2023–24 | DBIS Year 6 Transition Booklet

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Welcome to Year 6 Transition Booklet 2023–24

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.

Contents WELCOME TO YEAR 6 02 THE YEAR 6 TEACHING TEAM 04 LEARNING IN YEAR 6 05 THE DBIS LEARNER PROFILE 18 THE SCHOOL DAY 20 COMMUNICATION 23 25 ADVERSE WEATHER

STEPPING UP TO YEAR 6

Welcome to Year 6!

We have an exciting year ahead, filled with incredible learning opportunities, adventures and interesting challenges. In Year 6, we aim to ease the transition from our Primary School to Secondary and provide the best preparation possible so students arereadyfortheirmoveattheendoftheyear.

The DBIS Learner Profile will guide our learning and behaviours in Year 6, whilst students aim for a personal best in everything they undertake. We aspire to make their final year in our Primary Schoolmostmemorable.

In Year 6, the students will follow our bespoke DBIS Primary curriculum, which is based on the National Curriculum of England and is enhanced by our unique international context. Our students will experience quality learning opportunities throughout the year where they will work independently as well as collaboratively. Reading, Writing and Mathematics are core subjects, and in Discovery, which encompasses Science, Geography, History, Art and Design & Technology, the students will inquire through a concept-based learning approach. Additionally, they will receive specialist lessons for Mandarin, LearningTechnologies(LT),MusicandPhysicalEducation(PE).

The students will also continue to build on their skills during the many opportunities provided for learning outside the classroom.

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Throughout the year, Year 6 students will be involved in a range of activities, including the Public Speaking competition, the STEAMFairandtransitionactivitiesinpreparationforYear7.

Students in Year 6 are part of the 1:1 Chromebook programme, which allows students to create their own digital portfolio and to work on this both in class and at home. This is an exciting learningopportunitythatenrichesthestudents’learning.

Being the oldest children in the Primary School means that our students will be given opportunities to develop their leadership skills and act as role models to others by applying for the prestigious roles of House Captain and Student Ambassador. There will also be opportunities to represent the school through the FOBISIA (Federation of British International Schools in Asia) tournamentsforSport,MusicandMathematics.

It is going to be an exciting year, and we are really happy to have youjoiningusforthejourney.

Kindregards,

The Year 6 Teaching Team

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THE YEAR 6 TEACHING TEAM

David Raftery

YearGroupLeader&Year6Teacher–Y6DR

Helen Kavanagh

LeaderforChallenge&Year6Teacher–Y6HK

Lewis Peck

AssistantHeadofPrimary&Year6Teacher–Y6LP

Anita Menon

Year6EducationalAssistant

Vivian Yeo

Year6EducationalAssistant

Courtney Coll

LearningEnhancementTeamLinkTeacher

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LEARNING IN YEAR 6

MATHEMATICS

By the end of Year 6, the students are expected to be confident with the use of all four standard methods for written calculations and to have secured their knowledge of all key number facts for the four operations (addition, subtraction, multiplication and division). Their work will focus more on fractions,ratio,proportionandtheintroductionofalgebra.

ThekeyobjectivesforeachstrandofMathematicsareoutlinedbelow:

Times Tables

● Recall quickly all the multiplication and division facts for tables up to 12x12,andusethemconfidentlyinlargercalculations

Number & Place Value

● Solve number and practical problems that involve place value and numberproperties

● Read, write, order and compare numbers up to 10,000,000, and determinethevalueofeachdigit

● Roundanywholenumbertoarequireddegreeofaccuracy

● Usenegativenumbersincontextandcalculateintervalsacrosszero

Addition, Subtraction, Multiplication & Division

● Solve addition and subtraction multi-step problems in context, with increasingly large numbers, deciding what operations to use and why

● Use knowledge of the order of operations to carry out calculations involvingthefouroperations

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● Use estimation to check answers to calculations and determine, in thecontextofaproblem,anappropriatedegreeofaccuracy

● Multiply multi-digit numbers up to four digits by a two-digit whole number,usingtheformalwrittenmethodoflongmultiplication

● Divide numbers up to four digits by a two-digit whole number, using the formal written method of long and short division, and interpret remainders as whole number remainders, fractions or by rounding,asappropriateforthecontext

● Perform mental calculations, including with mixed operations and largenumbers

● Identifycommonfactors,commonmultiplesandprimenumbers

● Solve problems involving addition, subtraction, multiplication and division

Fractions, Decimals, Percentages & Ratio

● Usecommonfactorstosimplifyfractions

● Compareandorderfractions,includingfractions>1

● Add and subtract fractions and mixed numbers with different denominators,usingtheideaofequivalence

● Multiply simple pairs of proper fractions, and write the answer in its simplestforme.g.1/4x1/2=1/8

● Divideproperfractionsbyawholenumbere.g.1/3dividedby2=1/6

● Associate a fraction with division, and calculate decimal fraction equivalents(e.g.0.375forasimplefractionof3/8)

● Identify the value of each digit in numbers given to three decimal places, and multiply and divide numbers by 10, 100 and 1,000, giving answersuptothreedecimalplaces

● Multiplyone-digitnumberswithuptotwodecimalplacesby whole numbers

● Usewrittendivisionmethodsincaseswheretheanswerhasupto twodecimalplaces

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● Recall and use equivalence between fractions, decimals and %, includingindifferentcontextse.g.10%of£5or25%ofHK$200.

● Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and divisionfacts

● Solve problems involving the calculation of percentages (e.g. of measures and such as 15% of 360) and the use of percentages for comparison

● Solve problems involving similar shapes where the scale factor is knownorcanbefound

● Solve problems involving unequal sharing and grouping, using knowledgeoffractionsandmultiples

● Solve problems which require answers to be rounded to specified degreesofaccuracy

Statistics

● Interpret and construct pie charts and line graphs, and use these to solveproblems(e.g.speed)

● Calculateandinterpretthemeanasanaverage

Shape, Position & Direction

● Describepositionsonthefullcoordinategrid(allfourquadrants)

● Draw and translate simple shapes on the coordinate plane, and reflectthemintheaxes

● Accuratelydraw2Dshapesusinggivenanglesanddimensions

● Recognise, describe and build simple 3D shapes, including making nets

● Compare and classify geometric shapes based on their size and properties, and find unknown angles in any triangles, quadrilaterals, andregularpolygons

● Illustrate and name parts of a circle, including radius, diameter and circumference,andknowthatdiameteristwicetheradius

● Recognise angles where they meet at a point, are on a straight line orareverticallyopposite,andfindmissingangles

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MATHEMATICS

Measurements

● Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate

● Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notationuptothreedecimalplaces

● Convertbetweenmilesandkm

● Recognise that shapes with the same areas can have different perimetersandviceversa

● Recognise when it is possible to use formulae to calculate the area andvolumeofshapes

● Calculatetheareaofparallelogramsandtriangles

● Calculate, estimate and compare the volume of cubes and cuboids, using standard units (e.g. cm3) and extending to other units (e.g. mm3andkm3)

Algebra

● Usesimpleformulae

● Generateanddescribelinearnumbersequences

● Expressmissingnumberproblemsalgebraically

● Findpairsofnumbersthatsatisfyanequationwithtwounknowns

● Enumeratepossibilitiesofcombinationsoftwovariables

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ENGLISH

In Year 6, the students will increasingly meet a wider range of texts and types of writing and will be encouraged to use their skills in a broader range ofcontexts.

Speaking & Listening

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 students’ spoken language skills develop. In Year 6, some focuses may include:

● Speaking audibly, fluently and clearly in a range of contexts, using standardEnglishwhereappropriate

● Participating in discussions about books, building on own and other’s ideas, and listening to and challenging the views of others courteously

● Selecting and using appropriate language, tone and vocabulary for differentpurposes

Reading

Thestudentswilllearnto:

● Listen to, read and discuss a wide range of fiction, non-fiction, poetry,plays,referenceandtextbooks

● Learnarangeofpoetrybyheart

● Use knowledge of spelling patterns and related words (morphology andetymology)toreadaloudandunderstandnewwords

● Make comparisons between different books or parts of the same book

● Read a range of modern fiction, classic fiction and books from other culturesandtraditions

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● Identify and discuss themes and conventions across a wide range of writing

● Explore and explain the meaning of new vocabulary in the context ofthetext

● Demonstrate active reading strategies such as asking questions and respondingtodifferentviewpoints

● Summarise ideas drawn from more than one paragraph, identifying keydetails

● Predict future events from details either written in a text or by ‘readingbetweenthelines’

● Identifyhowstructureandpresentationcontributetomeaning

● Discuss how authors use language, including figurative language, to affectthereader

● Makebookrecommendations,givingreasonsforchoices

● Prepare and participate in formal presentations and debates on a rangeofissuesrelatedtoreadingbothfictionandnon-fictiontexts

● Providereasonedjustificationsforviews

● Retrieve, record and make notes to present information from a rangeoftexts

● Skim a text for gist, scan for key information and use a combination ofbothtolocatespecificinformation

● Distinguish between statements of facts or opinion across a range oftexts

Writing

Thestudentswilllearnto:

● Writewithincreasingspeedandaccuracy,maintaininglegibility and style

● Varyfontforeffectiveemphasisusingprint,italicsorcapitalisation

● Spell all vocabulary correctly, apart from rare technical or obscure words

● Use a thesaurus to find synonyms and more imaginative and ambitiousvocabulary

● Identify the audience and purpose before writing, and adapt accordingly

● Useawiderangeofambitiousvocabularyaccuratelyandprecisely

● Writewithconfidenceandimagination

● Writeasummaryoflongerpassagesofwriting

● Openandclosewritingininteresting,unusualordramaticways

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● Useawiderangeofconventions,includingparagraphs,subandside headings, addenda, footnotes and contents, appropriately to the context

● Consciously vary levels of formality according to purpose and audience

● Check accurate tenses are consistently used throughout a piece of writing

● Groupitemsbeforetheverbforeffect

● Usemodalverbsoradverbstoindicatedegreesofpossibility

● Use a variety of sentence types, including statements, commands, questions, asides, and complex and simple sentences, with the correctplacingofclauses

● Alwaysconstructgrammaticallycorrectsentences

● Useclausesconfidently

● Startsentenceswithawiderangeofsophisticatedconjunctions

● Use stylistic features like rhetorical questions, repetition, figurative language, passive voice, metaphor, simile, alliteration and onomatopoeiatocreateeffect

● Use a wide range of sophisticated conjunctions to show time, cause, sequenceandmode

● Use a full range of punctuation almost always accurately and precisely

● Sustainaconvincingviewpointthroughoutapieceofwriting

● Use implicit links within a text by referring back or forward to more informationordetail

● Understand and know how to use the following words: subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semicolonandbulletpointswhentalkingaboutwriting

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DISCOVERY

The Year 6 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.TheDiscoveryunitsframethefactsand skills 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.

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OUR DISCOVERY UNITS

Year 6 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 communitymeantous?Howareyougoing to rise to the challenges that Year 6 will presenttoyou?Willyourchoicesreflectthe valuesofDBIS?Howwillyoubeaneffective learner, a positive role model and a responsibleleader?

In this unit, the students work together to decide what community means to them and how their classroom will represent this. As they start their last year in Primary, the students explore the answers to the questions posed above. They consider the DBIS values, what it means to be a great learner and how they can use their learner and inquiry skills to help achieve their end-of-year learning goals and successfully prepare for their transition into SecondarySchool.

CONCEPTUAL LENS & KEY CONCEPTS IDENTITY

Values,Reflections, Choices,Actions, GrowthMindset,Process, Learning,Responsibility, Understanding,Balance, Safety,Consequences

SUBJECT DRIVERS

LearnerSkills,Inquiry, Metacognition,Art

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Year 6 Unit of Inquiry

ECOSYSTEMS – HOW DO THEY SUPPORT LIFE?

WhatdoatidepoolontheAtlanticcoast andarainforestinSouthAmericahavein common? Despite being very different in size and location, both are examples of ecosystems. But what is an ecosystem? How is an ecosystem different from a community?

In this unit, the students explore how populations of species are organised in our world. They investigate how these incredibly diverse systems support living things, and they explore the interdependence each being has on one another and on the physical environmentsinwhichtheylive.Thestudents consider the role each being plays in these incredible systems of diversity, and they ask what responsibility we as humans owe these systems.

MIGRATION – WHY DO PEOPLE MIGRATE?

Whatmakespeoplewanttomovefromone place to another? What is their motivation for migration – is it their choice, or has it been forced upon them? Have you ever moved from one place to another? Have you ever considered how different your life would be if you hadn’t moved or perhaps didmovetoanotherplace?

In this unit, the students explore the many factors that motivate people to migrate as well asthechallengesmigrantsmayface.

CONCEPTUAL LENS & KEY CONCEPTS SYSTEMS/STRUCTURE

Location,Climate,Population, Form,Shape,Ecosystem, Balance,Equilibrium, Disturbances,Interdependence, LivingThings,Food,Energy, Growth,Reproduction, Adaptation,Evolution,Survival, Responsibility,Choices,Actions, Sustainability

SUBJECT DRIVERS

Science–LivingThings&Their Habitats,Animals(including humans),Evolution&Inheritance, Art,Geography,Design& Technology

CONCEPTUAL LENS & KEY CONCEPTS ORIGINS/TRANSITION

Push/Pull,Migration,Change, Power,Conflict,Location, Infrastructure,Resources, Immigration,Networks, Charities,Economy, Processes,Resources, Consumption,Story,Journey, Drawing

SUBJECT DRIVERS

Geography,History,Art, Science–Properties& ChangesofMaterials

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Year 6 Unit of Inquiry

STEAM FAIR

How could your learning transform the world?

In this unit, the students have the opportunity to think like a scientist, an engineer and a mathematician. They have the opportunity to bring their critical and creative thinking to an issue that might need a solution or innovation, they are challenged to reflect on ideas that exist already and they are encouraged to transformcurrentthinkingthroughaprocessof designing, developing and evaluating. This is an exciting opportunity for students to showcase their investigative skills along with essential communication and collaboration skills to a wider audience at the DBIS STEAM Fair.

HOW CAN WE HAVE A SUCCESSFUL TRANSITION?

This is going to be an exciting but emotional journey as we say goodbye to PrimaryandhellotoSecondary.

When learning through this unit, the students are only weeks away from completing their Primary School years! It is the end of an era for them all, but it is the start of a new, exciting chapter too. They probably have a huge range of emotions and feelings and, no doubt, some wonderful memories of the last eight years of this incredible journey of learning and personal development. In this unit, the students will be reflecting on their time in the Primary years and how those years have helped make them the people they are today. They explore what can helpthemtobefullypreparedforthenextstage intheirschoolingandtheirlives.

CONCEPTUAL LENS & KEY CONCEPTS

INNOVATION

Investigation,Problems, Solutions,Reflection, DesignProcess,Decomposition, Perseverance,Communication, Representation,Understanding, Success

SUBJECT DRIVERS

Science(AllAreas),Student Agency

CONCEPTUAL LENS & KEY CONCEPTS

CHANGE/REFLECTION

Past,Transition,Independence, Self-Management, Responsibility,Wellbeing, Communication,Empathy, Adaptability,Relationships

SUBJECT DRIVERS

Personal,SocialHealth& EconomicEducation(PSHE)–LearningforLife,Art

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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.

The Primary School objectives provide a critical foundation for learners while 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 6 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 6 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 parents before or after school. The library canalsobeaccessedonlineHERE.

ASSEMBLIES

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

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CLUBS & ACTIVITIES

A range of extracurricular activities (ECAs) is available to all children at DBIS. YoucansignyourchildupfortheECAsviatheSchoolsBuddyPlatform.

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

HOME LEARNING

Consolidating learning at home helps children 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 their teacher and peers. Alongside this, students are expected to read for 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, 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 managing and organisingtheirtimeaccordingly.

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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.

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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.

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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.

As we are encouraging independence, please allow your child to pack and carrytheirownbags.

In Year 6, students participate in learning activities as soon as the school day begins, so it is therefore imperative that they are punctual. If students arrive atschoolafter8.30am,pleaseensurethattheygotothePrimaryofficeto be 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 12.10 pm, 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.

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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 children’s 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.

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Necessary Equipment

The school provides Year 6 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 student diary. School bags should be collected from lockers at home time bythestudents(notbyparentsorhelpers).Pleaseensureallpersonalitems areclearlylabelled.

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.

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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 each Saturday so that parents can organise the forthcoming two weeks. 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. A personal username and password to log into SchoolsBuddy will be shared with you. Once you are logged in, you will be able to see all of the activities your child isinvolvedwith.

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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. As teachers are in class with the students all day, please allow up to 24 hours foraresponsetoemailsandSeesawmessages.

Please note: This Year 6 Transition Booklet should be read together with the Parent Handbook, which can be found via the Parent Hub.

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 reportsarepublishedinsoftcopythroughthe ParentPortal.

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

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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.

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