Toempowereverystudenttodeveloptheirfullpotentialandachieve personal excellence in all endeavours, enabling them to lead successful,fulfillinglivesandenrichtheworld.
Our DBIS Mission is enacted through our values of Courage, Respect and Integrity.
Our Core Values
Courage
We embrace challenges, persevere and work hard to reach our full potential.Weareresilientandalwaysstrivingtolearnandgrow.
Respect
We value our diverse community, appreciating their unique contributions, needs and rights. We foster positive relationships throughkindnessandempathy,embracingaglobalmindset.
Integrity
We act with honesty and make responsible choices, understanding the impact of our actions on ourselves and others. We are self-aware,compassionateandaccountable.
WELCOME TO KEY STAGE 1
Key Stage 1 (KS1) at Discovery Bay International School (DBIS) consists of Years 1 and 2 and is the second of three parts of the children’s learning journey in our Primary School. Our KS1 children follow the National Curriculum of England, which is adapted and personalised to suit our international context and is delivered through an inquiry-based pedagogy that is progressive in nature as children move through the phase.
As we do in all sections of our Primary School, in KS1, we view children as having extraordinary potential for learning and the ability to form their own understandings of the world around them. Our focus is upon nurturing creative, resilient, independent learners who are excited and confident to experiment and explore through active learning, with the Characteristics of Effective Learning and the DBIS Learner Profile providing the foundations to support our children in becoming lifelong learners and critical thinkers. Supporting the development of different learning dispositions, behaviours and habits continues to be an important part of our approach to teaching and learning as the children transition into a different phase of their learning journey in which the curriculum moves from the seven areas of learning in the Early Years Foundation Stage (EYFS) to specific subjects in KS1.
Our environments continue to be viewed as the third teacher, and continuous provision (the resources and materials that are continually available to the children) is carefully planned to ensure learning within all subject areas is constantly happening, skills can develop and the children can make connections between different subject areas.
The environments are enhanced with resources, activities and opportunities that link to the children’s interests and the current areas of focus within the curriculum to ensure that learning is placed in a meaningful context for our children. The children engage with a mixture of adult-directed, adult-initiated and child-initiated learning opportunities to ensure new concepts, ideas and critical knowledge are acquired and can be applied in a range of ways which meet the expectations for achievement and attainment in KS1. Our timetable is flexible to allow the children the time and space required to explore concepts and engage with both adults and their peers to develop understanding and demonstrate and practise newly acquired skills. Every aspect of the children’s day is
seen as an opportunity for learning; therefore, incidental opportunities for learning, including tidy-up time and transitions, are capitalised upon to ensure there is always the potential for learning to take place.
We continue to identify the children’s strengths so that learning can be tailored to meet individual starting points and consider the knowledge, skills and understanding the children will need in order to successfully transition to Key Stage 2 (KS2). Our children are supported to take risks, think critically and develop understandings through open-ended and guided inquiry, as well as through explicit teaching and activities. Our children continue to experience authentic learning opportunities such as woodwork and Forest School. This experience is underpinned by our child-centred, personalised learning approach, which supports the development of the whole child.
The role of teachers and educational assistants is crucial to ensure the children make the best possible progress. Adults are involved with the children’s learning throughout the day in a range of different ways, including explicitly teaching new ideas, questioning the children’s thinking, co-constructing new ideas and observing the children as they explore different concepts to identify the next steps in their personal learning journeys.
We place great importance on positive relationships and interactions amongst all members of our Primary School community as these support our holistic and inclusive approach. We derive much of our strength from the surrounding community; therefore, establishing and maintaining supportive relationships is key to our Primary School’s ethos. By working together, we can ensure that all children continue to value and enjoy their time at DBIS, that they are sufficiently challenged and supported in their learning and that they realise their potential in a happy, nurturing environment.
After reading this booklet, you will gain a sense of how our warm and caring environment as well as the provision of opportunities for stimulating, inquiry-based learning inspire our children to become curious, independent learners who demonstrate awe and wonder at the world around them.
Hannah Tait Head of EYFS &
WELCOME TO YEAR 2
We would like to extend a very warm welcome to all parents and students joining Year 2. At DBIS, Year 2 offers exciting new challenges and builds upon the skills developed throughout Year 1 as the children embark on their final year in Primary KS1 and look ahead to Primary KS2. Our Year 1 and 2 teachers work closely to ensure that your child’s learning experiences prepare them for their transition to Year 2. The Year 2 team builds on the successful principles and learning approach in Year 1 in order that each child is able to make the progress they are capable of.
We continue to place a great deal of importance on how our children learn, and we support them in the development of the Characteristics of Effective Learning and the attributes of the DBIS Learner Profile. Developing these attributes and dispositions will enable them to become lifelong learners who are confident to explore, persevere and think critically.
In Year 2, our children continue to follow the KS1 National Curriculum of England, tailored towards our international context and enhanced by our Discovery units, which enable the children to explore concepts as well as acquire key knowledge and skills. Our children experience a range of adult-led and child-initiated learning opportunities taught in purposefully planned learning environments that reflect the children’s interests, the curriculum and a sense of belonging.
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 programme. The children attend regular Forest School sessions, providing them with authentic learning experiences and opportunities to develop and apply a range of skills, including problem-solving and critical thinking. They also take part in woodwork, cooking and sewing sessions through their Discovery learning. We look forward to meeting your child this year and supporting them through their Year 2 learning journey.
Mrs Laura Tomlin, Ms Louisa Azzopardi, Mrs Emma Clark & Ms Abigail Cunningham
The
Year 2 Teaching Team
THE KEY STAGE 1 TEACHING TEAM
YEAR 2 TEACHERS
Y2LT Pangolins (Head of Year)
Y2AC Kakapos
Laura Tomlin ltomlin@dbis.edu.hk
Abigail Cunningham acunningham@dbis.edu.hk
Y2EC Pandas Emma Clark eclark@dbis.edu.hk
Y2LA White Rhinos
Louisa Azzopardi lazzopardi@dbis.edu.hk
YEAR 2 EDUCATIONAL ASSISTANTS
Y2LT Pangolins
Y2AC Kakapos
Y2EC Pandas
Y2LA White Rhinos
YEAR 1 TEACHERS
Brenda Dauz
Jean Capito
Cham Grimes
Janet Escueta
Y1IG Snow Leopards (Head of Year) Isabella Grella igrella@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
Senior Curriculum Lead
Amie Rae arae@dbis.edu.hk
WHOLE-SCHOOL CURRICULUM LEADERS
Chinese & MFL
Learning Enhancement
Myra Mi mmi@dbis.edu.hk
Serena Clark serenaclark@dbis.edu.hk
Learning Technologies Nicholas Ng nng@dbis.edu.hk
Library Melanie Foti mfoti@dbis.edu.hk
Music Christopher Preddy cpreddy@dbis.edu.hk
PE & Sport
James Lugg jlugg@dbis.edu.hk
Director of Sport Emily Hull ehull@dbis.edu.hk
PRIMARY CURRICULUM LEADERS
Head of English Bryony 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
Phonics Lead Nicholas Grimes ngrimes@dbis.edu.hk
SPECIALIST STAFF
Learning Technologies
Bernard McNerney bmcnerney@dbis.edu.hk
Mandarin Evelyn Chia echia@dbis.edu.hk
Mandarin Christy Du cdu@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
Physical Education
Physical Education
PE, Sport & ECA Administrator
Sally Cranston scranston@dbis.edu.hk
Robert Dilworth rdilworth@dbis.edu.hk
Fanny Lo
flo@dbis.edu.hk
ECA Administrator Yikki Lee ylee@dbis.edu.hk
WELLBEING & PASTORAL STAFF
Head of Wellbeing
School Counsellor
MEDICAL STAFF
Health & First Aid Coordinator
Jess Hickling jhickling@dbis.edu.hk
Sarah Dunham sdunham@dbis.edu.hk
Kate Yarnall medicalroom@dbis.edu.hk
Health & First Aid Coordinator Hayley Lewis 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 KS1, 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 focus is on promoting positive choicesandbehaviourssothatevery student feels supported, happy and secure.Werecognisethatpartofour role as practitioners is to work in partnership with parents to support emotional regulation and ensure personal, social and emotional development. By empowering childrenthroughchoicesandusinga sharedandconsistentvocabulary,our childrenunderstandthattheiractions have an impact on themselves and others. We aspire for our children to take responsibility for their actions, make positive choices and have opportunities to reflect and repair when behaviour does not align with ourschoolvaluesandexpectations.
FOR DBIS STUDENTS
DBIS students will be supported in enacting our Learner Profile Attributes as well as our Core Values of Courage, Respect and Integrity.
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 FS-1 to Year 13 are assigned to one of the four whole-school houses: Dragon (blue), Griffin (green), Goldhorn (yellow) or Phoenix (purple). Students are recognised for their achievements with house points, and they 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. For further information about leadership opportunities, please see our EYFS & Primary Student Leadership Booklet.
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 EYFS 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 achievements 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 & WELLBEING
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. Key DBIS policies can be found HERE.
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.
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 or swipe in if they have an access card. 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.
PERSONAL, SOCIAL & HEALTH EDUCATION
The Personal, Social and Health Education (PSHE) approach at DBIS aims to equip students with the knowledge, skills and understanding they need to lead healthy, safe and fulfilling lives. Relationship and Sex Education (RSE) is embedded within our PSHE curriculum. We aim to create a supportive environment where students can thrive both academically and personally. Our curriculum meets both the recommended and statutory RSE teaching requirements based on the British Department for Education (DfE) and PSHE Association curriculum recommendations and guidelines.
KOMODO
At DBIS, we prioritise the emotional health of our students as highly as their academic progress. To support this, we utilise Komodo, a research-based digital platform that allows us to monitor and enhance student wellbeing in real time.
Komodo is a secure, research-based tool that allows students to 'check in' on their own wellbeing. By using a series of brief, age-appropriate surveys, the platform provides a voice for every student, helping to ensure no one’s needs go unnoticed.
We use Komodo to ensure our pastoral care is proactive and personalised:
● Early Support: The platform helps staff identify subtle shifts in a student’s mood, allowing us to offer a helping hand before small worries escalate.
TECHNOLOGY
DEVICES
Year 2 children are provided with a range of hardware, including Chromebooks and iPads, to develop their digital skills. These devices are used to enhance learning experiences and foster technological proficiency. Additionally, the children have access to a variety of subscription-based software that supports their digital literacy and integrates with other subjects such as Maths, Science and beyond. This comprehensive approach help to ensure they are well equipped with the necessary skills to navigate the digital world safely and effectively.
SCHOOL GOOGLE ACCOUNT
At DBIS, we utilise Google Education and have access to Google Workspace apps, including Docs, Slides and more. Each student receives their own email account and online storage, facilitating better collaboration and control. The children begin using these accounts from Year 2 onwards. The school assigns all usernames and passwords upon a student's enrolment.
DIGITAL CITIZENSHIP
Through our weekly LT lessons and Digital Citizenship programme, we regularly explore important topics about using technology safely and responsibly. In engaging classroom discussions and activities, the children learn about various issues relevant to the technologies available inside and outside the classroom. At DBIS, we are dedicated to helping our students become thoughtful, responsible and respectful digital citizens, and we believe in partnering with parents to achieve this goal.
DAY-TO-DAY SCHOOL LIFE
SCHOOL HOURS
Your child should be at school by 8.20am to organise their school belongings and self-register by 8.25am in the classroom.
By Year 2, your child will have developed the ability to manage their belongings independently, so we kindly ask you or your child’s carer to allow them to pack and carry their own bags – they are more than capable of this!
In Year 2, the children participate in 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 that they go to the main office to sign in before dropping them off at their classroom.
The school day ends at 3.10pm. If the children have an extracurricular activity (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 10.15am and lasts for 25 minutes. The children enjoy their snack in the classroom with their teacher and classmates before going outside to play.
Lunchtime starts at 12.25pm and lasts for 45 minutes. The children are supervised while eating and playing. There is an option for them to purchase a hot or cold lunch from the cafeteria. Parents can choose from a daily menu through a pre-payment system. The lunchtime schedule is as follows:
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 12pm.
● 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 pre-ordered for your children should you wish them to have a hot meal every lunchtime. Lunch enrolment forms and menus are available on the Parent Hub HERE.
STUDENT SUPERVISION BEFORE & AFTER SCHOOL
We expect all children in Year 2 to be dropped off and collected from school by an adult. The children will be dismissed one by one from their classroom door to the care of their supervising adult.
END OF THE SCHOOL DAY
The school day ends for Year 2 children at 3.10pm. All collecting adults 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.
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 your child up 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.
EXTRACURRICULAR ACTIVITIES (ECAs) & CLUBS
A range of 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.
If your child does not attend an ECA they are signed up for, an email will be sent to confirm this.
NECESSARY EQUIPMENT
The school provides Year 2 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-sized 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 on library days and their student diary every day. 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
We are very fortunate in Discovery Bay that so many of our children are able to make their way to school via environmentally friendly means. It is our utmost priority that our children, as well as their belongings, remain safe at all times, and we kindly request that parents/caregivers ensure 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 travelling to or from school. The school is also not responsible for damage to, or loss of, bicycles, skateboards, scooters or other personal property.
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 children to use mobile phones at any time during the school day and would ask that they are not sent into school. Our children’s 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 their bags.
LOST PROPERTY
All lost and found items are kept in the cupboards in the covered area by the Year 1 and 2 classrooms. We ask that all children’s clothing is clearly labelled with their name. At specific times throughout the year, we will put all lost and found items on display, and if unclaimed, we will donate these items to one of our school charities.
MEDICAL CARE
If a child becomes unwell whilst at school, they are taken to the school nurse. The school nurse evaluates the child’s medical condition and decides 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 administers first aid and care in the medical room. In the case of a more serious concern, the school contacts the child’s parents and/or emergency services and makes medical decisions based on doctor’s recommendations. Parents are 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 11.30am 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 items, other than religious or cultural pieces, are permitted to be worn to school.
Physical Education (PE) 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. Coloured hair braids must also be removed for school.
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 their 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.
The school office will send an automated email if a child's attendance goes below 90% or 80%.
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 our online forms, which can be found on the Parent Hub. There are two forms: one for planned absence and one for unplanned absence.
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 main 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 main 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.
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
Parents can access student-specific information via the iSAMS Parent Portal. This platform is used to communicate confidential information about your child, such as school reports and attendance data. The Parent Portal is browser based; however, an app-style shortcut can be added to your mobile phone home screen for ease of access. Please see the guide HERE for information on how to access the Parent Portal and set up a shortcut. You will need your personal iSAMS username and password to log in.
Electronic Learning Journey (Seesaw)
Throughout your child’s time in Year 2, we 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, writing or artwork – with a comment to explain what your child did or said
In Year 2, the children use Seesaw independently to document aspects of their learning journey.
Student Diary
Children in Year 2 have a student diary, which includes a reading log and the times/division tables they should learn, and a spelling book, which contains the spellings they are expected to learn by the end of the year. Teachers check the diary, and parents should use it to record a log of their child’s reading.
SchoolsBuddy Platform
All information about your child’s 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 is 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 classrooms 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 message will be conveyed directly to the teacher.
Permission Forms
School trips form an integral part of our school curriculum, and we like to immerse our children 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 asked to sign an annual 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 be updated via the form HERE. Medical details must be kept up to date at all times.
WITHDRAWAL OF STUDENTS
To withdraw a student, parents must give notice in writing to the Principal using the form HERE 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.
THE YEAR 2 CURRICULUM
The core curriculum areas for Year 2 are outlined below. More specific details regarding learning objectives can be found in the appendix at the end of this booklet.
CORE & FOUNDATION SUBJECTS
ENGLISH
Throughout Year 2, we focus on developing the children’s capabilities and confidence in spoken language, reading, writing, and vocabulary. We continue to focus on supporting a love of reading by offering a rich variety of fiction and non-fiction texts within the environment, which also helps ensure the development of fluency. We place emphasis on helping the children learn that writing has purpose and supporting them to practise the skills they have acquired by applying them to different genres, including narratives, explanations, descriptions, comparisons, summaries and evaluations. Our environments continue to be places that are rich in language where the children can rehearse new vocabulary through their play and be supported in developing confidence in explaining, hypothesising, speculating and describing.
MATHEMATICS
Throughout Year 2, the children continue to focus on developing their basic number skills. This means securing a good understanding of place value and learning to apply this knowledge to help solve mathematical problems. Practising these skills frequently helps the children develop firm foundations that can be applied to complex mathematical concepts as they move through our Primary School.
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 LT and internationalism and provide a contextual learning experience for the development of skills in English and Mathematics. They are also planned to ensure the children develop skills and obtain a firm understanding of critical scientific knowledge related to living things and everyday materials.
TERM 1
UNIT 1: INCREDIBLE YOU! UNSTOPPABLE ME!
ENGLISH
ENGLISH OUTCOMES
● Share personal experiences verbally and in a narrative through a summer holiday recount
● Share information about families using pictures and words
● Create a class code for the year ahead
● Discuss the morals in fables and how they are linked to our Learner Profile
● Introduce our class pet with The Everywhere Bear
● Research our class animal with non-fiction books
● Poetry – whole-class reading
KEY TEXTS
MATHEMATICS
MATHEMATICS UNITS
● Number: Place Value
● Number: Addition and Subtraction
● Geometry: Shape
DISCOVERY
Why is it important for us to understand how our actions can affect others and how we fit into our class, school, family and community? How can we develop a growth mindset?
In this unit, the children develop their sense of self and belonging to their class and the wider school community. They consider what it means to be a good learner and explore the concept of having a growth mindset. They have the chance to collaborate together on projects both in and out the classroom and explore the role mistakes and resilience play in their learning. They explore 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. They explore The Zones of Regulation and begin to express feelings and emotions linked to colours. They discuss morality and what they can learn through fables, and they take on roles and responsibilities within the classroom. A highlight of this topic is the opportunity the children have to research exciting facts about their new class animal – kākāpō, panda, pangolin or white rhino – and develop a sense of belonging in their new environment.
PSHE (Personal, Social, Health & Economic Wellbeing), Spoken Language
UNIT 2: BRILLIANT BOTANISTS: NATURE CLASSIFICATION
ENGLISH
ENGLISH OUTCOMES
● Picture sequencing
● Instruction writing for bean plant planting
● Bean plant diary
● Nature poetry
● Haiku writing
● Exploring and using similes
● Narrative writing about habitats
KEY TEXTS
MATHEMATICS
MATHEMATICS UNITS
● Number: Place Value
● Number: Addition and Subtraction
● Geometry: Shape
DISCOVERY
How do plants grow and change, and what can we learn from observing them and their natural environment?
In this unit, the children study plants and their natural environment. They observe growth and change and look at art inspired by nature. They make observations about plants and living things around them and study life cycles of plants and animals. The children explore the question 'how does the natural environment inspire art?', both in the classroom and during their Forest School sessions, and are encouraged to explore plants and nature and to represent their observations and discoveries artistically.
Through scientific inquiry, the children learn what living things need to survive, and they explore different seeds and how living things grow. They learn how to use a microscope and sketch different parts of the plants microscopically. They plant bean plants and then keep a journal to make observations about the plants’ growth, using units of measurement and other observational skills, and discuss how environmental factors impact this. This unit is further embedded in the students’ learning with a visit to Kadoorie Farm to explore different plant and animal habitats and the local plants and wildlife there.
● Research writing on the National Gallery in London
● Justify thoughts and opinions using the subordination 'because'
● Write an in-role paragraph exploring senses and using adjectives, similes and feelings
KEY TEXTS
MATHEMATICS
MATHEMATICS UNITS
● Measurement: Money
● Number: Multiplication and Division
● Measurement: Length and Height
● Measurement: Mass, Capacity and Temperature
DISCOVERY
What makes someone an artist, and how can we explore different art forms to express our creativity?
In this unit, the children explore what it means to be an artist. They study a variety of different art forms, including performance, music, dance, painting and drawing. They look at the art of storytelling with their class text, I Believe In Unicorns, and visit a theatre to see a stage performance as part of the Hong Kong Kidsfest programme at the Hong Kong Academy for Performing Arts in Wan Chai. The Year 2 Christmas sing-along gives the children the opportunity to put their newfound performance skills into action. This unit gives the children the autonomy to explore different arts mediums, including photography, watercolours, sketching, still life, sculpture and modern art. They learn about traditional and contemporary artists and are encouraged to form their own views and opinions about the artwork they encounter.
● Produce a lift-the-flap board to showcase all the research undertaken
● Creative writing – sustained write: plan a story with a problem and a resolution about an invention that goes wrong
KEY TEXTS
MATHEMATICS
MATHEMATICS UNITS
● Measurement: Money
● Number: Multiplication and Division
● Measurement: Length and Height
● Measurement: Mass, Capacity and Temperature
DISCOVERY
What are some important 'firsts' in our lives and in history? How can we use our creativity to invent and innovate like the great inventors of the past?
In Term 2, the children jump into a world of innovation and invention. They delve into the concept of ‘firsts’ by exploring their personal experiences and achievements, creating timelines that showcase milestones in their lives and looking at the groundbreaking inventions of notable figures. From personal milestones to historical breakthroughs, the children unravel global events and inventions, bridging the gap between their own experiences and moments beyond living memory. Using inventions as a springboard, they engage in hands-on experiments with a focus on forces, fostering a spirit of curiosity and experimentation. Experiences include exploring push and pull with ping-pong football, springs, plasticine and bubble blowing! They explore simple machines, resulting in the planning, design and creation of their own Rube Goldberg machine in the outdoor classroom. This process includes creating plans and blueprints and studying different Rube Goldberg machines in preparation for creating the finished product. Through these experiments, the children not only learn about scientific principles but also develop critical-thinking skills and a passion for exploring the unknown.
CONCEPTUAL LENS INVENTION
KEY CONCEPTS
Chronology, Similarity and Difference, Engineering, Innovation, Design, Invention, Understanding, Conclusions, Improvements, Questions, Creativity, Design Process, Scientists, Inventors, Research, Problems, Development
SUBJECT DRIVERS
Science, History
TERM 3
UNIT 5: WHAT LIES BEYOND?
ENGLISH
ENGLISH OUTCOMES
● Creative writing using adjectives to describe space and how the children would feel going into space
● Produce space poetry focusing on taste adjectives and similes
● Write a letter to future family, focusing on saving planet Earth
● Produce a travel guide book to Hong Kong
KEY TEXTS
MATHEMATICS
MATHEMATICS UNITS
● Number: Fractions
● Measurement: Time
● Statistics
● Geometry: Position and Direction
DISCOVERY
What can we discover about the world beyond our local community? How does this knowledge help us understand our place on planet Earth?
Prepare for an extraordinary journey as we introduce ‘What Lies Beyond’, a captivating unit designed to ignite the children’s curiosity and fascination with the mysteries of the universe. Starting with a gaze at the mesmerising skies above, the children embark on a thrilling adventure through our awe-inspiring solar system. Through engaging scientific investigations, they delve into the intriguing concept of life on other planets, sparking imaginative discussions and critical thinking. Delving into the question of which planets could potentially sustain human life, the children engage in thought-provoking research and analysis, unravelling the wonders of our cosmic neighbourhood. Our immersive trip to the Space Museum elevates learning from theoretical to experiential, offering real-life exploration and hands-on experiences that will leave a lasting impact.
The children then embark on a captivating journey from the vast reaches of the galaxy to the intricate details of planet Earth. They study the continents, oceans and diverse climate regions, fostering a global perspective and beginning to make observations about, and connections with, the world around them. From these wider observations, the children focus even closer on their own locality of Hong Kong and Discovery Bay. Using maps and research, they embark upon an exciting journey around their home town, planned entirely by the students themselves!
CONCEPTUAL LENS EXPLORATION
KEY CONCEPTS
Gravity, Planetary Bodies, Solar System, Constellations, Technology, Navigation, Curiosity, Space Exploration, Survival, Environment, Adaptation, Sustainability, Community, Home, Locality, Climate
SUBJECT DRIVERS
Geography, Science, History
SPECIALIST TEACHING
In Year 2, the children have Mandarin three times a week and PE twice each week. They also have one 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.
MANDARIN
Foreign Language Pathway
In Year 2, we teach two stories. We use a comprehensible approach known as the Accelerative Integrated Methodology (AIM). This method uses gestures and a visual approach to allow the children to see, hear and feel the language simultaneously. It uses high-frequency vocabulary and repetition to help the children feel confident to produce a long string of output. The children produce a video retelling the whole story in a group setting. To support and enhance the reading and writing aspects of language learning, we offer online games, board games, art and songs to help the children achieve success in their learning.
Chinese as a Second Language Pathway
Starting in Year 2, we offer a second-language pathway that supports children with existing foundations in Mandarin or Cantonese, whether developed through formal study or family exposure. This programme is designed for children who can already understand and speak, or read and write, and it focuses on boosting their language skills to bridge the gap between everyday talk and school-level proficiency. We aim to help the children feel confident reading and writing in more structured ways. By focusing on grammar and growing their vocabulary, we give them the tools to express themselves clearly and correctly.
First Language Pathway
Building on the foundations laid in Year 1, this pathway is for students who already speak Mandarin fluently at home and have a basic grasp of character writing. In Year 2, we move from learning individual words to building meaningful sentences and short stories, such as Chinese folk tales. The focus shifts to developing skills for reading longer texts and to building confidence in expressing ideas in speaking and writing.
PHYSICAL EDUCATION (PE)
In KS1, our children embark on their physical literacy journey, focusing on mastering the fundamentals. The curriculum is designed to build confidence, ensuring every child develops the essential motor skills required for a lifelong love of movement. Through exploration, the children learn how their bodies move on land and in the water, gradually applying these skills with greater purpose using equipment. To make learning clear and memorable, each unit is themed around three key concepts. This approach breaks down complex physical movements into digestible steps, giving the children a shared vocabulary to understand exactly what they are trying to achieve and how to improve. A unique highlight is our focus on social development, which lays the early foundations for sportsmanship, teaching the children how to work as a team and celebrate the success of others.
LEARNING TECHNOLOGIES
In Year 2, the children continue on their digital learning journey, becoming confident with using a variety of learning platforms and delving deeper into programming. Our spiral curriculum covers four key strands: Information and Communications Technology (ICT), Computer Science (CS), Design & Technology (D&T) and Digital Citizenship (DC).
We start our year with a focus on design and construction before exploring the exciting world of simple machines. Our young explorers can use Seesaw confidently as a learning tool and begin exploring the basics of laptop navigation. We build their knowledge of how to be a careful internet user, respect ownership, and remain balanced with their digital devices. Finally, a focus on efficient code helps the children learn to write shorter algorithms using repeated loops.
MUSIC
In Year 2, the children continue to build on the foundations from the EYFS and Year 1 Music curriculum and consolidate their understanding of the basic musical elements (pitch, rhythm, dynamics and tempo). Through instrumental and vocal explorations, the children learn to read and write rhythm notations, have a deeper understanding of pitched notation using solfège, and learn to perform in whole-class as well as small-group settings. The curriculum is focused on singing, musicianship and composition.
TERM 1
MANDARIN
FOREIGN LANGUAGE PATHWAY
● Story: 三只小猪 Three Little Pigs
● Recognise and say a number of hobbies in the story
● Say a range of action verbs, such as run, open, knock, listen, sing and dance
● Perform a role play with some support
SECOND LANGUAGE PATHWAY
● Appearance
● Family
● Animals
NATIVE LANGUAGE PATHWAY
● 《中文》我去学校、为什么
● 课外阅读小羊上山二册
PHYSICALEDUCATION
TERM 1.1
● Fundamentals – Run, Jump, Throw
● Water Confidence – Float, Move, Breathe
TERM 1.2
● Ball Games – Hands, Feet, Equipment
● Gymnastics – Jump, Shape, Create
LEARNING TECHNOLOGIES
● Collaborative Constructions (D&T)
● Simple Machines (D&T)
● Device-Free Moments (DC)
● Internet Traffic Light (DC)
MUSIC
● Glockenspiel
TERM 2
MANDARIN
FOREIGN LANGUAGE PATHWAY
● Chinese New Year Theme
● Story: 小猫和月亮 The Kitten and the Moon
● Recognise and say a number of nature characters, such as moon, sky and water
● Say a range of action verbs, such as sleep, wake up, shout, fall and touch
● Read target phrases
● Trace target characters
● Perform a role play with some support
SECOND LANGUAGE PATHWAY
● Date and Time
● Countries
NATIVE LANGUAGE PATHWAY
● 《中文》过新年、月亮会不会跟人走
● 课外阅读小羊上山二册
PHYSICALEDUCATION
● A.B.C. – Agility, Balance, Coordination
● Games – Fair, Share, Dare
LEARNING TECHNOLOGIES
● Algorithms: Debugging,
● Repeat Loops (CS)
● Physical Programming (CS)
● Intelligent Virtual Assistants (DC)
MUSIC
● Pitched and Unpitched Instruments
TERM 3
MANDARIN
FOREIGN LANGUAGE PATHWAY
● Story: 小猫和月亮 The Kitten and the Moon
● See Term 2 for details
SECOND LANGUAGE PATHWAY
● Transport
● Hobbies and Sports
NATIVE LANGUAGE PATHWAY
● 《中文》月亮会不会跟人走、春雨
● 课外阅读小羊上山二册
PHYSICALEDUCATION
● Net and Rally – Strike, React, Rally
● Swimming – Float, Kick, Glide
LEARNING TECHNOLOGIES
● Makey Makey: Simple Circuits (D&T)
● Introduction to Chromebook (ICT)
● Touch Typing (ICT)
● Let’s Give Credit (DC
MUSIC
● Singing in Rounds
LEARNING FOR LIFE
We have integrated the Wellio platform into our weekly PSHE exploration during timetabled 'Learning For Life' lessons. The programme provides age-appropriate, interactive modules that empower students with the skills required for the 21st century, including resilience, self-regulation and digital citizenship. By utilising Wellio, we ensure our teaching is not only progressive but also responsive to the specific needs of our cohorts. Our Wellio-backed curriculum is structured around core pillars that build in complexity year after year. These modules are carefully designed to align with children’s developmental needs, covering vital areas such as:
● Mental Wellbeing: Understanding emotions, mindfulness and stress management
● Physical Health: Developing healthy habits, sleep, hygiene and body positivity
● Positive Relationships: Building empathy, resolving conflict and understanding boundaries
● Relationships and Sex Education (RSE): Developing age- and stage-appropriate understanding of puberty, physical changes, conception and healthy, respectful relationships
● Digital Agency: Navigating the online world safely and with integrity
● Life Skills: Setting goals, fostering resilience and preparing for transitions
● Informed Decision-Making: Encouraging students to make informed choices about their body, health, relationships and lifestyle
● Resilience and Coping Skills: Helping students develop resilience and effective coping strategies for dealing with challenges and changes
● Citizenship and Participation: Fostering a sense of belonging and responsibility within the school and wider community, encouraging active participation and engagement
● Respect and Diversity: Promoting understanding and respect for diverse cultures, beliefs and lifestyles, fostering a positive and inclusive school environment
Our PSHE curriculum is further enhanced and supported in KS1 with the ‘Talk PANTS’ programme, which introduces the concepts of bodily autonomy, consent, and help-seeking. Through teaching relevant, age-appropriate knowledge, understanding and skills, these lessons introduce the children to key concepts designed to safeguard and equip them with vital skills and education from an early age.
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 2 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
Year 2 children take part in weekly assemblies, which introduce them to the attributes of our DBIS Learner Profile and celebrate exceptional achievements. The children also plan and perform a class assembly to our wider Primary School, and there is 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 practise in order for learning to be embedded.
Homework in Year 2 focuses on developing a love of reading; on a regular basis, the children bring home reading books that are pitched at a level they are demonstrating confidence at so they can share and celebrate their reading skills. We also encourage you as parents to read to your child often 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 has a student diary, where you can record the reading completed at home.
Our expectation remains that the children read for at least 15 minutes each day and that they log their reading in their student diary. The reading recorded counts towards the children’s personal iREAD certificates. iREAD certificates are a reading system used at DBIS to encourage independent reading at home and foster a love of books.
For every 10 minutes that a student reads, they collect one iREAD point. The iREAD wheels can be found in the children’s diaries. When a child reaches five iREAD points, they receive a gold star on their wheel. Then they must reach 10 points for the next star etc., until they reach 50 points. They will then receive a certificate before moving on to the next wheel.
In addition, the children are encouraged to practise spelling high-frequency and common exception words. The words are repeated throughout the year in order to ensure learning is embedded. Activities that will help engage your child with spelling will be suggested. A copy of the high-frequency words for Year 2 can be found in your child’s spelling book.
For more information about home learning in Year 2, please see the Primary Home Learning presentation HERE.
Appendix
THE YEAR 2 CURRICULUM
IN DETAIL
ENGLISH
Spoken Language
The Spoken Language objectives are set out for the whole of the Primary School, and our teachers cover many of them every year as the children’s spoken language skills develop. In Year 2, some focuses are for the children to:
● Be able to participate in discussions about what they are reading, taking turns, listening and considering what others have to say
● Provide well-structured explanations and narratives and express feelings
● Contribute confidently to whole-class discussions
● Explain and discuss understanding, giving opinions and supporting reasons
● Develop further vocabulary, which can be rehearsed and applied through play and everyday interactions
Reading – Word Reading
The children learn to:
● Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
● Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
● Accurately read words of two or more syllables that contain the same graphemes as above
● Read words containing common suffixes
● Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
● Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
● Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
● Reread these books to build up their fluency and confidence in word reading
Reading – Comprehension
The children learn to:
● Develop pleasure in reading, motivation to read, vocabulary and understanding by:
○ listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
○ discussing the sequence of events in books and how items of information are related
○ becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
○ being introduced to non-fiction books that are structured in different ways
○ recognising simple recurring literary language in stories and poetry
○ discussing and clarifying the meanings of words, linking new meanings to known vocabulary
○ discussing their favourite words and phrases
○ continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
● Understand both the books that they can already read accurately and fluently and those that 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
○ making inferences on the basis of what is being said and done
○ answering and asking questions
○ predicting what might happen on the basis of what has been read so far
● Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
● Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves
Writing – Transcription
Spelling
The children learn to:
● Spell, by:
○ segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
○ learning new ways of spelling phonemes for which one or more spellings are already known and learning some words with each spelling, including a few common homophones
○ learning to spell common exception words
○ learning to spell more words with contracted forms
○ learning the possessive apostrophe (singular, e.g. the girl’s book)
○ distinguishing between homophones and near homophones
○ adding suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly
Handwriting
The children learn to:
● Form lower-case letters of the correct size relative to one another
● Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
● Write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters
● Use spacing between words that reflects the size of the letters
Writing – Composition
The children learn to:
● Develop positive attitudes towards and stamina for writing by:
○ writing narratives about personal experiences and those of others (real and fictional)
○ writing about real events
○ writing poetry
○ writing for different purposes
● Consider what they are going to write before beginning by:
○ planning or saying out loud what they are going to write about
○ writing down ideas and/or keywords, including new vocabulary
○ encapsulating what they want to say, sentence by sentence
● Make simple additions, revisions and corrections to their own writing by:
○ evaluating their writing with the teacher and other pupils
○ rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
○ proofreading to check for errors in spelling, grammar and punctuation (e.g. ends of sentences punctuated correctly)
● Read aloud what they have written, with appropriate intonation to make the meaning clear
Writing – Vocabulary, Grammar & Punctuation
The children learn how to:
● Use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists, and apostrophes for contracted forms and the possessive (singular)
● Use:
○ sentences with different forms: statement, question, exclamation, command
○ expanded noun phrases to describe and specify (e.g. the blue butterfly)
○ the present and past tenses correctly and consistently, including the progressive form subordination (using when, if, that or because) and coordination (using or, and or but)
○ the grammar for Year 2
○ some features of written standard English
MATHEMATICS
The key objectives for each strand of Mathematics are outlined below:
Number & Place Value
● Count in steps of 2, 3 and 5 from 0, and in tens from any number, forwards and backwards
● Recognise the place value of each digit in a two-digit number (tens, ones)
● Identify, represent and estimate numbers using different representations, including the number line
● Compare and order numbers from 0 up to 100; use <, > and = signs
● Read and write numbers to at least 100 in numerals and in words
● Use place value and number facts to solve problems
Addition & Subtraction
● Solve problems with addition and subtraction:
○ using concrete objects and pictorial representations, including those involving numbers, quantities and measures
○ applying increasing knowledge of mental and written methods
● Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
● Add and subtract numbers using concrete objects, pictorial representations and mentally, including:
○ a two-digit number and ones
○ a two-digit number and tens
○ two two-digit numbers
○ adding three one-digit numbers
● Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot
● Recognise and use the inverse relationship between addition and subtraction, and use this to check calculations and solve missing number problems
Multiplication & Division
● Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
● Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs
● Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot
● Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts
Fractions
● Recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity
● Write simple fractions, e.g. 1/2 of 6 = 3, and recognise the equivalence of 2/4 and 1/2
Measurements
● Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels
● Compare and order lengths, mass and volume/capacity and record the results using >, < and =
● Recognise and use Hong Kong coins and combine amounts to make a particular value
● Find different combinations of coins that equal the same amounts of money
● Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change
● Compare and sequence intervals of time
● Tell and write the time to five minutes, including quarter past/to the hour, and draw the hands on a clock face to show these times
● Know the number of minutes in an hour and the number of hours in a day
Geometry – Properties of Shapes
● Identify and describe the properties of 2D shapes, including the number of sides and line symmetry in a vertical line
● Identify and describe the properties of 3D shapes, including the number of edges, vertices and faces
● Identify 2D shapes on the surface of 3D shapes (e.g. a circle on a cylinder and a triangle on a pyramid)
● Compare and sort common 2D and 3D shapes and everyday objects
Geometry – Position & Direction
● Order and arrange combinations of mathematical objects in patterns and sequences
● Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line, and distinguish between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anticlockwise)
Statistics
● Interpret and construct simple pictograms, tally charts, block diagrams and tables
● Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity
● Ask and answer questions about totalling and comparing categorical data
SCIENCE
By the end of Year 2, the children should have consolidated confidence in the following areas:
● Asking their own questions about what they notice
● Using different types of scientific inquiry to gather and record data, using simple equipment, where appropriate, to answer questions
● Observing changes over time
● Noticing patterns
● Grouping and classifying things
● Carrying out simple comparative tests, finding things out using secondary sources of information
● Communicating their ideas, what they do and what they find out in a variety of ways
Critical Scientific Content
The children learn to:
● Name and locate parts of the human body, including those related to the senses, and describe the importance of exercise, a balanced diet and hygiene for humans
● Describe the basic needs of animals for survival and the main changes as young animals, including humans, grow into adults
● Describe the basic needs of plants for survival, the impact of changing these, and the main changes as seeds and bulbs grow into mature plants
● Identify whether things are alive, dead or have never lived
● Group animals according to what they eat, describe how animals get their food from other animals and/or from plants, and use simple food chains to describe these relationships
● Name different plants and animals and describe how they are suited to different habitats
● Distinguish objects from materials, describe their properties, identify and group everyday materials and compare their suitability for different uses.
