2023–24 | DBIS Year 4 Transition Booklet

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.

STEPPING UP TO YEAR 4

Welcome to Year 4!

We are all looking forward to what will be an exciting and rewarding year, full of fantastic learning experiences and opportunities.

In Year 4, the students follow our bespoke DBIS Primary curriculum, which is based on the National Curriculum of England and is enhanced by our unique international context. Through this, they will experience a broad range of high-quality, exciting learning opportunities across all areas of thecurriculum.

Reading, Writing and Mathematics make up the core subjects, with an inquiry-learning approach to Discovery covering all other curriculum content. Through Discovery, students will develop skills, knowledge and understanding in Science, Geography, History, Art and Design & Technology. To further facilitate this exceptional curriculum, specialist teachers lead the learning of Mandarin, Learning Technologies (LT), Music andPhysicalEducation(PE).

Beginning the year with the ‘Learning to Learn’ Discovery unit, Year 4 students will develop an understanding of how people learn. They will develop a ‘growth mindset’ and will complete reflectionsonwhatmotivatesthemasalearner.

‘Body & Mind’ is the second Discovery unit, where the students will investigate the different systems that enable the human body to function, including the skeletal, muscular, digestive and circulatory systems. To immerse and inspire the students, lessons will involve the use of virtual reality and augmented reality apps. The students will also build their own models and videos to learn about each of the body systems. This is supportedbytheEnglishunit,whichfocusesonnon-fiction

will provide the students with the opportunity to see internationally acclaimed artists and interact with the artwork directly. The culmination of this unit is a gallery of the students’ work, curated by themselves, demonstrating their learning and understanding of the conceptscovered.

Throughout the year, the students will be involved in a variety of activities designed to explore their creativity, resilience and perseverance and to challenge them in new and dynamic ways, such as the Year 4 residential trip, Creative Arts Mornings and Discovery Weeks. They will be encouraged to work on their self-management and organisational skills and become more independentlearners.

At the start of the year, there will be several opportunities to meet your child’s class teacher, learn about the Year 4 curriculum and ask anyquestionsyoumighthave.

Wewishyouawonderfulholidayandlookforwardtowelcomingthe studentstoYear4inAugust.

Kindregards,

MrLiamBowden,MissKatieJames,MrSimonSkinner &MsFrancescaThrower

The Year 4 Teaching Team

THE YEAR 4 TEACHING TEAM

Liam Bowden

YearGroupLeader&Year4Teacher–Y4LB

Katie James

Year4Teacher–Y4KJ

Simon Skinner

Year4Teacher–Y4SS

Francesca Thrower

Year4Teacher–Y4FT

Poonam Malhotra

Year4EducationalAssistant

Corli Nortji

Year4EducationalAssistant

Kristine Wills

LearningEnhancementTeamLinkTeacher

LEARNING IN YEAR 4

MATHEMATICS

By the end of Year 4, the students will be expected to know all of their times tables up to 12 x 12 by heart. This means not only recalling them in order but also being able to answer any times table question at random and knowing the related division facts. For example, in knowing that 6 x 8 = 48, the students can also know the related facts that 8 x 6 = 48, 48 ÷ 6 = 8 and 48 ÷ 8 = 6. This expertise will be particularly useful when solving larger problems andworkingwithfractions.

ThekeyobjectivesforeachstrandofMathematicsareoutlinedbelow:

Number & Place Value

● Countbackwards,includingusingnegativenumbers

● Recognise the place value in numbers of four digits (1,000s, 100s, 10s and1s)

● Putlargernumbersinorder,includingthosegreaterthan1,000

● Roundanynumbertothenearest10,100or1,000

● Recognisefactorpairsandmultiplesofasingle-digitnumber

Calculations

● Use the formal written method of column addition and subtraction forvaluesuptofourdigits

● Solvetwo-stepwordproblemsinvolvingallfouroperations

● Knowthemultiplicationanddivisionfactsupto12x12=144

● Userelatedfactstomultiplymultiplesof10and100

● Use the standard short multiplication method to multiply three-digitnumbersbytwo-digitnumbers

Measurements

● Convertbetweendifferentmeasures,suchaskilometerstometers

● Findtheareaofrectangularshapesbycountingsquares

● Read, write and convert times between analogue and digital clocks, including24-hourclocks

● Convert amounts of time, including hours to minutes, minutes to hours,daystoweeksandweekstomonths

Shape & Position

● Sort groups of shapes according to their properties, such as sides andangles

● Identifyacuteandobtuseangles

● Complete a simple symmetrical figure by drawing the reflected shape

● Usecoordinatestodescribethepositionofsomethingonastandard grid

● Begin to translate shapes on a grid using left, right, up and down measures

Graphs & Data

● Construct and understand simple graphs using discrete and continuousdata

begin to meet a wider range of writing contexts, including both fiction and non-fictionstylesandgenres.

Speaking & Listening

The Spoken Language objectives are set out for the whole of the Primary School,andourteacherswillcovermanyofthemeveryyearasthestudents’ spokenlanguageskillsdevelop.InYear4,somefocusesmayinclude:

● Maintaining attention and participating actively in collaborative conversations, staying on topic and initiating and responding to comments

● Explaining own thinking and feelings about a text in well-structured statementsandresponses

● Developing understanding through speculating, hypothesising, imagining,andexploringnewideas

● Speaking audibly and fluently with a good command of standard English

Reading

Thestudentswilllearnto:

● Explain the meaning of key vocabulary within the context of a story ortext

● Read and discuss a wide range of fiction, poetry, plays, speeches, magazinesandelectronictexts

● Recognisesomedifferentformsofpoetry

● Independently use dictionaries to find the meanings of words and checkspelling

● Navigate texts using content and index pages to locate and retrieve informationinprintandonscreen

● Demonstrate active reading strategies, like generating and modifying questions, finding answers, refining thinking and constructingimages

● Draw inferences about events in a story, such as how a character mightbefeeling,andusethistopredictwhatmighthappennext

● Summariseideasfromseveralparagraphsofwriting

● Scanatexttoquicklyfinddates,numbersandnames

● Use punctuation to determine intonation and expression when readingaloud

● Identify, discuss and collect effective words and phrases which capture the reader’s interest and imagination e.g. metaphors and similes

Writing

Thestudentswilllearnto:

● Write neatly, legibly and accurately, usually maintaining a joined style

● Spell unfamiliar regular polysyllabic words accurately and most of thehigh-frequencywordsinStandard4

● Usepossessiveapostrophescorrectlyinregularandirregularplurals, suchaschildren’sandboys’

● Opensentencesinavarietyofwaysforinterestandimpact

● Use paragraphs accurately to group related material or organise ideas

● Select interesting strategies to move a piece of writing forward e.g. asides,brackets,dialoguewithaudience

● Organise ideas for both purpose and reader, using features such as captions, subheadings and bullet points, and use links to show time andcause

● Check grammar and vocabulary in writing, and make changes whereappropriate

● Extend sentences using a wider range of conjunctions, including subordinatingconjunctions

● Select and use a wider range of adventurous vocabulary and adverbsforpurpose

● Produce thoughtful and considered writing, using simple explanation,opinion,justificationanddeduction

● Usenouns,pronounsandtensesaccuratelyandconsistently

● Expand noun phrases by adding modifying adjectives, nouns and prepositionalphrases

● Usefrontedadverbials

● Develop ideas in creative and interesting ways to keep the reader’s interestandfocus

● Use a wide range of punctuation, including full stops, capital letters, question marks, exclamation marks, commas, apostrophes and invertedcommas(speechmarks)

● Writeinalivelyandcoherentstyleinthreeormoregenres

● Understand and know how to use words like determiner, pronoun, possessivepronounandadverbial,whentalkingaboutwriting

DISCOVERY

The Year 4 Discovery units are bespoke, inquiry-based units of learning that we have developed to meet the learning needs of our students. Discovery learning is concept based, which means the learning is not locked in time or place;instead,itistransferable.TheDiscoveryunitsframethefactsandskills of the subject areas Science, History, Geography, Art and Design & Technology. Through identified subject concepts and conceptual understandings, the students have opportunities to develop deeper conceptual thinking and understanding. The Discovery units are underpinned by Learning Technologies and Internationalism and provide a contextuallearningexperienceforthedevelopmentofEnglishskills.

Year 4 Unit of Inquiry

CREATING OUR COMMUNITY –LEARNING TO LEARN

How will we create our class community? How can we ensure everyone feels welcome, included and safe? What does community mean to us? What do you think has an impact on your learning? What process will you go through to make the bestuseofit?

In this unit, the students work together to decide what community means to them and how their classroom will represent this. They then explore how their attitude can affect their learning. As they continue to build on their previous learning about growth-mindset thinking, they set goals for their learning over the coming year and further explore the importanceoflearningfrommistakes.

BODY & MIND

Have you ever wondered how your body works?Whatdothedifferentorgansinyour bodydo?Howdotheyworktogether?

In this unit, the students explore and find out how their different body systems interconnect as well as how those systems work and the functions they perform. Through their inquiry, the students also discover how to maintain a healthy balance between body and mind and how the choices they make can affect their health.

CONCEPTUAL LENS & KEY CONCEPTS

RELATIONSHIPS

Community,GrowthMindset, Process,Technology,Balance, Responsibility

SUBJECT DRIVERS

LearnerSkills,Inquiry, Metacognition

CONCEPTUAL LENS & KEY CONCEPTS

INTERDEPENDENCE

Functions,Systems,Nutrition, Diet,Health,Exercise,Choices, Balance,Lifestyle,Technology, Responsibility

SUBJECT DRIVERS

Science–Animals(including humans);Personal,Social& HealthEducation(PSHE)

Year 4 Unit of Inquiry

VISUAL REPRESENTATION

How do famous artists create their masterpieces?

In this unit, the students explore how artists create art as a form of expression that is interpreted by an audience. They discover how artists create their artwork and how they themselvescanusespecifictechniquestocreate their own masterpiece. They learn how to express ideas in new ways and how to manage their time so that they can create their own art collectiontoshowattheYear4Gallery.

CAN WE SAVE THE WORLD?

Doesourworldneedsaving?Why?Whatcan WE do to save our world?

In this unit, the students learn about resources and how those resources can be used sustainably.Theyexaminehowconservationcan contribute to a sustainable future. Lantau Island is used as a case study. The children discover more about the plethora of plant and animal life right on our doorstep and debate how and why weshouldprotectit.

CONCEPTUAL LENS & KEY CONCEPTS

EXPRESSION

Audience,Techniques,Elements, Ideas,Creativity,Experimentation, Perspective,Interpretation

SUBJECT DRIVERS

History,Art

CONCEPTUAL LENS & KEY CONCEPTS

SUSTAINABILITY/ CHANGE

Resources,Environment, Consequences,Communities, Classification,LivingThings, Attributes,Survival,Adaptation, Environment,Conservation, Evidence,Repetition,Shape, Pattern,Colour

SUBJECT DRIVERS

Science–LivingThings&Their Habitats,Plants,Geography,Art

ideas that could be used to design and create goods or services that could be sold? Could you use these ideas to create, develop and launch a new, innovative productorservicethatwouldappealtoan audience?Howcouldpeoplebeinfluenced tocreateademandforsuchaninnovative productorservice?

In this unit, there are so many questions to be answered as the students explore entrepreneurship, using a design process to create new or develop existing ideas that will appealtoaparticularaudienceortargetmarket. They consider the manufacturing process and cost implications of mass production, understand how goods and services can be marketed to create demand, and explore other factors that can influence a successful new productorservicelaunch.

INNOVATION

Creativity,Product,Ideas, Features,Needs, DesignProcess,Consumer, Inquiry,Investigation, Understanding,Construction, Circuit,Electricity,Device, Force,Impact,Object,Materials

SUBJECT DRIVERS

Science–Electricity,Forces& Magnetism,Technology, Design&Technology,Art

LEARNING FOR LIFE

Learning for Life is the title of our Personal, Social and Health Education programme (PSHE). Learning for Life is a planned programme of learning through which students acquire the knowledge, understanding and skills they need to manage their lives. As part of a whole-school approach, the students learn about how their bodies develop and change and they develop the qualities and attributes they need to thrive as individuals, family membersandmembersoftheirglobalsociety.

Relationships and Sexual Education (RSE) is an important part of the Learning for Life course. We teach lessons about RSE across the school throughout different parts of the school year, integrating the concepts wheretheywillcorrelatemeaningfullywiththestudents'learning.

ThePrimarySchoolobjectivesprovideacriticalfoundationforlearnerswhile exploring attitudes to help young people shape their understanding of themselvesandtheirbodies.

SPECIALIST TEACHING

In Primary, Mandarin, Physical Education (PE), Music and Learning Technologies (LT) are all taught by specialist teachers. Year 4 students have Mandarin three times a week and PE twice a week. They also have LT and Music lessons each week. In addition, LT specialist teachers work with class teachers to develop additional opportunities for the transformative use of technologyinthestudents’classrooms.

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 4 students visit the library weekly with their teacher and our school librarian to take out books and develop their library skills. The library is open from 8.15am until 3.45pm daily. Students can visit the library with their parents before or after school. The librarycanalsobeaccessedonlineHERE

ASSEMBLIES

A Primary School celebration assembly is held once a week, on a Friday afternoon, for all Primary students and their teachers. The students will also takepartinmonthlyLearningforLifeassemblies.

CLUBS & ACTIVITIES

Arangeofextracurricularactivities(ECAs)isavailabletoallstudentsatDBIS. YoucansignyourchildupforECAsviatheSchoolsBuddyPlatform.

From time to time, ECAs may need to be cancelled. The most common causeofthisisinclementweather.Intheeventofacancellation,parentswill benotifiedviaSchoolsBuddy.

HOME LEARNING

Consolidating learning at home helps students become more independent and allows them to deepen the understanding of learning they have enjoyed in the classroom. Home learning will be given weekly, with an opportunity for the students to share and celebrate their achievements with theirteacherandpeers.Alongsidethis,thestudentsareexpectedtoreadfor 20 minutes each night and record this in their communication diaries. They should check their online learning portfolio on Seesaw once a week as this will highlight current areas of learning and development in Mathematics, Discovery and English. We ask that parents celebrate and support their child’s learning by checking Seesaw for teacher comments. By discussing the Seesaw tasks, parents can help to consolidate and deepen their child’s understandingofin-schoolactivities.

Additionally, the students will have access to Times Tables Rock Stars to practise their times tables and Spelling Shed to practise their spellings for the week. These activities can be completed at a convenient time at least once a week. This provides the students with greater opportunities to explore their own interests, linked to their learning at school, whilst also managingandorganisingtheirtimeaccordingly.

THE DBIS LEARNER PROFILE

The DBIS Learner Profile is a set of personal learner attributes that are at the heart of our curriculum and the international education we provide for all our students. We actively support our students with their holistic development in order to prepare them for their lives as global citizens. We believe that through the development of these learner attributes and skills, DBIS students will recognise that their time at DBIS has resulted in them being exceptionally well equipped to live successfully in the wider world thatawaitsthem.

FOR DBIS STUDENTS

As DBIS students, you will be supported in actively developing these learner attributes in many ways. They are a guide for your holistic and personal development, and by identifying and acting in ways that develop these attributes, you will become more skilful, empathetic and well-rounded young people. Through considered reflection, you will be genuinely prepared for the wider world that awaits you.

FOR DBIS TEACHERS

The DBIS Learner Profile is a guide to support the holistic development of all learners across the three phases of the school. They are common goals that transcend individual curriculum areas and unite us in a shared belief of what all DBIS students can and should become. We embed meaningful learning opportunities throughout the curriculum in order to support this.

FOR DBIS PARENTS

The DBIS Learner Profile demonstrates to you our aspirations for your children. The creation of opportunities to develop these attributes are all around us, and we want to work with you, in partnership, to support your children in the development of these attributes that we truly value.

COMMITTED LEARNERS

Dedicated students who channel their curiosity and develop their intrinsic motivation to learn. As they take risks and learn from mistakes, they grow as resilient, lifelong learners who adapt to their learning environment, establishing mutual respect in pursuit of collective and individual excellence.

BALANCED INDIVIDUALS

Reflective students who value their sense of self and are aware of their emotions and the impact they have on others. They understand the importance of physical, social and emotional balance to achieve personal wellbeing and know when to draw on the support of others.

MINDFUL LEADERS

Empowered students who build trust to activate and lead others to take action and make a positive difference in the world. They lead with kindness, integrity, honesty and a strong sense of equality and respect for all, nurturing an inclusive and respectful approach to leadership at all levels.

RESPONSIBLE CITIZENS

Internationally minded students who act proactively to make a positive difference in the lives of others and to the environment. They are courageous change agents who understand the importance of their role and are proud of the positive contribution and impact they have both locally and globally through service.

PROBLEM SOLVERS

Adaptive students who think deeply and critically about their learning and apply logic and innovation to identify and solve authentic problems. They set goals, plan and prioritise their approach and keep solution focused as they explore and iterate to discover creative solutions and different strategies.

CREATIVE THINKERS

Inquisitive students who think creatively and imaginatively, asking great questions in order to enquire and make connections to further their understanding and satisfy their curiosity. They investigate their own lines of enquiry and demonstrate their learning in innovative and creative ways.

EFFECTIVE COLLABORATORS

Purposeful students who work together towards a shared goal and promote a collaborative learning culture which is inclusive and celebrates diversity in the perspectives of others. They are confident when working independently but recognise they can be stronger when collaborating together.

CONFIDENT COMMUNICATORS

Articulate students who process, organise and coherently express their thoughts and opinions and actively listen and reflect on the views of others. They carefully consider purpose, audience and style when communicating, interpreting and expressing their ideas.

THE SCHOOL DAY

School Hours

Classrooms will be open for a soft start at 8.15am. Registers will be taken at the start of the school day at 8.25am and again at the start of the afternoon session.

InYear4,studentsparticipateinlearningactivitiesassoonastheschoolday begins, so it is therefore imperative that they are punctual. If students arrive atschoolafter8.30am,pleaseensurethattheygotothePrimaryofficetobe registered before joining their class. Please remember that punctuality encouragesapositiveattitudeandreallyhelpsourstudents.

Snack & Lunchtime

Morning break is from 10am to 10.30am. The students will enjoy their snack in the classroom with their teacher and classmates before going outside to play.

Helpful Hints

● Pack a snack separately from lunch, and make sure your child knows whichiswhich.

● Drinks should be in a spill-proof, child-friendly container. No cans please.

● Snacks should not be too large as time is limited and students want toplay.

Lunchtime starts at 12.10pm and lasts for 45 minutes. The students have a supervised 15-minute lunch break at 12.10pm, when they eat before going out to play. There is an option for students to purchase a hot or cold lunch from the Boardwalk Cafeteria. Parents can choose from a daily menu throughapre-paymentsystem.

Helpful Hints

● Hot lunches or lunches which are delivered must be brought on timeby12pm.

● If delivering lunches to school, please take them to the cafeteria, not to the students’ classrooms. Please note: the use of mobile phones is not permitted around the school grounds.

● Anicepackorinsulatedlunchboxcanhelpkeeplunchescool.

● We encourage all students to be environmentally friendly and bring alunchwithaslittlepackagingaspossible.

End of the School Day

The students will be dismissed by their teachers at the classroom door. The schooldayendsforPrimarystudentsat3.10pm.

Uniform

Details about the correct school uniform requirements are set out on the Parent Hub. Please remember to label everything, including shoes, socks and water bottles, and show your child where the label is. Shoulder-length or longer hair must be tied up. Uniform items can be purchased from the school uniform shop, which is open during term times on Tuesdays and Thursdaysfrom8.15amto12pm.

School Sun Hat & Water

A sun hat is compulsory in the playground. No hat – No play. Drinking water is essential, so students should bring a reusable plastic water bottle from home,whichtheycanfillfromthechilledwaterfountainsintheplayground.

Physical Education Uniform

Correct uniform must be worn for PE sessions. Students should come to schoolwearingtheirPEkitonthedaysthattheyhavePElessons.

Necessary Equipment

The school provides Year 4 students with pencils, crayons, books and stationery.Parentsareaskedtoprovide:

● Anamedschoolbagthatfitsinsidetheirchild’slocker

● Areadingbookfolder(largeplasticzippedwallet)

● Alibrarybookfolder(largeplasticzippedwallet)

Students should be encouraged to be responsible for their own belongings andtopacktheirownschoolbag.

They must bring their reading folders to school every day as well as their studentdiary.Schoolbagsshouldbecollectedfromlockersathometimeby thestudents(notbyparentsorhelpers).Pleaseensureallpersonalitemsare clearlylabelled.

Wet Playtimes

Light rain: Studentsgooutsidebutstayundercover.

Extreme conditions: Students are required to stay inside with staff supervision.

Toys

Toys must not be brought to school unless requested specifically by the class teacher for a topic. The teacher will then keep the toy safe in the classroom.

Please note that fidget toys are toys and are therefore not to be brought into school.

COMMUNICATION

Clear communication between home and school is essential. Our communication system utilises the functionality of the following platforms tocommunicatewithourparentcommunity:

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 eachSaturdaysothatparentscanorganisetheforthcomingtwoweeks.The Parent Hub also contains the current DBIS school calendar, which details termdatesaswellasthedatesofupcomingschoolevents.

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 andpasswordtologon.

SchoolsBuddy Activities & Trips Platform

All information about your child’s extracurricular activities (ECAs), fixtures, camps and trips can be found via the SchoolsBuddy platform. Parents can log in to SchoolsBuddy using their iSAMS login details to see all of the activitiestheirchildisinvolvedwith.

Contacting Teachers

If you wish to communicate with the teacher, please do so by writing in the student diary. Alternatively, you may put a letter in the reading folder or hand it to a staff member in your child’s class. You may also add a message to your child’s Seesaw portfolio or email the school office at dbis@dbis.edu.hk. The email will then be forwarded to the teacher directly. Asteachersareinclasswiththestudentsallday,pleaseallowupto24hours foraresponsetoemailsandSeesawmessages.

Please note: This Year 4 Transition Booklet should be read together with the ParentHandbook,whichcanbefoundviatheParentHub.

Parent–Teacher Conferences (PTCs)

We have an open-door policy at DBIS. Therefore, parents are encouraged to make appointments with the teachers to discuss any concerns as and when theyarise.

In addition to the ongoing contact with class teachers that we encourage, we have three formal PTCs each year. These meetings give parents and teachers the opportunity to discuss the students’ progress and next-steps targets. There are two reporting points across the year: short reports are shared in November, and full end-of-year reports are shared in June. All reportsarepublishedinsoftcopythroughtheParentPortal.

In addition to this, celebrations of learning are held for the students to celebrate their learning with parents. These opportunities enable the students to develop their communication skills by articulating their learning journeythroughouttheyear.

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, wearetofollowtheirdirectives:

● Typhoon Signal Number 1

DBIS EYFS, Primary and Secondary Schools will operate as normal.

● Typhoon Signal Number 3 or Above

DBIS EYFS will be closed. DBIS Primary and Secondary Schools will operateasnormal.

● Typhoon Signal Number 8 or Above

DBIS EYFS, Primary and Secondary Schools will be closed. Static learning activities will be available for the students to access remotelyby10amonthemorningofaT8schoolclosure.

● 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 students 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 students will be retained until conditions are safe for themtoreturnhome.