Welcome to Year 2 2024–25
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 2
Dear Parents and Guardians,
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 Key Stage 1 and look ahead to Primary Key Stage 2. 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 Key Stage 1 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 weekly 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 sessions through their Discovery learning. We look forward to meeting your child this year and supporting them through their learning journey in Year 2. Best wishes,
Mrs Gina Clothier, Ms Louisa Azzopardi, Ms Radhika Gidwani & Mrs Laura Tomlin
The Year 2 Teaching
Team
THE KEY STAGE 1 TEACHING TEAM
YEAR 2 TEACHERS
Y2GC Kakapos (Head of Year)
Y2LA White Rhinos
Y2LT Pangolins
Y2RG Pandas
Gina Clothier gclothier@dbis.edu.hk
Louisa Azzopardi lazzopardi@dbis.edu.hk
Laura Tomlin ltomlin@dbis.edu.hk
Radhika Gidwani rgidwani@dbis.edu.hk
YEAR 2 EDUCATIONAL ASSISTANTS
Y2GC Kakapos
Y2LA White Rhinos
Y2LT Pangolins
Y2RG Pandas
YEAR 1 TEACHERS
Y1IG Snow Leopards (Head of Year)
Y1BB Cheetahs
Y1CG Sea Otters
Y1FL Tigers
Anna Hudak
Jean Capito
Brenda Dauz
Karen Mason
Isabella Grella igrella@dbis.edu.hk
Bronwen Baynes bbaynes@dbis.edu.hk
Chloë Gerrard cgerrard@dbis.edu.hk
Francesca Lane flane@dbis.edu.hk
YEAR 1 EDUCATIONAL ASSISTANTS
Y1IG Snow Leopards
Y1BB Cheetahs
Y1CG Sea Otters
Y1FL Tigers
Joanne Kynaston
Torak Pavri
Janet Escueta
Melissa Fuchs
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 2 CURRICULUM
MATHEMATICS
Throughout Year 2, the children will 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 will help the children develop firm foundations that can be applied to complex mathematical concepts as they move through our Primary School.
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, 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
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 ensures 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.
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 2, some focuses will be 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 will 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
● Read accurately 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 will 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 will 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 will 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 will 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 will 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)
● How to use:
SCIENCE
By the end of Year 2, the children will 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 will 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.
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 2 Unit of Inquiry
INCREDIBLE YOU! UNSTOPPABLE ME!
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? 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. They ask “what does family mean to you?” and share those close to them with their new peers and class family. 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. They consider what it means to be a good learner and explore the concept of having a growth mindset.
CONCEPTUAL LENS BELONGING
KEY CONCEPTS
Process, Learning, Growth
Mindset, Beliefs, Values, Relationships, Psychology, Potential, Technology, Systems
SUBJECT DRIVERS
PSHE, (Personal, Social, Health & Economic wellbeing), Spoken Language
Year 2 Unit of Inquiry
BRILLIANT BOTANISTS
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.
CONCEPTUAL LENS GROWTH
KEY CONCEPTS
Evidence, Information, Art, Living Things, Condition, Health, Habitat, Weather, Climate, Responsibility, Tone, Colour, Shade, Mood, Observation
SUBJECT DRIVERS
Science, Art
Year 2 Unit of Inquiry
INSPIRING ARTISTS
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 Performing Arts Centre 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.
CONCEPTUAL LENS CREATIVITY
KEY CONCEPTS
Design, Process, Tone, Colour, Shade, Mood, Make, Genius, Innovation, Expression, Individuality
SUBJECT DRIVERS
Art, Design
Year 2 Unit of Inquiry
FANTASTIC FIRSTS
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 with the Discovery unit ‘Fantastic Firsts’. 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 and plasticine and bubble blowing! The children 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 to create 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. A real highlight of the unit is an exciting trip to the Science Museum!
CONCEPTUAL LENS INVENTION
KEY CONCEPTS
Chronology, Similarity & Difference, Engineering, Innovation, Design, Invention, Understanding, Conclusions, Improvements, Questions, Creativity, Design Process, Scientists, Inventors, Research, Problems, Development
SUBJECT DRIVERS
Science, History
Year 2 Unit of Inquiry
WHAT LIES BEYOND?
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
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 2, 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 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
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.
Homework in Year 2 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 patterns as well as how to spell high-frequency and common exception words. Once your child has settled into Year 2, these will come home on a regular basis in a quantity suited to your child. The words may be 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 home–school link book.
For more information about home learning in Year 2, 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.
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’re 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 Primary office to sign in.
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. It starts at 10.05am and lasts for 20 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 HERE
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 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-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 2, 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 2, the children use Seesaw independently to document aspects of their learning journey.
Home–School Link Book
Students in Year 2 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.
