Parent Handbook Junior School 2014-15

Junior School Parent Handbook 2014 - 2015

inspiration

here

www.dulwich-singapore.edu.sg

SCHOOL GUIDING STATEMENTS

SCHOOL GUIDING STATEMENTS

Junior School Parent Handbook 2014 - 2015

Dulwich College (Singapore) Definition of Learning: Good learning is a meaningful experience where students enjoy making connections between new and existing knowledge, skills and understanding. Students are engaged, challenged and are able to reflect independently and collaboratively on their progress.

Detur Pons Mundo – Let there be a bridge to the world 通向世界的桥梁 Dulwich College (Singapore) aspires to be respected internationally as a community committed to inspiring individuals who seize and act ethically upon the breadth of opportunity the world presents.

College Song Liberi Alleynienses, Quotquot annos, Quotquot menses.

Fertur principum memoria, Fertur principul memoria.

SCHOOL GUIDING STATEMENTS Children come first when:

Vivit Fundatoris nomen,

1.The College educates the whole child

Unicae virtutis omen.

We learn from everything we do 2.The College provides a safe, secure and stimulating environment We are safe and interested in what we learn and do

Detur soli, Deo gloria.

Detur soli, Deo gloria.

3.The College recognises that we gain knowledge and understanding of the world by questioning and actively solving problems We ask questions to understand our world 4.The College emphasises the benefits and responsibilities of working collaboratively together We work and play together 5.The College values awareness of the natural world and its resources We care about our world 6.The College prepares children to live their lives honestly with a spirit of respect for themselves

Junior School Details Junior School office: Email: PE office: School Nurse: Bus Office: Catering Office: Uniform Shop: Staff email: School Address: Website:

+65 6890 1073 Junior-school@dulwich-singapore.edu.sg +65 6890 1040 +65 6890 1055 +65 6890 1097 +65 6890 1057 +65 6890 1098 firstname.surname@dulwich-singapore.edu.sg Dulwich College (Singapore), Junior School, 71 Bukit Batok West Avenue 8 Singapore 658966 www.dulwich-singapore.edu.sg

and others We share and we care with our friends from many different countries 7.The College understands that meaningful, lifelong learning involves taking risks We try new things 8.The College challenges each child to be the best that they can be and supports them in this.

We are all good at something and we try our best

Term Dates Michaelmas Term Half Term Lent Term Half Term Trinity Term

27th August 2014 to 12th December 2014 20th October to 24th October 2014 6th January 2015 to 27th March 2015 19th to 20th February 2015 14th April 2015 to 26th June 2015

SCHOOL GUIDING STATEMENTS

SCHOOL GUIDING STATEMENTS

SCHOOL GUIDING STATEMENTS

SCHOOL GUIDING STATEMENTS

SCHOOL GUIDING STATEMENTS

Contents INTRODUCTION TO THE JUNIOR SCHOOL

8

TIMINGS OF THE DAY

8

STAFF DIRECTORY

9

BEHAVIOUR

10

CALENDAR

12

COMMUNICATION

14

FRIENDS OF DULWICH

15

ILLNESS

16

LOST PROPERTY

18

LUNCHTIMES

18

SPECIAL EVENTS

19

SUMMARY OF SCHOOL RULES

20

UNIFORM

21

WHAT SHOULD MY CHILD BRING TO SCHOOL?

23

DCSG STUDENT ATTITUDES

26

DCSG LEARNER PROFILE ATTRIBUTES

27

WHAT TO DO IF YOU…

28

INTRODUCTION TO THE CURRICULUM

29

ADDITIONAL EDUCATIONAL NEEDS

29

ART

30

DESIGN AND TECHNOLOGY

30

ENGLISH

30

HUMANITIES

32

ICT

33

MANDARIN

34

MATHEMATICS

35

MUSIC

36

PHYSICAL EDUCATION (PE)

36

SCIENCE

38

PERSONAL, SOCIAL, AND HEALTH EDUCATION (PSHE)

39

HOMEWORK

42

LEARNING LOG

43

JUNIOR SCHOOL PARENT HANDBOOK

8

Introduction to the Junior School The Junior School caters for children aged 7 to 10 years old. (Year 3 to Year 5).

At Dulwich our aim is to ensure that all the children in our care are happy, confident, well motivated, enthusiastic and excited about life. We aim to provide an appropriate and balanced academic challenge, which will enable each student to realise his or her potential in a safe, caring and supportive environment.

At Dulwich, we use an enhanced form of the English National Curriculum. However, we ensure that our curriculum does reflect the needs, culture and history of our school’s multinational community and, of our host country Singapore and Asia in general.

The children have specialist lessons each week for PE, Music, and Mandarin. Older year groups additionally have specialist lessons for Design & Technology and Art.

Staff Directory Junior School Leadership Team: Nick Magnus

Headmaster/Acting Head of Junior School

Headmaster@dulwich-singapore.edu.sg

Miranda Norris

Deputy Head of Junior School

Miranda.norris@dulwich-singapore.edu.sg

Clare Measures

Head of Year 5

Clare.measures@dulwich-singapore.edu.sg

Emma Harman

Head of Year 4

Emma.harman@dulwich-singapore.edu.sg

James O’Donnell

Head of Year 3

James.odonnell@dulwich-singapore.edu.sg

James O’Donnell

Head of Year /3D

James.odonnell@dulwich-singapore.edu.sg

Claire Synott

Assistant Head of Year /3U

Claire.synott@dulwich-singapore.edu.sg

Janelle Soffe

3L

Janelle.soffe@dulwich-singapore.edu.sg

Claire Hamilton

3W

Claire.hamilton@dulwich-singapore.edu.sg

Laura Billings

3I

Laura.billings@dulwich-singapore.edu.sg

Year Teams: Year 3

Timings of the Day The Junior School Day is organised into 6 lessons a day with each lesson being 55 minutes long.

This means that there are 30 lessons in a week. All Juniors School students have a 15 minute Registration Session at the start of the day. After school activities start at 15.45 and finish at 16.40. Late buses for students depart at 16.50.

8:20

Student Buses Arrive

Year 4

8:30 Registration

Emma Harman

Head of Year 4/4D

Emma.harman@dulwich-singapore.edu.sg

8:45

Lesson 1

Joanna Patman

Assistant Head of Year/ 4U

Joanna.patman@dulwich-singapore.edu.sg

9:40

Lesson 2

Hannah O’Donnell

4L

Hannah.odonnell@dulwich-singapore.edu.sg

10:35

Morning Break

Charlotte Ruddy

4W

Charlotte.ruddy@dulwich-singapore.edu.sg

10:55

Lesson 3

Year 5

11: 50 Lesson 4

Clare Measures

Head of Year/5D

Clare.measure@dulwich-singapore.edu.sg

12:45 Lunch

Michael Smith

Assistant Head of Year/5U

Michael.smith@dulwich-singapore.edu.sg

13:45

Lesson 5

Matthew Chapillon

5L

Matthew.chapillon@dulwich-singapore.edu.sg

14:45

Lesson 6

Emma Goodbourn

5W

Emma.goodbourn@dulwich-singapore.edu.sg

15:35

School Finishes

15.40

Early Buses Depart

15:45

Activities Start

16:40

Activities Finish

16:50

Late Buses Depart

JUNIOR SCHOOL PARENT HANDBOOK

Junior School StaFF

by Faculty Area

10

Specifically staff should: •

Ensure that all children are treated according to their needs and that at all times the approach is fair and consistent Reinforce and reward good behaviour in a positive way Help children understand that they are responsible for their own actions Help children understand how their behaviour affects others Ensure that all children are given the opportunity to receive praise and rewards for their good behaviour and achievement Give children positive encouragement to tell the truth and that children must be able to learn from their mistakes Ensure children have an opportunity to make amends for any misdemeanour Discuss children’s actions with them; give a warning and ensure children know the consequences of their actions

Faculty

Staff Name

Teaching Areas

English & Drama

Richard Lee

English & Drama

Mathematics

Nolan Brook

Maths

Mandarin

Wenhong Zhu Feifei Yang Victor Bao Chen Hua Yinjuan Li Na Li Nadja Bridson

Mandarin Mandarin Mandarin Mandarin Mandarin Mandarin Mandarin

Jonathan Lyall Mimi Munro Dr. Darren Postema Katherine Denton

Music Music Music Music

Physical Education

Kevin Shaw Anna Williams Ian Gamble Natasha Carley Michael Massey

PE, Sport PE, Sport, Swimming PE, Sport, Swimming PE, Sport, Swimming Swimming

Art and Design & Technology Additional Educational Needs (AEN)

Maria Jenkins

Art, DT

Incentives and Sanctions:

Mark Pearce Teresa Waldin

AEN AEN

Ideal incentives are the intrinsic rewards offered by high self-esteem, on relationships based on mutual respect and a stimulating curriculum.

Librarian

Laura Taylor

Library

Tangible rewards will recognise, and regularly celebrate, all forms of social and academic achievement.

Music

Behaviour (Expectations) The Dulwich College (Singapore) behaviour policy will: • • • • •

Be a system that works for all and involves all school staff Reinforce good choices and discourage poor ones Relate to the school philosophy Involve parents Ensure that Dulwich College (Singapore) is a happy, safe and purposeful environment, where all children feel secure and have respect for themselves and for others.

• • • • • • •

Throughout the year, teachers and pupils will discuss expectations of behaviour, both in the classroom and around the school.

Similarly, children will be expected to follow simple rules outside the classroom: • • • • • • •

Walk around the school – do not run Inside the building, keep to the left Put litter in a bin Stay in designated areas In the dining hall, eat and talk sensibly, remembering table manners Wear seat belts on the bus Follow the bus monitor’s instructions

General and class rewards Good behaviour and achievement can be rewarded in any of the following ways: • • • •

Stickers and other rewards earned in class.

Individual class reward systems e.g. marbles in a pot House point certificates: 50 Bronze, 100 Silver, and 200 Gold.

Speech Day Prizes: Effort, Achievement, Highly Commended and Subject Awards

If a child chooses to break a school rule, the following action will be taken. A child should always be told what the next sanction will be.

• • •

•

Verbal warnings will be given The child should be given the opportunity to make amends by appropriate behaviour If inappropriate behaviour persists the child will fill in a reflection sheet at break or lunchtime. This form is recorded in their file; more than three times in a term will be communicated to the Head of School and parents Playtime or a portion of it may be used to discuss issues with a child, give thinking time or for the completion of unfinished work due to inappropriate behaviour

JUNIOR SCHOOL PARENT HANDBOOK

SCHOOL YEAR CALENDAR 2014-2015

12

Month

M

T

W

TH

F

SAT

SUN

2014/ Aug

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Event

Month

M

1st Aug - 7th Aug : Staff Arrive & Orientation 11th Aug - 26th Aug : Professional Development, Orientation & Preparation For The Academic Year 21st Aug: Year 3 to Year 8 (Junior & Senior School) - Meet the Teacher Day 22nd Aug: Toddlers to Year 2 (DUCKS) - Meet The Teacher Day 27th Aug : Year 5 - Year 8 (First Day Of Michaelmas Term) 28th Aug : Year 2 - Year 4 (First Day) 29th August : Year 1 (First Day)

Mar

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

27th Mar : End Of Lent Term 30th Mar - 10th Apr : Holiday

Apr

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

13th Apr : PD Day (School Closed) 14th Apr : Beginning Of Trinity Term

May

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Jun

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Sep

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1st September : Reception (First Day) 2nd September : Nursery (First Day) 3rd September: Toddler (First Day)

Oct

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

20th Oct - 24th Oct : Mid-Term Break

Nov

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

7th Nov : PD Day (School Closed)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

12th Dec : End Of Michaelmas Term 15th Dec - 2nd Jan : Holiday

2015/ Jan

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

5th Jan : PD Day (School Closed) 6th Jan : First Day Of Lent Term

Feb

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

19th Feb - 20th Feb : Mid-Term Break

Dec

T

W

TH

School days: 180

Professional Development Days: 3

Term 1:

71

Term 2: 57

Term 3: 52

F

SAT

SUN

Event

26th Jun : End Of Trinity Term

Staff Orientation Week Public Holiday (School Closed) Professional Development / Preparation Days School Holidays First / Last Day Of Term

JUNIOR SCHOOL PARENT HANDBOOK

Communication

14

An important element of the College’s ethos is its ability to communicate effectively. To ensure that there is a systematic way in which information is shared, the following procedures have been developed.

Parent-School Communication A College newsletter is usually produced on a weekly basis. In general, school-home communication will be limited to one designated day per week (Friday), unless a specific need should arise.The newsletter will be available on the schools website every Friday afternoon.

The newsletter, along with past newsletters, will also be available on the school website at www.dulwich-singapore.edu.sg.

Home School Diaries provide daily communication between parents and teachers in the Junior School. Teachers in the Junior School use the diary to communicate about homework, attendance, reading, behaviour or any other matters relating to performance in class.

Using the Home School Diary in the Junior School Our Home School Diary helps us communicate in the Junior School. In the diary you will find all the important term dates and information which we hope will be useful.

The diary is used by the children to record their homework tasks, their reading as well as writing messages and reminders. These might be for themselves or for you. The class or subject teacher will also use the diary if they wish to explain a school activity, let you know how your child fared that day or to request a meeting with you. The diary is also for you to use. You may wish to ask a question, bring our attention to something, make a comment about a piece of work or remind us of something important.

We would ask you to check your child’s diary on a daily basis. When your child has completed their homework, we would like you to initial this in the diary to confirm this has been done and to jot down how long it took as a guide. We would also ask you to do the same with any message that is given so we know it has been received. If you are unable to do this then a trusted adult, in loco parentis could do so. Please do not ask older brothers, sisters or helpers to do this.

Should you wish to discuss your child’s work or make an appointment to see a member of staff, then either telephone school or make contact by e-mail. This way a mutually convenient time may be arranged.

We welcome and actively encourage you to share any concerns or worries you may have with us as soon as possible. We will do likewise. Please do not wait until Parent Teacher consultation days.

Overview of Reporting to Parents Term Michaelmas

Academic Progress Card Parent Teacher Consultation Day End of Term Short Report

Lent

Parent Teacher Consultation Day

Trinity

End of Year Full Report

Parent Representatives Each class has a Parent Representative. These are normally appointed on a first volunteer, first appointed system. The role also can be shared if appropriate.

The primary function of the Parent Representative is to facilitate communication between class teachers and parents in relation to volunteers for the classroom or special events. The Parent Representatives also facilitate the social interaction among families in the school community.

Their role is not to have involvement in the day-to-day teaching of the class but to be the liaison between the school and its families.

Parent Representatives are not to be used to help other parents express concerns/grievances against the teacher or other members of staff.

Parent Representatives form the backbone of our parents association - Friends of Dulwich or FoD. The FoD Executive Committee, plays an active role in the community at DCSG. The object of FoD is to sustain and support the College, in particular by: enhancing and enriching the life of the pupils at the College through financial and other support; strengthening the links between the College and the local community; assisting the College by providing voluntary help and advice.

At DCSG we value our parents. To that end our parents have their own lounge, which is situated, on the ground floor of the DUCKS building Parents are welcome to use this lounge at any time from 8:10am to 5pm. Please note that the room is for parents only. It is not reserved for drivers or helpers. Similarly children who are students at the College should not enter the room, even if they are with their parents until they have been collected from class at the end of the school day.

The FoD will use the lounge as a base and a number of social functions and information meetings will take place there throughout the Year. The FoD will publish regular news about events and goings-on within the community.

A notice board is provided for parents or businesses to advertise approved events, sales or products. A small fee may be charged for advertising on the notice board and this serves to fund refreshments and other consumables for the Parents Lounge.

JUNIOR SCHOOL PARENT HANDBOOK

Illness

16

We have a full time nurse in the Junior School.

If children become unwell whilst at school they will be taken to the nurse. If the nurse feels it is necessary she will contact you and ask for them to be picked up as soon as possible. If she cannot contact you, she will telephone your emergency contacts and ask them to come and collect your child. It is, therefore, essential that your emergency contacts are aware of their responsibilities.

Please do not bring or send your child to school if he or she is unwell. Staying at home will help to speed up the recovery and also reduces the risk of infection for the other children.

We adhere to the following exclusion periods for contagious disease:

Contagious Disease

Exclusion period

Chickenpox

Keep student from school until all lesions have crusted, usually 7 days after onset of rash

Conjunctivitis

For 24 hours after treatment has started and discharge has ceased

Hand, Foot & Mouth Disease

For two weeks and when all blisters are completely dry and healed

Head Lice

Until student receives proper treatment and cleared by school nurse

Influenza

Until symptoms free or fever-free for 48 hours without taking medication

Measles

For a minimum of 5 days after appearance of rash

Mumps

For 14 days after onset of parotid gland swelling or until the parotid gland is normal

Rubella

For 7 days after onset of rash

Scarlet Fever

For 7 days after onset of illness

Streptococcal sore throat

Until 24 hours after antibiotics are started

If we have a case of head lice we will inform all parents in the Junior School and ask that you check your child’s hair to prevent further spreading. The Nurse is happy to check your child’s head on request.

Medicine Students may not carry any form of medication. Authorised medicines must be handed to the school nurse by the parents. The nurse will administer them in the nurse’s office.

School Nurse contact: +65 6890 1055

JUNIOR SCHOOL PARENT HANDBOOK

Lost Property

18

Whatever your child brings to school must be clearly named. All students are responsible for their own belongings. This helps the students (and us) find mislaid clothing and belongings. Staff will store lost property in a central location and attempt to reunite articles of clothing with their owner. Lost property may be retrieved before the start of school, at break times or at the end of the school day from Lost Property area. Lost Property is located in the main reception area.

Special Events Over the course of the year, students participate in celebrations and activities which may include the following examples: Founder's Day, Earth Day, Book Month, Poetry Week, Chinese New Year Street Fair, World Maths Day, Science & Technology Week, Inter-house Competitions and Sports Days. Parents are warmly invited to all of these events.

As the children have an international dress-up day, it would be useful if you could bring a national costume from your home country.

Birthdays You are very welcome to bring a cake to school when it is your child’s birthday. A simple homemade cake is usually preferred by the children. Please check with your child’s class teacher to arrange the best possible time in the day for you to bring in the cake. Please also check with you child’s teacher that there are no children in the class with any food allergies.

IMPORTANT: Please remember the College is a nut-free environment.

Houses Lunchtimes Catering services are provided by Sodexo, a professional school catering company. We offer a cashless system where charge cards are debited when food and drink is purchased by the students. Students can choose from a wide selection of options including hot and cold. This social occasion takes place in the College Dining Room with staff and children eating together.

Good table manners are expected.

Each child is allocated to a House. There are four Houses at Dulwich College (Singapore): Lee, Mandela, Shackleton and Earhart. Siblings automatically join the same House. During the course of the year, there are a number of Inter-house competitions. The House uniform (shown below) should be worn on these occassions and is available from the uniform shop. Please note that house shorts will be white for all houses and the house shorts are also available from the uniform shop.

There is a College nutrition committee made up of interested parents and staff. This group meets regularly and advises Sodexo (the catering provider) on menus and shares good ideas and concerns in a very constructive manner.

Packed Lunch If students prefer they may bring a packed lunch from home, which is also eaten in the College Dining Room. We do not offer a heating service for home lunches.

Lee

Mandela

Shackleton

Earhart

Snacks Students are welcome to bring a snack from home or alternatively they can purchase one from the school caterers. It is important that your child has a healthy snack each day. We do not allow sweets, chocolate or sugary items as snacks. It is our aim to promote positive and healthy eating habits and with this in mind we suggest the following items as suitable for snacks: cheese, sliced fruit, raisins, crackers, sandwiches, yogurt. In addition, it is important that your child brings a water bottle to school each day, which is clearly labelled with their name and class.

Nuts & Allergies Dulwich College is a nut-free environment. Parents are asked to respect this. No nut products are served and any food allergies or special dietary requirements will be taken into account. It is the responsibility of parents to inform the class teacher of any allergies their child may have.

JUNIOR SCHOOL PARENT HANDBOOK

Summary of School Rules

20

Attendance All children should be in class by 8:30am. Children may not leave the College grounds during the day without the permission of the Head of Junior School.

All children required to leave the College during the course of the school day must sign out and exit the school via the Junior School Office.

Children arriving late must sign in at the Junior School Office.

Parents are requested to telephone the College in the morning of the first day of absence, send an email or to present a note of explanation to their child’s class teacher upon their return.

Uniform All students at Dulwich College (Singapore) must wear the school uniform. Our students are our ambassadors, and their dress and behaviour convey an impression to the public of what we are like as a school. Teachers are required to enforce the dress code at all times and to encourage students to take pride in their appearance.

The uniform must be worn daily to attend classes. School uniform must be worn correctly at all times on buses, in school and when on a school trip (unless special permission has been given).

This includes shirts tucked in and top buttons done up.

• Once PE lessons are finished the student must change into their daily uniform for the remainder of the day.

• Students may wear a WHITE undershirt beneath their uniform top; however it may only be visible at the neck line.

Buses Children are required to sign the bus conduct contract in their Home School Diary and have it counter signed by their parents. Bad behaviour on the bus will not be tolerated.

Haircuts

• Students may wear a watch and girls may wear one silver or gold stud in the earlobe of each ear. Boys are not permitted to wear earrings or studs. No other jewellery may be worn unless this is for religious purposes.

Naming of Possessions

• Hair must always be clean and tidy, worn off the face and styled so as not to invite comment for any reason. Boys hair should be of a reasonable length neither excessively short or long. Girls with hair longer than shoulder length are required to have it tied, using red or navy blue ties. Hair may be coloured if of a natural colour, discreet and appropriate to a school environment.

All possessions must be clearly labelled in a permanent manner.

• Make-up is not permitted. This includes nail varnish.

Valuables

• Black polished shoes are a uniform requirement. Training type shoes, high heel, wedges, open toed sandals, sling backs or any type of fashion shoe are not permitted.

Children are expected to keep their hair well-groomed. Extreme hairstyles are forbidden, this includes hair colouring and gel.

Junior School children are not permitted to bring electronic entertainment e.g. iPods/iPads or games etc. or other valuable items to school. If money has to be brought to school, it should be handed to the class teacher in a sealed envelope.

The following articles are forbidden at the College: alcohol, drugs, cigarettes, fireworks, matches, jewellery, chewing gum and computer software.

• Kilts must be at or below knee length.

• Students are only required to wear blazers and ties for assemblies and other special occasions. Blazers and ties will be stored in each Form room so that they can be accessed and worn at any time.

Mobile Phones

Boys

Girls

Children should not bring mobile phones to school.

Blue shorts White College shirt Boys College tie Navy socks that cover the ankle Black leather school shoes College blazer

College kilt White College blouse Girls College tie Navy stockings or knee-length navy socks Black leather school shoes College blazer

Manners Children, parents and staff are expected to demonstrate the highest level of manners possible at all times. In particular, children are expected to: • • • • • •

Show common courtesies to their parents, teachers and coaches Stand aside at doorways and in corridors for adults Excuse themselves when leaving a room or entering late Walk quietly about the school Be punctual to lessons Display pride in appearance at all times

The Physical Education (PE) and swimming kit/uniform are to be worn for all PE lessons.

House kit is to be worn for all Inter-House competitions and activities.

Uniform Shop Contact Number: +65 6890 1098

JUNIOR SCHOOL PARENT HANDBOOK

What should my child bring to school?

22

We expect the children to come to school prepared for the school day. In the Junior School we try to help the children to be responsible for their personal organisation. We help the children at school and we would ask for your help at home.

PE and Swimming On PE/Games days, the children should bring their PE kit. This consists of College PE shirt and shorts as well as sun-hat and trainers. Sun protection cream is also important to bring too. For swimming, the children need to bring the College swimming costume or trunks, swim hat and towel. Swimming goggles may also be brought. If your child cannot do PE or swimming for any medical reason, then please make sure that your child has a written note from yourself or your doctor giving the reason.

Stationery All children should have their own tools for their schoolwork.This includes all their own stationery.

Please make sure that pencil cases and tools are clearly marked. From Year 5 a mathematical geometry set is required, and from Year 6 a scientific calculator that will accept fractions. We recommend the Casio SX85 GT.

School bags Please ensure that your child’s school bag is clearly marked with their name.

Sun hats The College operates a sun safe policy. All students are required to have a College sun hat.

Children will not be allowed out to play unless they are wearing their sun hat. Please also ensure that sun protection creams/lotions are administered before your child comes to school.

What should my child NOT bring to school Junior School students MUST NOT bring toys to school. Accidents can and do happen. Toys get lost and cause both child and teaching staff anxiety. “Toys” include any electronic gadgets.

Mobile phones are not permitted in the Junior School.

JUNIOR SCHOOL PARENT HANDBOOK

24

JUNIOR SCHOOL PARENT HANDBOOK

26

Student Attitudes

APPRECIATION

Learner Profile Attributes

COMMITMENT

CONFIDENCE

BALANCED

CARING

COMMUNICATOR

Being committed to your learning.

Persevering in your learning.

Showing self-discipline and responsibility

Feeling confident as a learner.

Having the courage to take risks.

Applying what you have learnt and making appropriate decisions and choices.

I eat healthy food and I exercise.

I like to learn about different things.

I understand it is important to have a balance of work and play.

I care for other people.

I try to help others.

I want people around me to be happy and I am sensitive to their needs.

I talk about my ideas.

I am able to express myself in more than one language.

I can also communicate using mathematical language, symbols and drawings.

COOPERATION

CREATIVITY

CURIOSITY

INQUIRER

KNOWLEDGEABLE

OPEN MINDED

Cooperating.

Working together.

Leading or following as the situation demands.

Being creative and imaginative in your thinking.

Being creative in your approach to problems.

Being curious about learning.

Being curious about the world.

Willingly putting effort in to all you do.

I ask questions.

I like to learn and discover new things about the world.

I am curious I will carry this love of learning with me throughout life.

I have learnt many things.

I can tell you about / show you these things.

I can use this information to solve problems in life.

I know that people are different and may do different things.

I know that not everyone will think like me and that’s fine.

I listen and try to understand others.

EMPATHY

ENTHUSIASM

INDEPENDENCE

PRINCIPLED

REFLECTIVE

RISK TAKER

Imagining yourself in someone else’s shoes.

Being open minded and reflective about others.

Enjoying learning.

Willingly putting effort in to all you do.

Thinking and acting independently.

Making your own judgments.

Being able to defend your judgments.

I always try to do what is right.

I am fair and follow rules.

I am honest with myself and with others.

I think about what I have learnt, what I am good at and what I can improve the next time.

I take the time to think about my actions and their effects.

I have the courage to try new things.

I am not afraid to give it a go even if I feel shy.

I try to solve problems in a lot of ways.

INTEGRITY

RESPECT

TOLERANCE

THINKER

Being honest.

Demonstrating a sense of fairness.

Respecting yourself.

Respecting others.

Respecting the world around you.

Being sensitive about differences.

Being responsive to the needs of others.

I am thoughtful.

I try to solve problems and make good decisions.

I do this by thinking about things and by learning from my mistakes.

Appreciating the wonder and beauty of the world and its people

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28

What to do if YOUR CHILD

INTRODUCTION TO THE CURRICULUM

Is unable to come to school

phone the Junior office on 6890 1077 by 8:30am

Is late to school

go straight to the office to sign in and then report to your class teacher

The following pages are intended to provide parents of students in Years 3 – 5 with an outline of the curriculum followed by all students as they progress through the Junior School. It should be stressed that it is only an outline and that work in individual classes may differ slightly according to the needs of the students in that class.

Have been absent

bring a note for class teacher

The following pages are organised alphabetically by subject.

Become ill at school

report to nurse. If you are in class, ask your teacher for a medical slip and report to the nurse

We use an enhanced form of the English National Curriculum, which provides our students with a broad-based curriculum designed to develop skills, knowledge and understanding, as well as an appetite for knowledge and learning.

Have an accident

report to the nurse

Have a request for leave

take letter to Head of Junior School

Need to go to an appointment

take note to class teacher and sign out at the office

Need to make an urgent phone call

gain permission from class teacher and then go to the office

Lose something

check lost property

Lose something valuable

inform your class teacher

Change address or phone number or email

take information to the office

Want music tuition

see your music teacher

Worried about anything

speak to your teacher, Head of Year, Mrs Norris or Mr Magnus

Change of bus during the day

report to the bus office by the end of break. You will not be allowed to change after this time

We provide a stimulating, purposeful, educational environment enabling all children to develop academically and socially in a cheerful atmosphere. This will prepare each child for the opportunities, responsibilities and experiences of Senior School and adult life.

The English National Curriculum has core subjects that are of prime importance and are taught as discrete subjects in the curriculum. The core subjects of English and Mathematics are both taught for approximately one hour each day and Science is allocated approximately two hours per week.

Geography, History and Cultural Studies are taught under the umbrella of Humanities, which are taught using a child-centred, topic-based approach within the classroom by the class teacher.

Personal, Social and Health Education (PSHE) is also taught each week.

The following subjects are taught by specialist teachers: Mandarin, Music and Physical Education.

Art and Design & Technology may be taught by a specialist teacher depending on the year group involved. ICT is taught both as a discrete subject and also across curricula by the class teacher. Each classroom has an interactive whiteboard.

JUNIOR SCHOOL PARENT HANDBOOK

30

Curriculum Overview for Art and Design & Technology

Reading Children will develop a range of reading skills in several key areas, using Oxford Reading Tree takehome books, which are carefully matched to the child’s level. Additionally, guided reading sessions will further teach skills as well as regular reading focii within the English lessons. Each class visits the library in a more formal setting once a week and we encourage visits during break times and lunch times in addition to this to help foster a love of reading.

In Art the children will work on a series of increasingly demanding projects. Through these projects they will develop their skills in the investigation and evaluation of artwork and the development and realisation of their own creative ideas. The children will work with a variety of visual and tactile materials to appropriately express their ideas in a range of images and artefacts.

Writing Throughout their time in the Junior School, children will have opportunities to explore a range of text types and develop the different skills, language and literary techniques that are required in each genre. Composition across a range of genres will enable opportunities to develop a mastery of the written word.

Through each project the fundamental skills and knowledge of colour, pattern, texture, line, tone, shape, form and space will be taught. The children will develop their skills in each of these areas whilst realising their own work and through the consideration of the work of others.

Design, as well as Health and Safety issues, will be addressed throughout the course when introducing new techniques, tools and processes. Children will gain experience of the working characteristics of a wide range of materials and an understanding of the theoretical principles covered.

VCOP

The design process will be strategically introduced through each project. Initially the children will learn to modify designs with ideas of their own. As they progress they will have more involvement in the design of the products they make. There will always be an emphasis on how to present their work neatly and effectively.

Spelling

Year

Michaelmas (Term 1)

Lent (Term 2)

Trinity (Term 3)

3

Layers and Patterns: Drawing techniques (looking at layers, habitats and dinosaurs)

Warm and Cool Colours: Colour wheel and acrylic painting Chocolate Design

Egyptians Clay Canopic Jars Christmas Crafts Observational Drawing Watercolour Techniques

4

5

Famous Artists: The Impressionists, experiments in paint Wind Chimes

Space and Sky: Artist Study – Van Gogh Oil pastels Working Cam Mechanisms

Water, Rivers and Under the Sea: Mixed media Food Technology Introduction to Bread Making

Identity: Mixed media portraits Catapults/Moving Mechanisms

Portraits: Self and Royal Portraits Plants observational drawing Food Technology: Rationing

Landscapes: Drawing and painting media focusing on tonal values Wire/Clay Sculptures morphing animal design

Throughout the year, the children will learn how to use ambitious vocabulary (V), connectives (C), openers (O) and punctuation (P) effectively in their writing.

The spelling programme is based on helping children to retain spelling patterns and improve accuracy through a variety of spelling strategies. Children are encouraged to become more aware of their learning style and more informed about using practical approaches to assist in their spelling.

Each week, they complete a formal spelling test and receive homework to explore a spelling pattern to engage the pupils and to develop the school-parent partnership to support learning at home.

Handwriting Handwriting is modelled and taught explicitly. Children are expected to use a neat cursive script that is legible in all writing. When children have demonstrated proficiency, they are awarded a pen licence.

Year

Michaelmas (Term 1)

Lent (Term 2)

Trinity (Term 3)

3

Stories with familiar settings

Persuasion techniques

Poetry – Exploring Form

Poems to Perform

Authors and Letters

Explanation Texts

Report writing Class Novel

Poetry linked to Author Study

Adventure and Mystery Story

Recounts

Classic and Narrative Poetry

Stories with Historical Settings

Choral and Performance Poetry

Instructional Texts

Report Writing

Stories with flashbacks

Traditional Stories, Myths and Legends

Classic Class Text

Journalistic writing

Advertisements

Discursive writing techniques

Animal Poetry

War Poetry

Traditional Tales

4

Curriculum Overview for English

Significant Authors

Speaking and Listening Throughout their time in the Junior School, children will develop a range of skills required for speaking and listening in a variety of contexts. Children will talk with others in small groups and to an audience, responding appropriately.

Children will be expected to take part in presentations, debates and drama activities in front of an audience. Children are expected to assess their achievements in speaking and listening and are made fully aware of the next steps to achieve higher levels of communication.

5

Fiction genres and narrative writing Power of imagery - poetry Biography and autobiography

Author Study Novel Study

JUNIOR SCHOOL PARENT HANDBOOK

Curriculum Overview for Humanities

32

Curriculum Overview for ICT

How do you know who you are unless you know where you have come from? How can you tell what is going to happen, unless you know what has happened before? What is our knowledge worth if we know nothing about the world that sustains us, nothing about natural systems and climate, nothing about people in other countries and cultures? These are questions that the Humanities program at DCSG seeks to address.

The focus of the ICT curriculum in the Junior School is Digital Literacy where children learn to use a variety of ICT tools to perform tasks effectively in a digital environment. This literacy includes the ability to read and interpret media (text, sound, images), to alter data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments. The most critical of these is the ability to make educated judgments about information found online. In order to deliver a broad and balanced ICT curriculum, we adopt the following framework foundations.

Humanities in the Junior School is both insightful and exciting. Taught through a series of crosscurricular topics, each one will be launched through a special day. This may be a dress-up day, someone coming into school, or the class going on a field trip for the day. Ensuring children are interested and enthusiastic about the Humanities we teach is at the heart of everything we do.

Between Years 3 and 5, we aim to develop children into independent learners and will teach Humanities through a very hands-on, child-led approach. Here, children will decide what they need to know and will be taught the skills needed to become active learners. Children will become critical thinkers, with an ability to evaluate the information they find.

All children in the Junior School have two, hour-long dedicated ICT lessons each week. In addition to this, all classrooms have an interactive whiteboard and there are two trolleys of Mac Books available for children to follow up and practice the skills learnt in their ICT lessons in class.

We believe that studying Humanities is an investigative processes which requires an attitude of enquiry. Children will have the opportunity to ask questions, analyse information and communicate knowledge and understanding. By developing children’s questioning, we aim to ensure that History, Geography and Cultural Studies will help children to explore causes, impacts and consequences. This in turn leads to sound knowledge, understanding and skill development.

Computers are also available for research in the library along with an online portal to enable children to organise their personal reading library and book recommendations.

In class, students will engage in purposeful activities, set in a range of contexts. They will be able to use ICT to handle and communicate information, solve problems, pose questions and take risks. Research skills are also developed so that they can decide what information is appropriate for their work. Students will also develop their touch-typing skills during ICT lessons to become efficient typists. In order to provide a safe and nurturing virtual environment for the students, eSafety and Online Ettiquette are integral part of the ICT curriculum in every year group.

The combination of a variety of disciplines, research techniques and hands on experience in the topic areas we cover, will equip our students with a range of lifelong skills for their future learning.

Year

Michaelmas (Term 1)

Lent (Term 2)

Trinity (Term 3)

3

Volcanoes & Earthquakes

Chocolate

Study of Local Landmark

Dinosaurs

Weather and Climate

Ancient Egypt

The creative use of ICT across the curriculum empowers students, develops self-esteem and promotes positive attitudes to learning. It has the potential to improve thinking skills, providing students with opportunities to become independent, self-motivated and flexible learners.

In summary, students in the Junior School will learn to use ICT to collaborate, communicate and create, which are essential skills required for the 21st century.

Improving the Environment

4

World Sports

Water Around Us

Ancient Greeks

Rivers, Lakes and Seas

Migration

What’s in the News

Mountain

The Ancient Romans

Children at War – an International Health Education Perspective Animals and Us

Famous People & Places – Mt. Everest

Year

Michaelmas (Term 1)

Lent (Term 2)

Trinity (Term 3)

3

Online Safety

Introduction to Programming - LOGO

Integrated Multimedia Project

Introduction to e-mail Email Safety Coding Online Safety

Graphical Modelling Game Design Ebook creation

Spreadsheets

Online Safety

Website Creation

CAD (Computer Aided Design programme)

Research

Podcast

Word Processing and Digital Storytelling

Titanic

5

Children in War

4

5

Music Composition

Create a 3D model by using ‘SketchUp’ Desktop Publishing

Curriculum Overview for Mathematics

In the Junior School Mandarin is taught for 55 minutes every day. All children in a year group are streamed by ability.

In the Junior School we take very seriously our role in bridging the space between two very different phases of a child’s development. Between the concrete and hands-on exploration of DUCKS and the abstract and theoretical manipulation of algebra and geometry that takes place in the Senior School, there is Junior School Mathematics.

Junior School children represent the full spectrum of linguistic abilities in Mandarin, ranging from complete beginners to those with fully age-appropriate native-language literacy skills. To meet the learning needs of each child, the reviewed curriculum employs three pathways: Chinese as a Foreign Language (MFL), Chinese as a Second Language (MSL) and Chinese as a Native Language (CNL).

Throughout Year 3 to Year 5, children are introduced to Mathematics through different contexts and with a variety of tasks including problem-solving, cooperative group work, mental arithmetic, hands-on activities, discussion, debate and, of course, written methods and calculations.

Mathematical language is developed throughout the Junior School and children are taught to estimate and check their working.

Mandarin as a Foreign Language (MFL) is designed for non-native/non –heritage children, and places a greater emphasis on aural and oral skills. The course emphasizes oral communication with a focus on Chinese culture. It is essential that children practice the skills learnt in the classroom daily within the wider Chinese community.

At every step of the mathematical process, children are encouraged to explain and defend their reasoning and consider other approaches. Above all, we stress the development of a sincere desire to explore, discover and investigate mathematical ideas. We want them to enjoy Mathematics and we aim to produce confident, outspoken risk-takers who are highly prepared for mathematical success in the years to come.

Mandarin as a Second Language (MSL) is for heritage children who have been living out of China (or other areas where Chinese is used as an official language) or non-heritage children who have been living in China for a long time. They are able to carry out communication tasks that are ageappropriate, but may not be fully functional in their literacy skills in Mandarin, which prevents access to the CNL pathway. The course focuses on reading and writing skills.

Lent

Michaelmas

Chinese as a Native Language (CNL) is for children who acquired Mandarin as their first language in schools where Mandarin was the instructional medium. English is typically their second language.

The learning objective for children in this pathway is to further develop their skills of analysis and evaluation using a variety of Chinese literary texts. The Shanghai Education Commission Mandarin curriculum is applied, but not at local Chinese school level due to the lack of a ‘native‘learning environment where the target language is the medium of instruction.

Trinity

JUNIOR SCHOOL PARENT HANDBOOK

Curriculum Overview for Mandarin

34

3

4

5

MFL

Greetings, numbers, date, self, family

Colour, clothing body, country & language

Sickness, hobbies, making a phone call

MSL

Pronunciation, pinyin, 40 characters

Pronunciation, sentences, 40 characters

Relative Appearance Seeing a doctor Giving instructions, writing Expression, writing a short passage in full sentences

CNL

Writing based on given information

Composition with 150 characters

Essay writing with 250 characters

MFL

Colour, clothing, time

Weather, seasons, sickness Meals, food, ordering, revision

MSL

Reading and writing 60 characters

Instructions, 70 characters

Reading Mandarin every day, 80-100 characters

CNL

Writing and vocabulary extension

Composition with 180 characters

Extended essay writing

MFL

Transportation, occupation, revision

Discussing various hobbies, revision

House Furniture Asking the way

Shopping School life School facility

MSL

Expressing opinions, 80 characters

Opinions, daily life, 80 characters

Extension of skills, 100150 characters

CNL

Composition with 90-100 characters

Composition with 200 characters

Essay writing with up to 350 characters

Deliver an oral presentation using up to 200 characters Extend vocabulary and composition length

To further support this we stream according to ability in Mathematics in the Junior School.

Year

Michaelmas (Term 1)

Lent (Term 2)

Trinity (Term 3)

3

Partitioning and Calculating Properties of Shape Place Value and Rounding Measurement of Temperature and Time Organising Data

Developing written methods Polygons and Line Symmetry Using Metric Units of Measurement and Scales Data Handling Right Angles

Decimal Notation Partitioning and Calculating Properties of Shape and NTS Organising Data Time and Measures

4

Recognising Fractions and Decimals Place Value Polygons and Line Symmetry Frequency Tables, Pictograms, Bar Charts and Line Graphs

Rounding and Place Value Decimal Notation Reflection and Translation Using Different Scales Measuring Angles and Perimeters

Counting, Partitioning and Calculating Properties of Shape and Scale Calculating the Mode and Frequency Timetables

5

Decimals and Fractions Inverse Operations and Divisibility Rules Classifying Shapes Solving Problems by Collecting Data Relating Fractions to Percentages

Fractions, Decimals and Percentages Mode, Range, Median and Mean Squares, Factors and Prime Numbers Ratio and Proportion

Refine Calculation Methods and Reasoning Edges, Faces and Vertices Measuring Number Relationships

6

Extend vocabulary and composition length Holiday Occupation Hobby extension Reading Mandarin every day for longer, 150 characters Extending characters to 250

JUNIOR SCHOOL PARENT HANDBOOK

Curriculum Overview for Music

36

Badminton/Short Tennis Children will have the chance to show off their hand eye coordination during this unit.

Gymnastics Children will be taught a wide range of skills when learning gymnastics. They will do some individual balances and floor work before joining with a partner to explore new ideas and concepts.

All children will develop knowledge, skills and understanding in Music through: • Performing music of different styles, times and cultures by singing, playing and moving using various musical concepts • Organising sound into musical compositions using various concepts • Listening to and discussing their own music and that of others • Accurate singing

Striking and Fielding Softball, cricket and baseball may all be played during this unit. Children will learn different techniques for retrieving the ball as well as for bowling and throwing.

Musical Concepts are: duration, pitch, dynamics, tone colour and structure

Swimming

Throughout the Junior School, children will focus on various performance modes. These are listed as follows:

Children will have the opportunity to develop the three major strokes (freestyle, backstroke and breaststroke) whilst also improving their cardio-vascular fitness. Those more confident swimmers will also have the opportunity to learn and develop their butterfly.

Year

Focus

3

String programme, Choral Singing

Athletics

4

String programme, Choral Singing

All disciplines of athletics will be taught and children will be able to compete against their classmates throughout this unit.

5

Brass and Wind programme, Choral Singing

Dance

In addition to the classroom programme, children are strongly encouraged to participate in the CoCurricular programme that runs during activity times after school.

Children will be given an opportunity to explore movement and compose and link movement phrases.

Performance is at the heart of the school and students will have opportunities to perform in groups or as soloists during assemblies, Christmas concerts as well as many whole school events. Children will also have an opportunity to participate in a larger production in the Junior School during the course of the Academic year.

OAA (Outdoor Adventure Activities)

Curriculum Overview for PE

Children learn to follow and read different maps and symbol trails. They will also take part in a range of trust and communication activities.

Year

Michaelmas (Term 1)

Lent (Term 2)

Trinity (Term 3)

3

Fitness/Cross Country Netball/Rugby Swimming Football Dance/Gym

Racquet Games Netball/Rugby Athletics Swimming

Racquet Games Striking Games Athletics Swimming

4

Fitness/Cross Country Netball/Rugby Swimming Football Dance/Gym

Racquet Games Netball/Rugby Athletics Swimming

Racquet games Striking games Athletics Swimming

5

Fitness/Cross Country OAA Football Netball/Rugby Swimming

Racquet games Dance Athletics Swimming

Basketball Striking Games Athletics Swimming

Fitness Children in the Junior School in Year 3 to 5 will learn about their body and how exercise affects it. They will be taught about the cardio-vascular system and about how and why their heart beats faster when taking part in exercise.

Ball skills / Basketball In this unit, children will concentrate on basic ball skills (passing, dribbling and shooting) as well as the importance of finding space when playing games.

Football A firm favourite with a lot of children, we will be looking at improving a range of skills, including passing, communication and teamwork.

Rugby This unit is designed to both introduce rugby to those who have never played and to develop the skills of those who have. More confident and competent rugby players will also play contact rugby.

JUNIOR SCHOOL PARENT HANDBOOK

Curriculum Overview for Science

Curriculum Overview for PSHE

Science teaching in the Junior School stresses the use of thinking skills within each and every lesson. These skills play a major role in developing young scientific minds into productive members of our future academic communities.

Personal, Social, and Health Education (PSHE) helps to give children the knowledge, skills and understanding they need to lead confident, healthy and independent lives. It aims to help them understand how they are developing personally and socially, tackling many of the moral, social and cultural issues that are part of growing up. The types of questions that might come up in PSHE include: What acts indicate kindness? What makes a good ‘friend?’ How do I learn best? Why is change sometimes difficult?

38

Assessment opportunities provide a ‘baseline’ record not only to help with differentiated planning and delivery, but also to aid the children themselves when target setting and self assessing. They allow them to develop understanding as the science topics progress. Particular emphasis will be placed on investigative techniques and procedures in Science, across a broad range of scientific topics.

It is here that your child will learn about citizenship, relationships, mental and emotional health and well-being. PSHE will also cover anti-social behaviour such as bullying.

Homework will be largely centred around the children’s personal Learning Logs.

Learning opportunities take place in specific lessons as well as in assemblies, ‘Circle Time,’ special school projects and other activities that enrich children's experiences.

Tasks to be completed at home may take on a variety of forms including; worksheets, leaflets, posters or the preparation of a presentation.

Year

Michaelmas (Term 1)

Lent (Term 2)

Trinity (Term 3)

3

Rocks and Soils

Circuits and Conductors

Teeth and Moving and Growing

Habitats Changing States: Water

Keeping Warm

Magnets and Springs

PSHE themes also provide opportunities to promote the School Guiding Statements and the Student Profiles and Attributes in each and every curriculum area.

Year

Michaelmas (Term 1)

Lent (Term 2)

Trinity (Term 3)

3 and 4

Internationalism and Global Citizenship

Conflict Resolution

Relationships

Good Learning Habits

Gases around Us

4

Reversible and Irreversible Changes

Earth, Sun and Moon

Gases Around Us

Plants and Lifecycles

Changing States

5

Friction

5

Internationalism and Global Citizenship

Conflict Resolution Good Learning Habits

How We See Things

Forces in Action

Interdependence and Adaptation

Changing Circuits

More About Dissolving

Micro-organisms

Relationships

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40

JUNIOR SCHOOL PARENT HANDBOOK

Homework

42

In the Junior School homework is built into the planned curriculum and is used to follow up the learning in the classroom to consolidate and extend the children’s learning. In this way you are able to monitor the syllabus your child is following.

Sometimes your child may be enthused by a topic and wish to do extra work, or research something on the computer at home; we would encourage this and be pleased to see the results of that extra work in the classroom.

All teachers in each year group plan the homework tasks alongside the lessons to ensure that all students are receiving the same type of tasks. These tasks may be differentiated to suit the needs of various children but all students should spend roughly the same amount of time on their tasks.

Important methods:

Learning Log Some weeks, your child may be working on their Learning Log.

What is a Learning Log? Learning Logs are a way of making homework more personal and fun. They are a personal reflective journal for our children to record their knowledge and understanding in whichever way they feel is most helpful.

A task will be set that is relevant to the learning that is taking place within the classroom. Children are given the opportunity to respond to this in their own individual way and each Learning Log is unique. The work needs to be well presented, but the way that the children choose to do this is up to them.

Have a quiet area set aside Listen to your child, being encouraging at all times Keep to the same routines as much as possible Ensure that it is your child’s own work If you do help, write on the homework to let your teacher know Do not mark or correct the work Discuss similar examples, but do not do the exact task Sign the diary so that the class teacher is aware you have seen it Liaise with the class teacher regularly through this diary Homework is set on differing days weekly depending on the year group. No homework will be set which is required the next day.

Year 3 – Building up to 1 hour per week as the term progresses. Typically this will be some Mathematics and English/Learning Logs. Additionally, reading, spelling and a little Chinese are expected to be practiced for a short period every night.

Year 4 – 1½ hours per week consisting of Mathematics, English and their Learning Logs / Topic. Additionally, reading, spelling and a little Chinese are expected to be practiced for a short period every night.

Year 5 – 2 hours per week consisting of Mathematics, English and their Learning Logs/ Topic. Additionally, reading, spelling and a little Chinese are expected to be practiced for a short period every night.

How will feedback be given?

In partnership with children making links and recording their own learning, is the need for quality time for feedback. When each log entry is returned to school, the children will spend time looking at one another’s entries and provide positive and constructive feedback. Along with their own comments, the teacher’s comments will also be added to a feedback sheet found in the back of each Learning Log.

How often will my child have a task and how long should they spend on it?

Two weeks will be given for the completion of each task set. Each task will be accompanied by a clear hand-in date.

Years 3 and 4 Children should spend around 45 minutes per week to complete their log task. Homework assignments such as spelling, reading and Mathematics tasks will be set as normal each week.

Years 5 Children should spend around 60 minutes per week to complete their log tasks.

Many children may wish to spend longer, particularly on the elements they find most enjoyable. Whilst we encourage such dedication, we ask that you help us to achieve a balance and help your child manage their time effectively at home.

Homework should increasingly promote independent study and research skills. The Home School Diary provides a means by which children can organise their own study commitments in an efficient way. Our aim is to encourage children to develop motivation, self-discipline and sound study habits to ensure they make the most of the educational opportunity extended to them. Children are expected to keep an accurate and neat record of homework set in the appropriate pages of their Home School Diary.

Dulwich College (Singapore), Junior School, 71 Bukit Batok West Avenue 8, Singapore 658966 www.dulwich-singapore.edu.sg CPE Registration Number: 201027137D Period of Registration: 09 January 2012 to 08 January 2016