Our Core Values
We respect the needs and rights of each member of our community.
● We show care, kindness and compassion to others.
● We are supportive of each other.
● We embrace diversity and celebrate individuality.
● We are responsible and honest in our actions.
● We value personal identity and a global mindset.
Our Mission
We provide an outstanding holistic international education to students in an inclusive and nurturing learning environment. We seek to inspire and empower students to succeed in fulfilling their individual potential as global citizens in a rapidly changing world.
Our Aims
● To promote a culture of excellence in teaching and learning.
● To provide a broad and balanced curriculum that reflects the international nature of the DBIS student community.
● To encourage internationalism, providing students with the skills, dispositions and knowledge to participate in an increasingly interconnected world.
● To ensure a supportive, happy and secure environment for learning.
● To develop leadership skills and a sense of service to others through a range of extracurricular opportunities locally and internationally.
● To encourage the physical and emotional wellbeing of each individual.
● To use innovative pedagogy and technology to enrich learning.
● To work in partnership with parents, alumni and the local and wider community in the ongoing development of the school.
● To foster a learning community where every student, teacher, staff member, parent and DBIS alumni has an ongoing passion for learning.
WELCOME TO YEAR 1
Dear Parents and Guardians,
In Year 1, our children will build upon the foundations and concepts explored in FS-2. Our FS-2 and Year 1 teaching teams work together closely to ensure a smooth transition for the children, enabling them to feel happy, safe and secure as they move to the Main Campus and into the next phase of their learning journey at DBIS, in Key Stage 1 (KS1).
We continue to place a great deal of importance on how our children learn, and we support them in the development of the DBIS Learner Profile Attributes. Developing these attributes and dispositions will enable them to become lifelong learners who are confident to explore, persevere and think critically.
In Year 1, our children follow the Key Stage 1 National Curriculum of England, tailored towards our international context and enhanced by our Discovery units, which enable children to explore concepts as well as acquire key knowledge and skills. Our children experience a range of adult-led, adult-initiated and child-initiated learning opportunities taught in purposefully planned learning environments that reflect the children’s interests and the KS1 curriculum.
The learning experience is complemented by specialist teaching in Music, Mandarin, Physical Education (PE) and Learning Technologies (LT). In addition, the children visit the library once a week. Experiential learning continues to be an important part of our KS1 programme. The children attend Forest School and Carpenters’ Cabin (woodwork), which provide them with authentic learning experiences and support opportunities to develop and apply a range of skills, including problem-solving and critical thinking.
We look forward to supporting your child’s learning journey in Year 1 and working in partnership with your family to ensure a happy, successful year of learning and development for your child.
Best wishes,
Miss Isabella Grella, Ms Bronwen Baynes, Mrs Chloë Gerrard & Ms Francesca Lane
The Year 1 Teaching Team
THE KEY STAGE 1 TEACHING TEAM
YEAR 1 TEACHERS
Y1IG Snow Leopards (Head of Year) Isabella Grella igrella@dbis.edu.hk
Y1BB Cheetahs Bronwen Baynes bbaynes@dbis.edu.hk
Y1CG Sea Otters
Chloë Gerrard cgerrard@dbis.edu.hk
Y1FL Tigers Francesca Lane flane@dbis.edu.hk
YEAR 1 EDUCATIONAL ASSISTANTS
Y1IG Snow Leopards
Joanne Kynaston
Y1BB Cheetahs Torak Pavri
Y1CG Sea Otters Janet Escueta
Y1FL Tigers Melissa Fuchs
YEAR 2 TEACHERS
Y2GC Kakapos (Head of Year) Gina Clothier gclothier@dbis.edu.hk
Y2LA White Rhinos Louisa Azzopardi lazzopardi@dbis.edu.hk
Y2LT Pangolins
Y2RG Pandas
Laura Tomlin ltomlin@dbis.edu.hk
Radhika Gidwani rgidwani@dbis.edu.hk
YEAR 2 EDUCATIONAL ASSISTANTS
Y2GC Kakapos
Y2LA White Rhinos
Anna Hudak
Jean Capito
Y2LT Pangolins Brenda Dauz
Y2RG Pandas Karen Mason
KEY STAFF MEMBERS
LEADERSHIP TEAM
Principal Marc Morris mmorris@dbis.edu.hk
Head of EYFS & Primary Hannah Tait htait@dbis.edu.hk
Deputy Head (EYFS & Primary) Anna Christiansen achristiansen@dbis.edu.hk
Assistant Head (EYFS & Primary) Ruth Brislen-Patel rbrislen-patel@dbis.edu.hk
Assistant Head (EYFS & Primary) Lewis Peck lpeck@dbis.edu.hk
WHOLE-SCHOOL CURRICULUM LEADERS
Chinese & MFL Myra Mi mmi@dbis.edu.hk
Learning Enhancement Serena Clark serenaclark@dbis.edu.hk
Learning Technologies Nicholas Ng nng@dbis.edu.hk
Library Melanie Foti mfoti@dbis.edu.hk
PE & Sport James Lugg jlugg@dbis.edu.hk
Performing Arts Christopher Preddy cpreddy@dbis.edu.hk
PRIMARY CURRICULUM LEADERS
Head of English Gina Clothier gclohier@dbis.edu.hk
Head of English Byrony Wilson bwilson@dbis.edu.hk
Head of Mathematics Liam Bowden lbowden@dbis.edu.hk
Head of Discovery Amie Rae arae@dbis.edu.hk
Head of Experiential Learning Chloe Foster cfoster@dbis.edu.hk
SPECIALIST STAFF
Learning Technologies Bernard McNerny bmcnerney@dbis.edu.hk
Mandarin/PE Evelyn Chia echia@dbis.edu.hk
Mandarin Carol Li cli@dbis.edu.hk
Mandarin Morna Shum mshum@dbis.edu.hk
Mandarin Cindy Xin cxin@dbis.edu.hk
Music Nicole Lau nlau@dbis.edu.hk
Music Mark Thaxter mthaxter@dbis.edu.hk
Physical Education
Physical Education
Physical Education
Sally Cranston scranston@dbis.edu.hk
Robert Dilworth rdilworth@dbis.edu.hk
Emily Hull ehull@dbis.edu.hk
PE, Sport & ECA Administrator Echo Xu yxu@dbis.edu.hk
WELLBEING & PASTORAL STAFF
Head of Wellbeing Jess Hickling jhickling@dbis.edu.hk
School Counsellor
MEDICAL STAFF
Sarah Dunham sdunham@dbis.edu.hk
Health & First Aid Coordinator Kate Yarnall medicalroom@dbis.edu.hk
Health & First Aid Coordinator Jessica Peeters medicalroom@dbis.edu.hk
THE DBIS LEARNER PROFILE
The DBIS Learner Profile further supports the children to grow as learners and global citizens. In EYFS and Key Stage 1, our Learner Profile 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 different attributes.
COMMITTED LEARNERS
I am curious and motivated to learn. I am committed, adaptable and resilient, and I learn from my mistakes.
BALANCED INDIVIDUALS
I am reflective and thoughtful and consider how my actions impact myself and others. I believe that more effort or a different approach will pay off.
PROBLEM SOLVERS
I enjoy finding out new things. I am a risk-taker and learn by trial and error. I set myself goals, and I plan to find solutions.
I am inquisitive and imaginative. I make connections to further my understanding, which helps me to create new ideas.
MINDFUL LEADERS
I am empowered to lead others. I respectfully communicate with others and demonstrate flexibility. I value honesty, kindness and equality.
I can work independently. I can work collaboratively with others to achieve an end goal.
RESPONSIBLE CITIZENS
I am aware of my responsibilities, and I courageously make good choices to help other people, my community and the environment.
COMMUNICATORS
I organise and share my ideas clearly and confidently, and I show active listening to others.
OUR DBIS LEARNING PRINCIPLES
Our learning experience at DBIS is:
● Enriched through Discovery;
● Achieved through Personalisation;
● Stronger through Community.
Our curriculum is underpinned by our five Learning Principles, which have been developed to ensure all students have access to a learning experience in a through school which is driven by consistent values. Our commitment to these learning principles ensures our students have the opportunity to achieve their full potential and achieve optimal learning and development.
The Learning Experience at DBIS is:
- Enriched through Discovery
- Achieved through Personalisation - Stronger through Community
RELATIONAL
At the heart of best practice and the development of the whole child lie strong and meaningful relationships. At DBIS we nurture positive environments where our students are safe and feel a sense of belonging and happiness.
CONNECTED
The DBIS learning experience enables our students to make connections, transfer skills and develop a local and global perspective. Our students develop a strong sense of self-esteem and self-awareness, which enables them to lead sustainable and fulfilling lives.
INTENTIONAL
Intentional learning at DBIS is the mindset of seeing every experience as an opportunity to learn. Learning opportunities are designed and facilitated to ensure that all students develop a love of learning and approach challenges positively, with creativity and independence.
ENRICHED
The DBIS learning experience raises aspirations and creates personal pride in achievement. A greater meaning to learning is given through the cultivation of students’ natural inquiring minds. They are encouraged to be curious and motivated to learn by exploring and expanding their experiences and broadening their interests.
PERSONALISED
Every DBIS learner is valued as an individual. We celebrate students' strengths in order to identify realistic and challenging expectations that are uniquely tailored to each individual's learning journey and meet their specific needs.
DBIS CHARACTER & CULTURE
The Character and Culture policy contains a reflective approach to behaviour and choices, illustrating steps to success as well as a restorative process enabling there to be an agreed understanding between student and staff member.
Through our character and culture approach, positive choices and behaviour are promoted at DBIS so that every student feels supported, happy and secure. We recognise that our students are developing. This can mean that students occasionally make mistakes. We aim to put restorative actions in place that guide and support our students towards making better decisions in the future and also help them to develop a sense of personal responsibility. For more information, please see our policy HERE.
FOR DBIS STUDENTS
As DBIS students, you are expected to continually reflect and develop your character throughout the years, always holding yourself accountable to your choices. This will allow you to become self-aware, self-managing, socially aware and able to develop strong, effective relationships as a key cornerstone of your approach to life.
FOR DBIS STAFF
DBIS staff members are here to guide and support the holistic development of all learners across all phases of the school.
If we witness choices that contravene our school’s character and culture, we address the situation and support students through a restorative approach.
The role of a staff member is to embed and support expected character and culture, using common language and role modelling the values expected of us and our students.
FOR
DBIS PARENTS
DBIS endeavours to build a supportive dialogue between home and the school, and we inform parents immediately if we have concerns about their child's choice(s).
If our school has to use reasonable responses, we ask parents to support the actions of the school. If parents have any concerns about the way their child has been treated, they would initially contact the class teacher.
PASTORAL & COMMUNITY
THE DBIS HOUSE SYSTEM
All students in Years 1 to 6 are assigned to one of the four whole-school houses: Dragon (blue), Griffin (green), Goldhorn (yellow) or Phoenix (purple). Students will be recognised for their achievements with house points, and they will also compete in various disciplines to collect house points throughout the year. The awarding of house points links directly with the DBIS Learner Profile, and they are awarded when students demonstrate the different attributes. Each house has two Year 6 House Captains.
STUDENT LEADERSHIP
We are extremely pleased to be able to offer a range of leadership opportunities for students of all ages at DBIS. The key goals are to enable our students to become ambassadors for our school virtues, to encourage and facilitate them into taking an active role in all aspects of the school community and to encourage them to work with others to achieve the best possible outcome.
STUDENT COUNCIL
The Primary Student Council is made up of representatives from Years 1 to 6 who are voted in at the beginning of the school year by their classes. Student Councillors have the opportunity to represent the wider student body and discuss issues important to them, including charity work and also working on specific projects in conjunction with the Early Years Foundation Stage and Secondary Student Councils. The Student Council representatives meet on a regular basis, working on whole-school projects and supporting local and international charities whilst building relationships with other schools here in Hong Kong.
SCHOOL AWARDS
Each year, the school celebrates the achievement of our students through an awards ceremony, which takes place in June. The awards recognise and celebrate students across EYFS and Primary for academic achievement, progress in learning and service to others in the school community.
STUDENT SAFETY
Student safety is paramount to us here at DBIS, and even within our extremely safe Discovery Bay community, we need to ensure that children are ready to act calmly and appropriately in the event of an emergency.
FIRE DRILLS
Fire drill procedures are carried out each term and involve all staff and students. In the event of a fire, all Primary staff and students are evacuated to the car park in front of the school gates, where class rolls are taken. An email and SMS are sent to all parents following a successful fire drill or evacuation, informing them that all students are safe. Key DBIS Policies can be found HERE.
LOCKDOWN PROCEDURES
Lockdown procedures are usually carried out once or twice a year and involve all staff and students. In the unlikely event that the school campus needs to be locked down, all blinds and windows are closed and all staff and students stay silently and safely in a locked area until the all-clear is given over the school tannoy system. Again, parents are informed by email and SMS that all students are safe following any drill.
GUEST VISITORS TO SCHOOL
Any visitor, including ex-students as well as family members or helpers of students attending DBIS, must sign in to school at the security gate during school hours. Outside these hours, visitors need to report to the Main reception. All visitors are required to wear a visitor’s pass at all times whilst on school grounds. Visitors are not permitted to attend classes with students. This is to ensure learning is not disrupted as well as for insurance liability reasons.
TECHNOLOGY
1:1 DEVICES
We provide a one-to-one device for all students in Years 3 to 6. This device is a Chromebook, which the children use at school but do not take home. Children in all year groups also have access to a wide range of technology, including iPads, iMacs and robotics. The school subscribes to several online learning platforms, including Spellodrome, Times Tables Rockstars and WeVideo, which are often used for home learning. This means that children will often need access to a computer or iPad at home.
SCHOOL GOOGLE ACCOUNT
At DBIS, we use Google Apps for Education. This provides students with a Google account including email and an online storage facility. Students use these accounts from Year 2 onwards. The school will assign all usernames and passwords once a student joins the school.
DIGITAL CITIZENSHIP
Through weekly Learning Technologies lessons, Digital Citizenship and Learning for Life programmes, we ensure that our students regularly participate in a range of classroom discussions and activities based around issues such as the internet and social media safety. As part of these discussions, lesson topics include the following: protecting one’s online reputation, cyberbullying, internet chat and digital law. At DBIS, we take Digital Citizenship very seriously and believe in working together with parents to ensure we raise a generation of children who will become smart, responsible and respectful digital citizens.
THE YEAR 1 CURRICULUM
MATHEMATICS
By the end of Year 1, the children should have a fluent understanding of 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 they should recognise simple fractions. The children will be beginning to tell the time and should be reading and spelling mathematical vocabulary at a level consistent with their increasing word-reading and spelling knowledge. Our teachers will observe the children applying their understanding through play and exploration.
The key objectives for each strand of Mathematics are outlined below:
Number & Place Value
● Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
● Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens
● Given a number, identify one more and one less
● Identify and represent numbers using objects and pictorial representations, including the number line, and use the language of: equal to, more than, less than (fewer), most and least
● Read and write numbers from 1 to 20 in numerals and words
Addition & Subtraction
● Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs
● Represent and use number bonds and related subtraction facts within 20
● Add and subtract one-digit and two-digit numbers to 20, including zero
● Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems
Multiplication & Division
● Solve one-step problems involving multiplication and division by calculating the answer using concrete objects, pictorial representations and arrays, with the support of the teacher
Fractions
● Recognise, find and name a half as one of two equal parts of an object, shape or quantity
● Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity
Measurements
● Compare, describe and solve practical problems for:
○ lengths and heights (e.g. long/short, longer/shorter, tall/short, double/half)
○ mass/weight (e.g. heavy/light, heavier than, lighter than)
○ capacity and volume (e.g. full/empty, more than, less than, half, half full, quarter)
○ time (e.g. quicker, slower, earlier, later)
● Measure and begin to record the following:
○ lengths and heights
○ mass/weight
○ capacity and volume
○ time (hours, minutes, seconds)
● Recognise and know the value of different denominations of coins and notes
● Sequence events in chronological order using language (e.g. before, after, next, first, today, yesterday, tomorrow, morning, afternoon, evening)
● Recognise and use language relating to dates, including days of the week, weeks, months and years
● Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times
Geometry – Properties of Shapes
● Recognise and name common 2D and 3D shapes, including:
○ 2D shapes (e.g. rectangles (including squares), circles, triangles)
○ 3D shapes (e.g. cuboids (including cubes), pyramids, spheres)
Geometry – Position & Direction
● Describe position, direction and movement, including whole, half, quarter and three-quarter turns
ENGLISH
During Year 1, much of the focus in English is on developing confident readers, using a synthetic 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. The 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. The 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.
Spoken Language
The Spoken Language objectives are set out for the whole of the Primary School, and our teachers will cover many of them every year as the children’s spoken language skills develop. In Year 1, some focuses will be for the children to:
● Listen and respond to adults and other children by engaging in turn-taking within a conversation
● Ask relevant questions to extend their understanding and knowledge
● Develop vocabulary which can be rehearsed and applied through play and everyday interactions
Reading – Word Reading
The children will learn to:
● Apply phonic knowledge and skills as the route to decode words
● Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
● Read accurately by blending sounds in unfamiliar words
● Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
● Read words containing taught sounds and –s, –es, –ing, –ed, –er and –est endings
● Read other words of more than one syllable that contain taught sounds
● Read words with contractions (e.g. I’m, I’ll, we’ll) and understand that the apostrophe represents the omitted letter(s)
● Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
● Reread these books to build up their fluency and confidence in word reading
Reading – Comprehension
The children will learn to:
● Develop pleasure in reading, motivation to read, vocabulary and understanding by:
○ listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
○ being encouraged to link what they read or hear read to their own experiences
○ becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
○ recognising and joining in with predictable phrases
○ learning to appreciate rhymes and poems and to recite some by heart
○ discussing word meanings, linking new meanings to those already known
● Understand both the books they can already read accurately and fluently and those they listen to by:
○ drawing on what they already know or on background information and vocabulary provided by the teacher
○ checking that the text makes sense to them as they read and correcting inaccurate reading
○ discussing the significance of the title and events
○ making inferences on the basis of what is being said and done
○ predicting what might happen on the basis of what has been read so far
● Participate in discussion about what is read to them, taking turns and listening to what others say
● Explain clearly their understanding of what is read to them
Writing – Transcription
Spelling
The children will learn to:
● Spell:
○ words containing each of the 40+ phonemes already taught
○ common exception words
○ the days of the week
● Name the letters of the alphabet:
○ naming the letters of the alphabet in order
○ using letter names to distinguish between alternative spellings of the same sound
● Add prefixes and suffixes:
○ using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs
○ using the prefix un–
○ using –ing, –ed, –er and –est where no change is needed in the spelling of root words (e.g. helping, helped, helper, eating, quicker, quickest)
● Apply simple spelling rules and guidance
Handwriting
The children will learn to:
● Sit correctly at a table, holding a pencil comfortably and correctly (using the tripod grip)
● Begin to form lower-case letters in the correct direction, starting and finishing in the right place
● Form capital letters
● Form digits 0–9
● Understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and practise these
Writing – Composition
The children will learn to:
● Write sentences by:
SCIENCE
By the end of Year 1, the children should be beginning to develop confidence in the following areas, which will be consolidated in Year 2:
● Asking questions about what they notice
● Using different types of scientific enquiry to gather and record data, using simple equipment
● Making simple observations
● Communicating their ideas and making simple hypotheses
Critical Scientific Content
The children will learn to:
● Name and locate parts of the human body, including those related to the senses
● Describe and compare the observable features of animals from a range of groups
● Group animals according to what they eat
● Describe seasonal changes
● Distinguish objects from materials, describe their properties and identify and group everyday materials
DISCOVERY
Discovery is a bespoke, inquiry-based curriculum that DBIS has developed to support our children in becoming independent, active learners and to cover the critical content of the Science curriculum and foundation subjects of History, Geography, Art and Design & Technology.
It is concept based, which means the learning is not locked in time or place; instead, it is transferable. Through identified subject material and conceptual understandings, our children have opportunities to develop deeper conceptual thinking.
The Discovery units are underpinned by Learning Technologies and internationalism and provide a contextual learning experience for the development of skills in English and Mathematics.
OUR DISCOVERY UNITS
Year 1 Unit of Inquiry
WHERE DO I BELONG? OUR CLASS IS A FAMILY
WheredoIBelong?
In this unit, the children develop their sense of self and belonging to their class and school community. They consider their place in their own family and the role they play in the class family. Each child explores where they belong in the world and the role they play in their community. They discuss the consequences of their actions and how their actions affect others.
CONCEPTUAL LENS INTERACTIONS
KEY CONCEPTS
Process, Learning, Growth Mindset, Beliefs, Values, Relationships, Psychology, Potential, Technology, Systems
SUBJECT
DRIVERS
PSHE (Personal, Social, Health & Economic Wellbeing), Spoken Language, History
COUNT THEM WHILE YOU CAN –ENDANGERED TO EXTINCT
Whatcausesanimalstobecomeendangeredor extinct?
In this exciting unit, the children use their knowledge of historical pasts and the present to understand the significant changes, both positive and negative, that have occurred to our wonderful world. They begin to learn about the continents and oceans that make up Earth, and they explore habitats, extinction and changes within our natural world. Their learning is brought to life by a special visit to the Hong Kong Space Museum to deepen their understanding of the extinction of dinosaurs many years ago.
CONCEPTUAL LENS CHANGE
KEY CONCEPTS
Resources, Environment, Consequences, Communities, Classification, Living Things, Survival, Adaptation, Environment, Conservation, Repetition, Shape, Pattern, Colour
SUBJECT DRIVERS
Science, Geography, History, Art
Year 1 Unit of Inquiry
LET’S BUILD STRUCTURES!
HowhavestructuresinHongKongandacross theworldchangedovertime?
In this unit, the children learn how structures are designed and built to meet the needs of the community and environment. They use their local knowledge of Discovery Bay and Hong Kong to explore the amazing structures within our local community and compare these with the wider world. They explore which materials are used and begin to develop an understanding of the materials’ properties, acknowledging why particular materials are used for different structures. The unit concludes with an exciting bus tour around Hong Kong Island and Kowloon for the children to make links from their classroom learning to real life.
CARTOGRAPHY – OUR WORLD ON PAPER
How do mapping and cartography help explorers travel the world?
In this unit, the children develop their spatial awareness of their local community and beyond. They explore our local environment and school grounds to create their very own maps from different views. They use print and marks to locate and describe features of our environment. They explore the lives of significant explorers past and present, recognising the impact these people have had on our world. They delve into questions such as “why might explorers have thought the world was flat?” and “is map reading an essential skill today?” to develop their understanding of cartography.
CONCEPTUAL LENS DESIGN
KEY CONCEPTS
Production, Components, Experimentation, Light, Sound, Mood, Effect, Reflection, Audience
SUBJECT DRIVERS
Science, Geography, History, Design
CONCEPTUAL LENS DEVELOPMENT
KEY CONCEPTS
Location, Community, Weather, Habitats, Cause & Effect, Change, Beliefs, Values, Progress, Civilisation, Roles, Power
SUBJECT DRIVERS
Geography, History
Year 1 Unit of Inquiry
HOW WE EXPRESS OURSELVES
Howdoyouwriteorillustrateabook?Howdo youknowthedifferencebetweenastoryanda poem? How do authors improve and change theirwork?Whatmakesagoodbook?
In this unit, the children explore the lives of different authors and how storybooks have changed over time. They have a magical visit to Disneyland to learn about the theories behind the classic Disney stories and animations, observing how these came to life.
OUR BODIES ARE BRILLIANT
Whatdoourbodiesneedtosurvive?Howdoes what we eat impact our bodies? What does exercise do to our bodies? What makes a healthy diet?
In this final Year 1 unit, the children discover body systems, the influence of diet and exercise, and our intriguing five main senses. They look at significant people who have done amazing things with their bodies, such as Usain Bolt, and how people from the past, such as Florence Nightingale, have improved how we look after our own bodies.
CONCEPTUAL LENS
CHANGE, CAUSE & EFFECT
KEY CONCEPTS
Landforms, Change, Forces of Nature, Processes, Properties, Communities, Technological Innovation, Impact, Change, Materials, Shape, Pattern, Tone, Colour
SUBJECT DRIVERS
English, Speech & Language, Drama, Art, Science
CONCEPTUAL LENS BODY SYSTEMS
KEY CONCEPTS
Values, Significance, Process, Functions, Systems, Nutrition, Diet, Health, Exercise, Choices, Balance, Lifestyle, Technology, Responsibility
SUBJECT DRIVERS
Science, Design & Technology
LEARNING FOR LIFE
Learning for Life is the title of our Personal, Social and Emotional Development programme (PSED). This programme includes learning about the attributes in our DBIS Learner Profile and about Relationships and Sex Education (RSE). Learning for Life is a planned programme of learning through which our children acquire the knowledge, understanding and skills they need to manage their lives. As part of a whole-school approach, the children develop the qualities and attributes they need to thrive as individuals, family members and members of their global society.
SPECIALIST TEACHING
In Year 1, the children have Mandarin three times a week and Physical Education (PE) twice each week. They also have one Learning Technologies (LT) lesson and one Music lesson each week. In addition, LT specialist teachers work with class teachers to develop opportunities for the meaningful use of technology in the children’s classrooms to complement their learning.
LIBRARY
Promoting a love of reading is a mindset we are dedicated to at DBIS, and our library plays an essential role in this. Year 1 children visit the library weekly with their teacher to borrow books and develop their library skills. The library is open from 8am until 4pm daily. Children can visit the library with parents before or after school. The library can also be accessed online HERE.
ASSEMBLIES
The children will take part in weekly assemblies, which will introduce them to the attributes of our DBIS Learner Profile. We will also celebrate exceptional achievements. The children will also plan and perform a class assembly to our wider Primary School, and there will be a special parent performance for you to enjoy.
HOME LEARNING
There are some aspects of the curriculum that children need additional time to rehearse and practice in order for learning to be embedded.
Home learning in Year 1 will focus on developing a love of reading; therefore, the children will bring home reading books on a regular basis that are pitched at a level at which they are demonstrating confidence so they can share and celebrate their reading skills. We also encourage you as parents to read often to your child to ensure they are exposed to a wide repertoire of vocabulary and literature as this will support their overall development in reading and writing.
We encourage you to read with your child in your home language if this is different to English as this supports children in reading for pleasure and listening to stories in a language in which they are confident. Your child will have a home–school link book where you can record the reading completed at home.
In addition, the children will be encouraged to practise spelling high-frequency and common exception words. Once your child has settled into Year 1, these will come home on a regular basis in a quantity suited to your child. The words will be repeated throughout the year in order to ensure learning is embedded. Activities that will help engage your children with spelling will be suggested. A copy of the high-frequency words for Year 1 can be found in your child’s home–school link book.
For more information about home learning in Year 1, please see the Primary Home Learning presentation HERE.
DAY-TO-DAY SCHOOL LIFE
SCHOOL HOURS
Your child should be at school by 8.20am to organise their school belongings and have a few minutes to greet their friends. This will enable them to be ready to walk confidently into the class when the bell rings at 8.25am.
In Year 1, we build upon the independence the children have developed throughout FS-2, so we kindly ask you or your child’s carer to allow them to pack and carry their own bags – they’re more than capable of this!
In Year 1, the children participate in learning opportunities to consolidate learning linked to previous weeks as soon as the school day begins; it is therefore imperative that they are punctual. This also ensures a smooth start to the day, which is extremely important for their emotional wellbeing.
If children arrive at school after 8.30am, please ensure you take them to the Primary office to sign in before dropping them off at their classroom.
The school day ends at 3.10pm. If the children have an ECA, they will go straight to their club, otherwise they should head home. The campus is closed from 3.20pm to all families unless there is an event or an ECA taking place.
SNACK & LUNCHTIME
At the Main Campus, morning break time is known as snack time. Morning break starts at 10am and lasts for 30 minutes. The children will enjoy their snack in the classroom with their teacher and classmates before going outside to play.
Lunchtime starts at 11.55am and lasts for one hour. Children have a supervised lunch break before they go out to play. There is an option for children to purchase a hot or cold lunch from the cafeteria. Parents can choose from a daily menu through a pre-payment system.
Helpful Hints
● Pack a snack separately from lunch, and make sure your child knows which is which.
● Drinks should be in a spill-proof, child-friendly container.
● Snacks should not be too large as time is limited and we also want the children to have plenty of opportunity for playing with friends from across the year group.
● An ice pack or insulated lunch box can help keep lunches cool.
● We encourage all children to be environmentally friendly and bring a lunch with as little packaging as possible.
● Hot lunches or lunches which are delivered must be brought on time by 11.30am.
● If delivering lunches to school, please take them to the cafeteria, not to the children’s classrooms.
Please note: the use of mobile phones is not permitted around the school grounds.
CAFETERIA
Our school cafeteria is open before and after school and at morning break and lunchtime. The Boardwalk Cafeteria serves hot meals (including a vegetarian option) as well as snacks and drinks. Students can purchase a swipe card from the cafeteria manager any time, enabling a cashless option when purchasing meals. The cafeteria also accepts Octopus cards. School lunches can be preordered for your children should you wish them to have a hot meal every lunchtime. Lunch enrolment forms and menus from Chartwells, who operate the Boardwalk Cafeteria, are available on the Parent Hub
END OF THE SCHOOL DAY
The children will be dismissed by their teachers at the classroom door. The school day ends for Year 1 children at 3.10pm. All students in Year 1 are to be collected by an adult, who must show a parent/carer ID card for their child. Children who have not been collected by 3.15pm will be taken to the Primary office, and a phone call home will be made.
STUDENT SUPERVISION BEFORE & AFTER SCHOOL
We expect all children in Years 1 and 2 to be dropped off and collected from school by an adult. The children will be dismissed one by one from their classroom to the care of their supervising adult.
Parents of children in Year 3 and above who want them to walk home without an adult are required to fill in a permission form in order for us to release the children unaccompanied. The permission form can be found on the Parent Hub HERE.
EXTRACURRICULAR ACTIVITIES & CLUBS
A range of extracurricular activities (ECAs) is available to all children at DBIS. Each term, you will be notified of the ECAs available to your child’s age group and provided with information on how to register an interest in joining, via SchoolsBuddy. Please note some ECAs have a maximum capacity.
The majority of ECAs at DBIS are offered free of charge; however, there may be some paid activities delivered by external providers. Any paid selections will be invoiced to parents directly by the external service provider.
From time to time, ECAs may need to be cancelled. The most common cause of this is inclement weather. In the event of cancellation, parents will be notified via SchoolsBuddy.
PARENT/CARER ID CARDS
In order to maintain the highest standards in safeguarding and child protection, you will need to apply for DBIS photo identity cards for those who will pick up your child on a regular basis. The names of these adults should be communicated to your child’s class teacher.
If you arrange for your child to go on a play date or to be picked up by someone who is not on the regular pick up list, you will need to inform your child’s class teacher and ensure you provide their full name as they will need to verify their identity when collecting your child. We will never release a child to someone who is not on the pick-up list without arrangements being made prior. To apply for a parent/carer ID card, please complete the form HERE.
NECESSARY EQUIPMENT
The school provides Year 1 children with pencils, crayons, books and stationery. Parents are asked to provide:
● A named school bag (this can be purchased from the uniform shop)
● A named A3-size reading folder (plastic zipped wallet)
To support the children’s independence, they 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, including their home–school link book. Please ensure all personal items are clearly labelled.
VALUABLES & TOYS
We kindly ask that, unless requested specifically for a topic by your child’s teacher, personal toys remain at home. If children bring toys into school, they will be kept safely by the teacher and sent home at the end of the day.
BICYCLES, SKATEBOARDS & SCOOTERS
Parents/caregivers have a significant role to play in the students’ safety, including accepting responsibility for the students’ behaviour and wellbeing whilst travelling to and from school. We ask that all children who cycle, skate or scoot to and from school wear a helmet whilst doing so. Please note that the school is not responsible for any accident or injury arising from students cycling, skating or scooting to or from school. The school is also not responsible for damage to, or loss of, bicycles, skateboards or scooters.
SMART WATCHES
Children in Years 1 to 6 are not permitted to wear smart watches. We encourage you to purchase an analogue watch, which will support your child in learning to tell the time.
Teachers will ask students to remove smart watches if they are brought into school, and parents will be asked to collect them at the end of the day from the school office.
MOBILE PHONES
We do not permit our Primary students to use mobile phones at any time during the school day and would ask that they are not sent in to school with students. Our students’ bags are kept on pegs or in lockers in the corridors, and we therefore cannot guarantee the safety of any mobile devices if left in students’ bags.
MEDICAL CARE
If a child becomes unwell whilst at school, they will be taken to the school nurse. The school nurse will evaluate the child’s medical condition and decide if they need to be collected from school. The time of handover to a parent or caregiver is noted, and the classroom teacher is made aware.
If a child has a minor complaint or accident, the school nurse will administer first aid and care in the medical room. In the case of a more serious concern, the school will contact the parents and/or emergency services and will make medical decisions based on doctor’s recommendations. Parents will be systematically informed if the school contacts emergency services, but it may not always be possible to do this in advance of making an emergency call.
The school’s nurse is not authorised to administer mild medications, such as paracetamol, without parental permission. Prescribed medication can be administered on completion of the Prescribed Medicines Permission Form linked HERE. Please note that although the school provides limited medical insurance for all students whilst they are in our care, the insurance may not cover all medical costs. Therefore, parents should make sure that students have sufficient medical coverage in addition to what the school provides.
UNIFORM
DBIS has a compulsory school uniform. Information regarding uniforms can be found on the Parent Hub HERE
Our uniform shop is located on the Main Campus and is open on Tuesdays and Thursdays from 8.15am to 12pm and on Wednesdays from 1.30pm to 4pm during term time. If possible, we ask you to please bring your own carrier bag with you to take away uniform items.
Some key points to remember:
School Shoes
All children must wear plain black school shoes. High-top or canvas shoes are not acceptable.
Sun Hats
All students must have a school hat for outdoor PE and playtime. We have a ‘no hat –no play’ policy.
Jewellery
Watches and small stud earrings are permitted (but must be covered or removed for PE). No other jewellery is permitted to be worn to school.
Physical Education Uniform
Children in Years 1 to 6 can wear their PE kit all day on PE days. Please refer to the Parent Hub for further information on the PE uniform list.
Sports Shoes
Students should wear appropriate footwear that adequately supports their feet during PE lessons and sports activities. Sports shoes should be free from flashing lights or obvious pictures.
Make-up
Make-up, nail varnish and temporary tattoos are not permitted to be worn to school. Parents will be asked to ensure these are removed if a child arrives at school wearing any of the items listed above.
Hair
Hair longer than shoulder length must be tied back. Hair dye is only allowed if a natural colour. Parents will be asked to wash out unnatural hair products.
Cold Weather
During colder months, please ensure you purchase items from the cold weather uniform list for your child to wear. Non-uniform items should not be worn.
ATTENDANCE & ABSENCE
Regular attendance at school is essential for students to achieve their full potential, and we appreciate your support in helping us maintain high attendance rates at DBIS. We expect all students to aim for 100% attendance and to make every effort to attend school every day. We closely monitor attendance to ensure that students are attending school regularly.
For your information, please see the statistics below:
● 96% attendance = 7 learning days lost
● 95% attendance = 9 learning days lost
● 90% attendance = 19 learning days lost
● 89% attendance = 21 learning days lost
● 85% attendance = 28 learning days lost
If we notice that a student is missing school frequently or for an extended period of time, we will reach out to parents to discuss the situation and provide support. We reserve the right to intervene when we feel it is necessary to support a student's attendance and academic progress. This includes situations where a student has been absent for an extended period of time or has repeatedly missed school.
Notification of Absence
If your child is absent from school, it is important that you let us know why. You can report your child’s absence using the online form, which can be found on the Parent Hub HERE
Late Arrival at School
If your child is late for school and arrives any time after 8.30am, they need to be brought to the Primary office to be registered and signed in to school. They can then go and join their class. This way, we know your child will be safely registered without interrupting the learning that will already have started in the classrooms.
Early Dismissal
If a student needs to leave school before the end of the day (3.10pm), they are required to inform their class teachers and exit via the Primary School office, where they must sign out before leaving the school premises. The sign-out slip needs to be given to the security guard when exiting the campus. Primary School children will not be allowed to leave school during the school day without an adult.
Parental Absence
We know that our families have commitments all over the world, and this often requires travel. Please notify the school if you are planning to take a trip out of Hong Kong for more than a day. We know that parental absence, even for the shortest of periods, can sometimes unsettle children at school, so letting the school know when you are away from home helps ensure your child is fully supported when in school.
The school office will require details of appointed guardians and emergency telephone numbers in case we need them, and we will be able to keep a close eye on your child in your absence.
COMMUNICATION
OUR COMMUNICATION SYSTEM
We view our parents as the children’s first teachers; therefore, clear communication between home and school is essential. Our communication system utilises the following platforms to communicate with our parent community:
The Parent Hub
The Parent Hub is our main platform for communication between school and home. All communication to parents regarding upcoming events and information can be found on the Parent Hub. Any calendared event will have a parent bulletin on the Hub approximately two weeks prior to the event taking place. All bulletins are sent to parents in a consolidated email each Saturday so that parents can organise the forthcoming two weeks. The Parent Hub also contains the current DBIS school calendar, which details term dates as well as the dates of upcoming school events.
iSAMS Parent Portal & App
Parents can access all student-specific information via the iSAMS Parent Portal and app. This platform is used to communicate confidential information about your child, such as school reports and attendance data. The app can be downloaded free from the App Store and Google Play Store. The school code is DBIS, and you will need your personal iSAMS username and password to log on.
Electronic Learning Journey (Seesaw)
Throughout your child’s time in Year 1, we will record their learning in an electronic learning journey (Seesaw) to celebrate their experiences. Over time, it will tell a story about your child and their learning, their friends and the activities they enjoyed sharing with others.
The electronic learning journey may include:
● Photographs and videos – these capture moments and sequences of your child’s learning, interests and explorations
● Your child’s creations – these could be photos of models, their role play, marks they have made, writing or artwork – with a comment to explain what your child did or said
In Year 1, the children learn to use Seesaw independently to document aspects of their learning journey, which supports their increasing autonomy and independence.
Home–School Link Book
Students in Year 1 will have a home–school link book which includes a reading log, the spellings the children are expected to learn by the end of the year and the times tables they should learn. Teachers will check the book each day, and parents should record in it a log of the children’s reading.
SchoolsBuddy Platform
All information about your ECAs can be found via the SchoolsBuddy platform. A personal username and password to log in to SchoolsBuddy will be shared with you. Once you are logged in, you will be able to see all of the activities your child in involved with.
School Newsletter
Each Friday, the school’s newsletter is emailed to parents. The newsletter provides a snapshot of the week’s events across all phases of the school.
DBIS Website
The school’s website, linked HERE, is a window into the school, giving parents access to information on all aspects of the school’s operations as well as teaching and learning approaches. The website also provides parents with a link to the Parent Hub.
Parent–Teacher Conferences & Reports
We have an open-door policy at DBIS, and parents are welcome to pass on information at the door each morning and afternoon. For matters that require longer discussion, parents are encouraged to make appointments with the teachers to ensure we can give you the time and space required.
In addition to the ongoing contact with class teachers, we have a number of formal times for parents and teachers to discuss the children’s progress and set targets. We also provide a short report at the end of Term 1 detailing your child’s attainment in each subject as well as a detailed report at the end of each academic year.
Parent–Teacher Conferences occur three times a year (twice in Term 1 and once in Term 2). In addition, open mornings and celebrations of learning are held for the children to share their learning with parents. These opportunities enable our children to develop their communication skills by articulating their learning journey throughout the year.
KEEPING SCHOOL INFORMED
Contacting Teachers
If you wish to communicate with your child’s teacher, please email them directly. As teachers are in class with students all day, please allow up to 24 hours for a response to emails. For time-sensitive issues, please email the school office at dbis@dbis.edu.hk, and the email will be forwarded to the teacher directly.
Permission Forms
School trips form an integral part of our school curriculum, and we like to immerse our students in learning outside the classroom wherever we can. We have immediate access to the mountains and beaches here in Discovery Bay, and the children love to learn outside. All parents are regularly asked to sign an online permission form, which gives students advance permission to attend all local school trips.
Personal Information
It is very important for the school to have complete, up-to-date information about all of our students and those whom we may need to contact in case of emergency. Please make sure that you inform the school immediately of any changes to contact details, names, telephone numbers or addresses. The Student Contact Details Change Form for this can be found on our Parent Hub HERE
It is also imperative that you let the school know of any allergies, medical conditions or ongoing medication your child has. Student Medical Profiles can also be updated via the our Parent Hub HERE. These details must be kept up to date at all times.
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 DBIS after the summer holidays, official notice must be given 60 days before the last day of term. The school will charge school fees in lieu if the above notice period is not adhered to.
HOW PARENTS CAN GET INVOLVED
PARENT PARTNERSHIPS
We actively recognise that parents are a child’s first – and most important – teachers, and we work hard to build strong, positive and supportive relationships between school and home. Working in partnership with parents enables us to provide the best support possible for every child.
CLASS PARENTS
Every year, we are delighted to welcome one or two class parents for each class. These parents are a huge support for us, welcoming new families, helping out with trips and organising parental support for many of the activities undertaken by the students. Class parents are a link between the wider parent group and the school and are invaluable. If you are interested in becoming a class parent, please approach your class teacher at the start of the academic year.
PTSA
We have a very active Parent–Teacher–Student Association (PTSA) who work tirelessly to support our school. More information about the PTSA can be found on the Parent Hub HERE, and they can be contacted at ptsa@dbis.edu.hk
PARENT FOCUS GROUP
There is a Parent Focus Group, which meets with the Head of EYFS & Primary each term to discuss different areas of school life. Do register your interest at the start of each year by emailing Hannah Tait, Head of EYFS & Primary, at htait@dbis.edu.hk if you would like to join this group.
ADVERSE WEATHER
As you will be aware, Hong Kong is subject to extreme weather conditions from time to time. The Education Bureau of the Hong Kong government stipulates that when certain rain warnings and typhoon signals are in place, we are to follow their directives:
● Typhoon Signal Number 1
All phases of the school will operate as normal.
● Typhoon Signal Number 3 or Above
DBIS EYFS campus will be closed. DBIS Primary and Secondary Schools will operate as normal.
● Typhoon Signal Number 8 or Above
DBIS EYFS, Primary and Secondary Schools will be closed. Static learning activities will be available for the children to access remotely by 10am on the morning of a T8 school closure.
● Amber Rainstorm Warning
DBIS EYFS, 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 EYFS, Primary and Secondary Schools will be closed for students. Static learning activities will be available for the children to access remotely by 10am on the morning of a rainstorm school closure.
In the event of a Red or Black Rainstorm Warning being issued during the day, the school will continue until the end of normal hours and children will be retained until conditions are safe for them to return home.
SCHOOL CANCELLATION
Please familiarise yourself with the school’s Severe Weather Policy regarding the closure of school. The school website will display weather warnings and notification of school closure where applicable.
