our Discovery Units. Additionally, the children will receive specialist lessons for Mandarin, Learning Technology, Music and PE. The children will also continue to build on their skills during the many opportunities provided for learning outside the classroom. We will be beginning the year with a whole school unit called Learning to Learn, where the Year 5 students will be developing their understanding of how people learn, the role of our brains and the connection between growth mindset, attitude and your ability to be a learner. There are many more exciting learning opportunities to look forward to throughout the year, including our Year 5 Show, Treasure Island Camp and our ever evolving Discovery Units that are sure to take the studentâ€™s learning to the next level.
It is our priority to ensure that each and every student feels happy, confident and engaged in their learning, so as to reach their full potential both academically and socially. To achieve this we believe that a strong partnership between the teachers, the parents and the students is integral. We wish the very best for all of our Year 5 students - we want them to want to be the very best that they can possibly be.
Kind regards Mrs Ashcroft, Ms Kavanagh, Mrs McKenzie and Miss Manley-Cooper The Year Five Teaching Team
Year 5 Teachers
Rachel Anne Ashcroft
Year Group Leader Year 5 Teacher, Y5RA
Year 5 Teacher, Y5LM
Year 5 Teacher, Y5HK Challenge Curriculum Leader
Year 5 Teacher, Y5IM
Year 5 Educational Assistant
Year 5 Educational Assistant
Learning in Year 5 MATHEMATICS IN YEAR 5 By the end of Year 5, children should be fluent in formal written methods for addition and subtraction. Using their developing knowledge of formal methods of multiplication and division, children are able to investigate and solve problems including those involving properties of number and place value calculations. Children will be making connections between fractions, decimals and percentages and be able to classify shapes with geometric properties, using the vocabulary needed to describe them. They should also be able to read, spell and pronounce mathematical vocabulary correctly.
Number and Place Value zz zz zz zz zz zz zz zz zz zz zz
Recognise and use the place value of digits in numbers up to 1 million (1,000,000) Use negative numbers, including in contexts such as temperature Add and subtract a mix of whole numbers and decimals with different numbers of decimal places using column methods Carry out addition and subtraction with numbers larger than four digits Multiply a two-digit number by another two-digit number Divide three and four-digit numbers by a one-digit number Use rounding to estimate calculations and check answers are of a reasonable size Find factors of multiples of numbers, including finding common factors of two numbers Know the prime numbers up to 19 by heart, and find primes up to 100 Use the formal methods of long multiplication and short division Multiply and divide numbers mentally by 10, 100 or 1,000
Recognise and use square numbers and cube numbers Recall quickly all the multiplication and division facts for 12 x 12 and use them confidently in larger calculations
Fractions, Decimals and Percentages zz zz zz zz zz zz zz
Put fractions with the same denominator into size order, for example recognising that 3/5 is larger than 2/5 Find equivalents of common fractions Convert between improper fractions and mixed numbers, for example recognising that 5/4 is equal to 1 ¼ Add and subtract simple fractions with related denominators, for example 2/3 + 1/6 = 5/6 Convert decimals to fractions, for example converting 0.71 to 71/100 Round and order decimals to two decimal places Recognise and understand percentage (%) as a part of 100 and write a percentage as a fraction and a decimal
Measurements zz zz zz zz
Convert between metric units, such as centimetres to metres or grams to kilograms Use common approximate equivalents for imperial measures, such as 2.5cm ≈ 1 inch Calculate the area of rectangles using square centimetres or square metres Estimate volume (in cm³) and capacity (in ml)
Shape and Position zz zz zz zz zz
Draw and measure given angles in degrees Compare acute, obtuse and reflex angles Calculate missing angles on a straight line (180°) or at a point (360°) or within a right angle (90°) Use reflection and translation to change the position of a shape Identify regular and irregular shapes
Graphs and data zz
Read and understand information presented in tables, including timetables
ENGLISH IN YEAR 5 In Year 5, your child will increasingly meet a wider range of texts and types of writing, and will be encouraged to use their skills in a broader range of contexts.
Speaking and Listening The Spoken Language objectives are set out for the whole of primary school, and teachers will cover many of them every year as childrenâ€™s spoken language skills develop. In Year 5, some focuses may include: zz
Maintaining attention and participating actively in collaborative conversations, staying on topic and initiating and responding to comments
Speaking audibly and fluently using Standard English where appropriate
Gaining, maintaining and monitoring the interest of the listeners
Reading Skills zz
Read a wide range of fiction, non-fiction, poetry, plays and reference books
Perform plays and poems using tone, volume and intonation to convey meaning
Use knowledge of spelling patterns and related words to read aloud and understand new words
Make comparisons between different books, or parts of the same book
Read a range of modern fiction, classic fiction and books from other cultures and traditions
Demonstrate active reading strategies like generating questions to refine thinking
Summarise ideas drawn from more than one paragraph, identifying key details
Predict future events from details either written in a text or by â€˜reading between the linesâ€™
Identify how language, structure and presentation contribute to meaning
Infer characters feelings, thoughts and motives from their actions and justify this with evidence
Make book recommendations, giving reasons for choices
Participate in discussions about books, building on and challenging ideas
Explain and discuss understanding of reading
Participate in formal presentations about reading and respond to resulting questions
Provide reasoned justifications for views (point, evidence, explanation)
Scan a text for keywords and phrases to locate key information
Explore, recognise and use the terms metaphor, simile and imagery
Read, re-read and read ahead to locate clues to support understanding
Writing Skills zz
Write neatly, legibly and accurately in a flowing, joined style
Adapt handwriting for a range of tasks and purposes, including for effect
Spell accurately all but the most complex words, such as paraphernalia, and the Standard 5 High Frequency Words
Spell words with silent letters e.g. knight, solemn
Recognise and use spellings for homophones and other oftenconfused words from the Standard 5 list
Confidently use a dictionary to check spelling and meaning
Identify the audience and purpose before writing, and adapt genre accordingly
Select from a wide range of imaginative and ambitious vocabulary
Develop setting, atmosphere and character, using a wide range of narrative techniques including dialogue, quotation, formal and informal style
Use different techniques like opinion, summary, justification or comment to conclude a piece of writing
Use advanced organisational and presentational devices, such as bullet points, underlining, parenthesis, providing context, footnotes etc.
Use grammar accurately except when consciously using dialect or colloquialism for purpose and audience
Use complex sentence structures appropriately
Use a thesaurus to find synonyms
Use punctuation and varied sentence length to create effect and sustain interest
Group things appropriately before or after a main verb e.g. The books, the pens and the pencils were all ready on the table
Use punctuation to show division between clauses and to create effect
Use paragraphs consistently and appropriately
Interweave implicit and explicit links between sections using adverbials of time (e.g. later), place (e.g. nearby), number (e.g. secondly) or tense choices
Use ellipses, commas, brackets and dashes in writing
Use hyphens to avoid ambiguity
Use semi-colons, colons and dashes between independent clauses
Use a colon to introduce a list
Punctuate bullet points consistently
Use alliteration, onomatopoeia, figurative language, dialect, metaphor and simile to create effect
Use informal and formal styles with confidence and use passive voice for variety
Understand and know how to use the following words; modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion and ambiguity, when talking about writing
Discovery Learning In Year 5 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. These are laid out progressively in learning ladders for each standard within the primary school. They provide a focus for the students within Discovery learning engagements and at DBIS our students will aspire to show these skills within other areas of the curriculum.
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.
Year 5 Unit of Enquiry
Conceptual Lens Concepts (Micro) (Macro)
Learning to Learn
Process, Learning, Growth Mindset, Beliefs, Values, Relationships, Psychology, Potential, Technology, Systems.
Energy, Process, Power, Environments, Communities, Sources, Opportunities, Health, Education, SocioEconomic, Art.
Our Hong Kong
Trade, Time, Needs, Location, Progress, Design, Structures, Purpose, Population, Land, Weather, System, Community.
Year 5 Unit of Enquiry
Conceptual Lens Concepts (Micro) (Macro)
Interstellar: Our Place in the Universe
Gravity, Planetary Bodies, Solar System, Constellations, Technology, Navigation, Curiosity, Space Exploration, Survival, Environment, Adaptation, Sustainability.
The Show An Opportunity to Shine
Foundation, Progress, Language, Performance, Production, Meaning, Understanding, Reflection, Creativity, Experimentation, Production, Improvement.
Learning for Life Learning for Life is the title of our personal, social and health education programme (PSHE). 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.
Personal Goals The personal qualities and dispositions that are incorporated into the Learning For Life programme help our students develop their character through their learning. Studentsâ€™ efforts towards achieving these goals are reflected in all aspects of school life.
Adaptability Students try new things and explore different strategies that will help their thinking, learning and understanding. Students are able to change their behaviours and ideas to suit different situations within
their learning. Being able to accept change and welcome new ideas is always encouraged.
Thoughtfulness Students make themselves aware of the needs and feelings of others and take action to help them. They are encouraged to show concern and compassion to help comfort someone and so make a difference. A simple act of kindness can inspire others to act in a similar way.
Cooperation Students work alongside other people, understanding that everyone has a role to play within the group, as well as respecting each otherâ€™s views and ideas.
Morality Students think about choices, making decisions and doing the right thing. They know the difference between right and wrong and show this through their actions.
Resilience Students keep on trying even when they find something difficult. Being faced with a challenge is a good thing and shows they are encountering new learning. Using a Growth Mindset can help students to keep on going even when they want to give up.
Respect Students care for and respect the needs of other people, living things and the environment. Students act in a way that shows they care about the feelings and well being of others.
Home Learning Reading will be a constant expectation in the Year 5 homework routine. Students are expected to read for 30 minutes each night. Additional homework will be a combination of Maths, Enquiry and English and will regularly include spelling and sometimes handwriting practice.
Specialist Teaching Year 5 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 Morning break is from 10:00 - 10:20 am where the children will play outside before returning to the classroom to enjoy their snack with their friends and their teacher and watch the daily DBTV Show. DBTV is our student led news and entertainment channel, which is broadcast for 10 minutes across the school. 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. No cans please.
Snacks should not be too large as time is limited and students want to play.
Lunch time starts at 12:15pm and lasts for 45 minutes. Students have a supervised 15 minute lunch break at 12:15pm to eat in the classroom or the school cafeteria 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 that are delivered must be brought on time by 12:00 pm.
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. Classrooms will be open from 8:20am should your children wish to settle in with a book or quiet activity before the morning bell. As we are encouraging independence, please allow your child to pack and carry their own bags. In Year 5, students participate in learning activities as soon as the school day begins so it is therefore imperative that they are punctual. If children arrive at school after 8:30am, please ensure that they come to the Primary Office to be registered before joining their class. Please remember that punctuality encourages a positive attitude and really helps our students.
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 that 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. If they have a morning lesson, students will need to change back into school uniform following the lesson.
Necessary equipment The School provides students with pencils, crayons, books and stationery. Parents are asked to provide: zz
A named school bag that fits inside their locker
A reading book folder (Large Plastic Zipped Wallet)
A library book folder (Large Plastic Zipped Wallet)
Students should be encouraged to be responsible for their own belongings and to pack their own school bag. They must bring their reading folders to school every day, as well as their student diary. School bags should be collected from lockers at home time by the students (not by parents or helpers). Please ensure all personal items are clearly labelled.
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 that 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 for 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 firstname.lastname@example.org and the email will be forwarded to the teacher directly. Please note - the Year 5 Transition Booklet should be read together with the Parent Handbook which can be found via the Parent Hub.
Parent Teacher Conferences 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 three formal reporting points throughout the year in November, March and June. Reports will be released to parents through the Parent Portal. Parent Teacher Conferences occur three times a year. In addition to this, two open mornings and a Celebration of Learning 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. Please note that fidget toys are toys and therefore not to be brought into school.
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 A Primary School celebration assembly is held once a week for all primary students and their teachers on Friday afternoons. Students will also take part in monthly 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. On occasions, 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: DBIS Kindergarten, Primary and Secondary Schools will operate as normal.
Typhoon Signal number 3 or above: DBIS Kindergarten will be closed. DBIS Primary and Secondary Schools will operate as normal.
Typhoon Signal number 8 or Above: DBIS Primary and Secondary Schools will be closed.
Amber Rainstorm Warning: DBIS Kindergarten, Primary and Secondary Schools will operate as normal.
Red or Black Rainstorm Warning: If a Red or Black Rainstorm Warning is issued before the start of the day, DBIS Kindergarten, Primary and Secondary Schools will be closed for children. 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 the School Day Students will be dismissed by their teachers at the classroom door. The school day ends for Primary students at 3:10pm.