Dulwich College Suzhou Junior School by Dulwich College Suzhou

College Guiding Statements DEVELOPED BY OUR COMMUNITY TO GUIDE EVERYTHING WE DO

Motto:

Detur Pons Mundo – Building bridges to the world 通向世界的桥梁

Vision:

Dulwich College Suzhou aspires to be respected internationally as a community committed to developing individuals who seize and act ethically upon the breadth of opportunity the world presents.

Children come first when:

1. The College educates the whole child 2. The College provides a safe, secure and stimulating environment 3. The College recognises that we gain knowledge and understanding of the world by questioning and actively solving problems 4. The College emphasises the benefits and responsibilities of working collaboratively together 5. The College values awareness of the natural world and its resources 6. The College prepares children to live their lives honestly with a spirit of respect for themselves and others 7. The College understands that meaningful, life long learning involves taking risks 8. The College challenges each child to be the best that they can be and supports them in this

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.

Contents INTRODUCTION TO THE JUNIOR SCHOOL ............................................................................................................... 4 JUNIOR SCHOOL DAY ........................................................................................................................................................ 4 THE JUNIOR SCHOOL TEAM........................................................................................................................................... 5 BEHAVIOUR FOR LEARNING ....................................................................................................................................... 12 BEHAVIOUR EXPECTATIONS ....................................................................................................................................... 16 SAFETY AND SECURITY IN JUNIOR SCHOOL ........................................................................................................ 18 CALENDAR 2016/17 .......................................................................................................................................................... 19 COMMUNICATION ............................................................................................................................................................ 21 TERM DATES: ..................................................................................................................................................................... 22 FRIENDS OF DULWICH (FOD) ...................................................................................................................................... 23 ILLNESS................................................................................................................................................................................ 25 LOST PROPERTY ............................................................................................................................................................... 27 LUNCHTIMES ..................................................................................................................................................................... 27 SPECIAL EVENTS .............................................................................................................................................................. 29 SUMMARY OF SCHOOL EXPECTATIONS .................................................................................................................. 30 UNIFORM ............................................................................................................................................................................. 31 WHAT SHOULD MY CHILD BRING TO SCHOOL? .................................................................................................. 32 WHAT TO DO IF YOUâ&#x20AC;¦ .................................................................................................................................................... 33 INTRODUCTION TO THE CURRICULUM ................................................................................................................. 35 CURRICULUM OVERVIEW FOR ART & DT ............................................................................................................. 36 CURRICULUM OVERVIEW FOR ENGLISH ............................................................................................................... 38 CURRICULUM OVERVIEW FOR THE INTEGRATED CURRICULUM.............................................................. 40 CURRICULUM OVERVIEW FOR MANDARIN .......................................................................................................... 42 CURRICULUM OVERVIEW FOR MATHEMATICS .................................................................................................. 44 CURRICULUM OVERVIEW FOR MUSIC .................................................................................................................... 46 CURRICULUM OVERVIEW FOR PE ............................................................................................................................ 48 CURRICULUM OVERVIEW FOR PSHE ...................................................................................................................... 50 CURRICULUM OVERVIEW FOR SCIENCE ................................................................................................................ 51 TECHNOLOGY IN THE JUNIOR SCHOOL .................................................................................................................. 53 ADDITIONAL EDUCATIONAL NEEDS ........................................................................................................................ 55 LEARNING DISPOSITIONS IN THE JUNIOR SCHOOL ........................................................................................... 58 HOMEWORK ....................................................................................................................................................................... 59 LEARNING LOG ................................................................................................................................................................. 60 JUNIOR SCHOOL FLOOR PLAN .................................................................................................................................... 61 THE COLLEGE SONG ....................................................................................................................................................... 65

School Details: Junior School Office

Mavis Wei: 0512-6295 5819

Lemon Ling: 0512-62952073 Fax: 0512-62957540

PE Office

0512-6295 3316

Staff email

firstname.surname@dulwich-suzhou.cn

School Address

360 Gangtian Road, Suzhou, SIP 215021

Website

www.dulwich-suzhou.cn

Welcome to Junior School 3

Introduction to the Junior School 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. Dulwich College Suzhou is a purpose built school set in its own grounds. The Junior School caters for children aged 7 to 11 years old. The classrooms are light and airy and well-resourced in order to meet the needs of the curriculum. 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 course, our host country China. The children have specialist lessons each week for PE, Music, and Mandarin. Older year groups additionally have specialist lessons for Design & Technology and Art.

Junior School Day

Monday to Friday 08:10 – 08:15

Registration

08:15 – 08:40

Guided Reading

08:40 – 09:30

Lesson 1

09:30 – 10:20

Lesson 2

10:20 – 10:40

Morning Break

10:40 – 11:35

Lesson 3

11:35 – 12:30

Lesson 4

12:35 – 13:25

Lunch

13:25 – 14:20

Lesson 5

14:20 – 15:15

Lesson 6

15:15 – 15:30

Circle Time

15:45 – 16:45

After School Activities (Optional)

The Junior School Team

Leadership Team

Ruth Whymark Head of Junior School Tel: 0512 6295 7532 ruth.whymark@dulwich-suzhou.cn

Mark Johnson Deputy Head of Junior School Tel: 0512 6295 5813 mark.johnson@dulwich-suzhou.cn

Rebecca Sha-Harvey Assistant Head Lower Key Stage 2 4D Class Teacher rebecca.sha-harbvey@dulwich-suzhou.cn

Richard Hallam Assistant Head Upper Key Stage 2 6D Class Teacher richard.hallam@dulwich-suzhou.cn 5

Class Teachers

Rowan Kohll Emma Trasler 3D Class Teacher 3C Class Teacher rowan.kohll@dulwich-suzhou.cn emma.trasler@dulwich-suzhou.cn

Joseph McConnell Head of JS PHSE 3S Class Teacher joseph.mcconnell@dulwich-suzhou.cn

Emma Ventham Emma Colling Natasha Simpson Head of JS IC 4C Class Teacher 4S Class Teacher 3Z Class Teacher emma.colling@dulwich-suzhou.cn Head of JS English emma.ventham@dulwich-suzhou.cn natasha.Simpson@dulwich-suzhou.cn

Mark Vincent 4Z Class Teacher mark,vincent@dulwich-suzhou.cn

Lorna Jutton 5D Class Teacher lorna.jutton@dulwich-suzhou.cn

Asif Malik Head of JS Mathematics 5C Class Teacher asif.malik@dulwich-suzhou.cn

Carly Emes Head of JS Science 5S Class Teacher carly.emes@dulwich-suzhou.cn

Thomas Grace Head of JS English 5Z Class Teacher thomas.grace@dulwich-suzhou.cn

Philip Randall 6S Class Teacher philip.randall@dulwich-suzhou.cn

Amy Jones Head of JS Sustainability 6Z Class Teacher amy.jones@dulwich-suzhou.cn

Grace Liu 3D & 3Z TA grace.liu@dulwich-suzhou.cn

Ella Chen 3C & 3S TA ella.chen@dulwich-suzhou.cn

Glory Goh Head of JS ICT 6C Class Teacher glory.goh@dulwich-suzhou.cn

Alan Wang Head of Junior School TAs/5S TA alan.wang@dulwich-suzhou.cn

Eileen Jiang 4D & 4S TA eileen.jiang@dulwich-suzhou.cn

Sara Yu 4C & 4Z TA sara.yu@dulwich-suzhou.cn

Jodie Zhou 6D & 6C TA jodie.zhou@dulwich-suzhou.cn

Peter Collier Head of EAL peter.collier@dulwich-suzhou.cn

David Fan 5D & 5C TA david.fan@dulwich-suzhou.cn

Yan Wang 6S & 6Z TA yan.wang@dulwich-suzhou.cn

Mitra Zunuzi EAL Teacher mitra.zunuzi@dulwich-suzhou.cn

Jenny Wu 5Z TA jenny.wu@dulwich-suzhou.cn

Jack Cao Art TA jack.cao@dulwich-suzhou.cn

Bernadine Cassimer EAL Teacher bee.cassimer@dulwich-suzhou.cn

Andrew Mellows Support Teacher andrew.mellows@dulwich-suzhou.cn

Mary Giles Director of Music Head of Junior Music mary.giles@dulwich-suzhou.cn

Jackie Sun JS Music Teacher jackie.sun@dulwich-suzhou.cn

Jennifer Sykes Head of AEN jennifer.sykes@dulwich-suzhou.cn

Graeme Abernethy JS Music Teacher graeme.abernethy@dulwich-suzhou.cn

Anna Li JS Music Teacher anna.li@dulwich-suzhou.cn

Gemma Ryan Head of JS Art gemma.ryan@dulwich-suzhou.cn

Robert Grice JS/SS Music Teacher robert.grice@dulwich-suzhou.cn

Jessie Zhang JS Music TA jessie.zhang@dulwich-suzhou.cn

Grace Zhang Head of JS Mandarin grace.zhang@dulwich-suzhou.cn

Vivian Lu Mandarin Teacher vivian.lu@dulwich-suzhou.cn

Lisa Hu

Hygeia Guo

Head of DUCKS Mandarin

Mandarin Teacher

lisa.hu@dulwich-suzhou.cn

hygeia.guo@dulwich-suzhou.cn

Sissi Wu

Lulu Liu

Mandarin Teacher

sissi.wu@dulwich-suzhou.cn

Christopher Scott Kathleen Buehler Director of Sports Head of JS PE chris.scott@dulwich-suzhou.cn kathleen.buehler@dulwich-suzhou.cn

lulu.liu@dulwich-suzhou.cn

Peter Roberts JS/SS PE Teacher peter.roberts@dulwich-suzhou.cn

Jamie Lally JS/SS PE Teacher jamie.lally@dulwich-suzhou.cn

Fiona Shea Junior School Librarian fiona.shea@dulwich-suzhou.cn

Sunny Niu Junior School Library Assistant sunny.niu@dulwich-suzhou.cn

Administrative Staff with Area of Responsibility

Mavis Wei PA to Head of Junior School

Junior School Office mavis.wei@dulwich-suzhou.cn

Cathy Dong Junior School Nurse Room J116 cathy.dong@dulwich-suzhou.cn

Lemon Ling Junior School Office Assistant Junior School Office lemon.ling@dulwich-suzhou.cn

Taylor Weng Cashier & Finance Assistant J226 taylor.weng@dulwich-suzhou.cn 11

Vivian Ge Operation Deputy Manager Room J301 vivian.ge@dulwich-suzhou.cn

Behaviour for Learning Behaviour at DCSZ Junior School is very good. This policy and practice is underpinned by our College Guiding Statements and particular the following aspects: Children come first when: • The College educates the whole child • The College provides a safe, secure and stimulating environment • The College recognises that we gain knowledge and understanding of the world by questioning and actively solving problems • The College emphasises the benefits and responsibilities of working collaboratively together • The College prepares children to live their lives honestly with a spirit of respect for themselves and for others • The College challenges each child to be the best they can be and supports them in this This policy follows and links with DCSZ’s anti-bullying policy to establish, maintain and reinforce positive behaviour. At DCSZ we aim to establish a culture and ethos for the school community which mirrors the ‘BASICS’ model outlined below as follows:1. BELONGING Individuals feel approved of and respected by others. Students with a sense of ‘belonging’ feel recognised and acknowledged. They feel part of a group which is of importance to them. They experience the feeling of being trusted, and so, respond with loyalty and commitment to the school, their class, school rules etc. 2. ASPIRATIONS Creating a culture in which learning has a purpose and in which all aspire to do well. Aspirations provide motivation and a feeling that purpose, learning and achieving well is important and beneficial to the individual. At DCSZ we encourage all members of the school community to be responsible for their own learning and actions. 3. SAFETY At DCSZ we aim to ensure that all feel safe and secure and have a strong sense of certainty; roles and responsibilities are clearly understood. Expectations and ground rules are explicit, defined and accepted. 4. IDENTITY DCSZ is a community in which all are respected and recognised as individuals. All students are treated as individuals, and every effort is made to ‘name’ pupils as much as possible and to get to know them as individuals, by taking and showing an interest in them as such. 5. CHALLENGE At DCSZ we aim to create a ‘high challenge, low stress’ environment. We aim to ensure that all appreciate that levels of ‘challenge’ are relative to one’s own learning and progress. We aim to ensure that all understand and can measure their own progress in order to set realistic and challenging targets. DCSZ aims to be a place where all are challenged to succeed; where mistakes are welcomed as part of the learning process and where there is a ‘can do’, ‘no blame’ culture. 6. SUCCESS Regular and positive affirmation of success – however large or small – reinforces good behaviour, good good work and successful learning. We aim to use descriptive praise (ie explaining to the child why and 12

how they have done well) as much as possible. In this way students have an awareness of their own strengths and an understanding of their weaknesses. Research has shown that, in order to maintain a successful learning environment there should be four positive ‘actions/statements’ in favour of one one ‘negative’. Staff are role models, positively reinforcing and valuing students and other adults as individuals by recognising and praising achievement, being polite, respectful and sensitive to other people's feelings. ‘Catching students being good’ reinforces good behaviour. Attention to bad behaviour can result in continued bad behaviour as a form of attention seeking. These 6 areas underpin DCSZ’s guiding statements and ensure their implementation and a positive ethos. Staff should ensure that the educational provision and the curriculum are appropriate to the students’ learning needs and that their delivery of this motivates and inspires learners. Work that is too hard or not challenging enough can result in students behaving inappropriately. Through effective assessment for learning strategies staff should work to ensure that the provision matches the needs of the students consistently.

Positive Behaviour Management in the Junior School

Golden time In Junior School teachers organise their Golden Time by starting everybody on 30 minutes and deducting any minutes for Non-Golden behaviour. These minutes can be re-gained in the course of the week. Golden Time is awarded across the school on Fridays. This recognises and rewards all those children who always behave well and do what is expected. Others can have time removed from Golden Time as a sanction for misbehaviour. Behaviour and achievement is embedded within agreed Class Charters. Our assemblies in the Junior School are designed to reinforce this ethos along with our guiding statements. In the Junior School there is a positive behaviour management system of issuing house points for exemplifying the College Guiding statements as well as adhering to the individual Class’ Agreed Charter. Teachers are encouraged to be specific about describing the behaviour of the child e.g ‘I have given you a house point because you are following my instructions straight away’ or for exhibiting behaviour which exemplifies any of our school guiding statements. Recording of Incidents In order to focus a student on their behaviour, and ways in which to improve it, incident sheets are completed as a record of misbehaviour. Witnesses and victims of misbehaviour are also asked to complete a ‘reported incident sheet’. This allows the teacher and / or Assistant Head to investigate thoroughly an incident that might occur in the classroom or playground. These are filed in the classroom incident file which allows the teacher or year group leader to track any patterns of behaviour that might emerge from individuals. The teacher will always investigate in the first instance and if appropriate ask the year group leader to become involved through completing a Peach form. Incidents of a serious nature are automatically peach formed and students complete an incident form as a matter of course. These are referred to the Assistant Head and Headteacher as soon as the incident comes to light, following a full investigation. At times, a teacher will decide, as a result of good or poor behaviour, to contact the student’s parents or carers to inform them. If for poor behaviour, this will be noted in the incident file, ensuring there is a record of the contact with parents over the matter. If more serious then the Assistant Head will make contact with the student’s parents or carers or even arrange a meeting to discuss ways forward and the school’s concerns. Housepoints In the Junior School, housepoints are awarded for excellent effort, attitude, behaviour and work. Each classroom should display a housepoint chart where a sticky spot or coloured in square can represent the 13

housepoints gained. Once a child has gained a housepoint for an excellent piece of work, it should never be taken away as a sanction. At 50 housepoints the students are awarded a certificate, 100 housepoints equals a silver certificate and the opportunity to choose a prize from the Assistant Head and 200 housepoints the students gain a gold certificate and another prize. These are presented during assembly. Star of the Week Each Friday there is an opportunity to recognise the star of the week in assembly. Stars of the Week are those children who have achieved especially marked results in work or in behaviour, kindness etc. There is one chosen per class per week. All teachers record this each week to ensure that all children have a go and that none are favoured. Other Procedures and Roles / Responsibilities for Behaviour Management Teachers Teachers have direct responsibility for the behaviour management within their class. Class teachers ensure that rules, rewards and sanction procedures are agreed and understood at the beginning of each year by all the students in the class. This will be done in the form of a ‘contract’ or class charter with the student involved. Alongside staff, the students have a right to contribute to this process and also a responsibility to abide by the agreed class contract. Whilst every effort is made to promote and maintain the positive ethos already described, in the event of inappropriate behaviour, class teachers and TAs may utilise one or more of the following strategies: • talk one to one with the student concerned • give ‘time-out’ to the student or time in a partner class • keep the student in at lunch/break time • discuss the difficulty with the Assistant Head • contact the parent/carer at an early stage and discuss the problem • use the peach, or yellow form to record • use a Home School book for two way communication • set positive daily behaviour targets – in conjunction with the Assistant Head, with the possible use of a Daily Behaviour Record Sheet • consult with the AEN Coordinator about a student’s learning / behaviour needs • check that the work is differentiated and appropriate for the student’s ability Class teachers have direct responsibility for their class and displaying rules, class charters, rewards and sanctions. Students Students at DCSZ are always asked to make the right decision. Students being given responsibility and acting in conscientious, responsible, kind and friendly ways is at the heart of our ethos. Prefects and our School Council – all are vehicles for encouraging responsibility, good decisionmaking and good behaviour around the school. Parents/Carers Parents /Carers are asked to support the school. They have a responsibility to: • support the aims of the Behaviour Policy • work in partnership with the school to reinforce expectations regarding good behaviour • attend meetings when requested to discuss behavioural concerns • contact the school if they have any concerns regarding their child’s or any other student’s behaviour. Teaching Assistants, other support staff and admin staff 14

Teaching Assistants (TAs), alongside administrative staff, should fully implement the school behaviour policy. It is expected that support staff will apply positive behaviour management with students, yet challenge inappropriate behaviour when necessary. For consistency in our classrooms, TAs must discuss with the class teacher: • agreed class rules and expectations • any incidents of inappropriate behaviour Assistant Heads Assistant Heads have a responsibility to support teachers in managing behaviour and to create a positive and effective learning environment. As part of their role they should: • encourage a positive attitude to school and encourage good behaviour and co-operative attitudes through assemblies • discuss students’ difficulties with the class teachers and suggest strategies for support • reinforce the behaviour management strategies of teachers • manage incident recording in the classroom, via incident sheets, and the peach, red and yellow forms system. Class teachers and Assistant Heads will contact parents when appropriate. AEN Coordinator It is the responsibility of the AEN Coordinator to monitor children with Additional Educational Needs (AEN) including medical, emotional and behavioural difficulties. S/he should provide support and encouragement for colleagues by: • providing help and guidance regarding the suitability of work for students with learning difficulties • monitoring Individual Education Plans (IEPs) • helping to devise specific behaviour management plans for students • helping to set up behaviour targets • helping to collect data • organising AEN reviews • liaising with support agencies • attending meetings and liaising with parents when required • regular contact and providing support for students experiencing emotional and behavioural difficulties. Head of School The Head of the Junior School has responsibility for the implementation of the School Behaviour Policy and to ensure consistency throughout the school by: • supporting all staff with behavioural issues • contacting and/or meeting parents regarding serious behavioural issues • making decisions regarding temporary and permanent suspensions Guidelines for Suspension Internal Suspension: At DCSZ we will always aim to avoid suspension if at all possible. In most cases a serious breach of our behaviour guidelines will sustain an ‘internal suspension’ (ie a student will complete his/her work in another class, rather than his/her own for half or whole day – he/she will also miss playtimes during the day).

Behaviour Expectations School Rights and Responsibilities Everyone has rights & it is everyone’s job to ensure that their own rights & the rights of other people are protected. Sometimes students need an explanation or translation about everyday behaviour. That is what “Rights and Responsibilities” is all about. These rights and responsibilities apply to all people (students & staff) YOU HAVE A RIGHT TO fair and equal treatment. YOU HAVE A RIGHT TO be safe. YOU HAVE A RIGHT TO be heard. YOU HAVE A RIGHT TO be respected. YOU HAVE A RIGHT TO learn & to do your job. YOU HAVE THE RESPONSIBILITY TO: treat others with respect & consideration make school safe by following safety rules and not causing injury to others & not damaging/ using the property of others without their permission. Walking around school is essential. participate in classroom activities appropriately by listening, speaking, or writing. respect others, adults and students, and uphold their rights. LEARN. You will prepare for class, be on time, pay attention, complete work, and not distract yourself or others.

On the Buses All children should know the following rules for the buses: • • • • • •

Follow the instructions of the bus monitor at all times; Wear a seatbelt at all times; Stay in the bus seat until the bus has stopped moving; Treat others with respect; Show care and consideration for others at all times; Be safe and keep others safe through considerate behaviour.

If a child chooses to break a rule on the bus the following actions will be taken. A child should always be told what the next sanction will be. 1st time: Warn the child firmly that their behaviour is not acceptable. If it involves other children bring them together to discuss the situation. Explain the acceptable way of behaving and warn the children they will be watched very carefully. 16

2nd time: If the poor behaviour recurs then the child will be made to sit next to the bus monitor when the bus stops. The bus monitor will fill in a behaviour referral sheet and pass it to the class teacher for action. Bus Incident Referral Action: • • • •

The class teacher will deal with 1st Referral. 2nd Referral will be dealt with by the Assistant Head and will result in the child missing a lunch time play filling in a reflection sheet. 3rd Referral will be dealt with by the Head of School and will potentially result in a fixed period exclusion from the bus service. 4th Referral will be dealt with by the Headmaster and will result in the child being excluded from the bus service for the rest of that academic year.

Safety and Security in Junior School Entry to the Campus Parents can request a security ID badge from admissions@dulwich-suzhou.cn which identifyies them as parents of an enrolled child at The College. These are to be shown to the security guards at the gate for entry to the campus. If you do not have this security ID badge you must sign in as a visitor at the guardhouse at the gates and will be asked to show some form of photo ID. You will then be issued with a temporary visitors’ badges. Guards have written information about these procedures in English, Chinese and Korean for parents and visitors if required.

Safety on Campus In putting children first in all that we do, Dulwich College Suzhou adheres to the Dulwich International Colleges Safeguarding Framework to be certain that every step is taken to ensure the health, safety and wellbeing of every child. This includes regular reviews of the physical safety of the buildings and the environment along with routine evacuation drills. All staff also undergo regular safeguarding training to ensure the physical, emotional and social well-being of every child is paramount.

Volunteers Where a parent or other volunteer helps on a one-off basis, he/she will only work under the direct supervision of a member of staff, and at no time have one to one contact with children. However, if a parent or other volunteer is to be in school regularly or over a longer period then they will receive a brief safeguarding induction and sign a Volunteer Safeguarding Statement.

Digital Safety Dulwich College Suzhou has a commitment to be a digitally safe community. E-safety is an integral part of the curriculum. The use of ICT equipment and systems are well monitored and appropriate actions are taken where issues are identified. We understand that parents like to take photos of or video record their children in the school play, or at sports day, or school presentations. This is a normal part of family life, and we will not discourage parents from celebrating their child’s successes. However, if there are Health and Safety issues associated with this, e.g. the use of a flash when taking photos could distract or dazzle the child, and cause them to have an accident, we will encourage parents to use film or settings on their camera that do not require flash. If a parent has indicated to the school that they would not like their child’s photograph or video to appear in the school’s materials, brochures, websites, advertisements or press releases, we will ensure that the parent’s wishes are fulfilled. The school cannot however be held accountable for any digital media recording taken by parents or members of the public at school functions.

Calendar 2016/17 Month

Aug

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Jun

M 1 8

T 2 9

W 3 10

TH 4 11

F 5 12

SAT 6 13

SUN 7 14

Event st

1 –2 th

Aug: New Staff arrive

8 -10 Aug: Induction for New Staff; 11 -17 Aug: Teacher Planning th

17 Aug: New Families Orientation Day

22 29

23 30

24 31

18 Aug: First Day of Term 1

5 12 19 26

6 13 20 27

7 14 21 28

1 8 15 22 29

2 9 16 23 30

3 10 17 24

4 11 18 25

3 10 17 24 31 7 14 21 28

4 11 18 25 1 8 15 22 29

5 12 19 26 2 9 16 23 30

6 13 20 27 3 10 17 24

7 14 21 28 4 11 18 25

1 8 15 22 29 5 12 19 26

2 9 16 23 30 6 13 20 27

5 12 19 26

6 13 20 27

7 14 21 28

1 8 15 22 29

2 9 16 23 30

3 10 17 24 31

4 11 18 25

2 9 16 23 30

3 10 17 24 31

4 11 18 25

5 12 19 26

6 13 20 27

7 14 21 28

1 8 15 22 29

6 13 20 27

7 14 21 28

1 8 15 22

2 9 16 23

3 10 17 24

4 11 18 25

5 12 19 26

6 13 20 27

7 14 21 28

1 8 15 22 29

2 9 16 23 30

3 10 17 24 31

3 10 17 24 1 8 15 22 29

4 11 18 25 2 9 16 23 30

5 12 19 26 3 10 17 24 31

6 13 20 27 4 11 18 25

7 14 21 28 5 12 19 26

1 8 15 22 29 6 13 20 27

2 9 16 23 30 7 14 21 28

2 9 16

3 10 17

4 11 18

13 Sep: JS Prefects Investiture th

15 Sep: Mid-Autumn Festival Holiday – College Closed th

19 -23 Sep: China Week Trip rd

3 -7 October: Mid-Term Break – College Closed

2 Nov: Parent Teacher Consultation Day - College Closed rd th 3 -4 Nov: Staff Professional Learning - College Closed th

11 Nov: Remembrance Day th

25 Nov: Christmas Tree Lighting Ceremony

16 Dec: Last day of Term 1 ( Half Day) th

19 Dec – 6 Jan: Winter Holidays – College Closed

9 Jan: First Day of Term 2 rd

23 Jan -5 Feb: Chinese New Year Holidays – College Closed

27 Feb: JS Production

4 11 18 25

5 12 19 26

9th Mar: Parent Teacher Consultation Day – College Closed

31 Mar: Last Day of Term 2 rd

3 -7 Apr: Spring Break – College Closed th

10 Apr: Staff Professional Learning – College Closed th

11 Apr: First Day of Term 3 st

1 May: May Day Holiday – College Closed th 13 May: Founder’s / International Day

30th May: Dragon Boat Festival – College Closed

5 12

6 13

7 14

1 8 15

23 Jun: Last Day of School (Half Day) 19

Communication

Communication 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 2 designated days per week, unless a specific need should arise. The newsletter will be available on the Parent Portal every Friday afternoon. The school calendar, copies of school letters, details of our events and activities, together with information about buses, uniform, lunches, FoD news and more can now be found on the Parent Portal. Please make sure you can login to access this information. If you have any problems accessing the Parent Portal you can contact communications@dulwich-suzhou.cn Parental requests for a hard copy can be made to Headmaster’s PA.

master_pa@dulwich-suzhou.cn , the

Class Dojo The Junior School uses an online platform called ‘ClassDojo’ which is available to all parents. Log in details will be given to you when you first join The College. Teachers and staff use Class Dojo to provide ongoing information about what children are learning on a weekly basis. It also allows parents to see their child’s weekly total of house points that they have earned and is the main method of communication between home and school. If you wish to contact the Head of Junior School/Deputy Head or Assistant Heads please use the relevant email address rather than the message function in class dojo.

Using the Student Diary in the Junior School Students should: ● Take this diary to school every day and keep a record of homework details; ● Keep a record of assessment results; ● The reading journal section should be used every day and signed by your parents and teacher each week; ● Regularly check this diary for planning purposes. Parents should: • Regularly check & sign this diary for details of homework, assessment results and general information. Teachers should: • Regularly check this diary for details of information from parents.

Overview of Reporting to Parents Term 1

Settling In Card Parent Teacher Consultation Day Academic Progress Card 1

Term 2

Full Report Parent Teacher Consultation Day

Term 3

Student Diary Junior School

Academic Progress Card 2

Parents Handbook

School Magazine

Junior School Parents Handbook

Term Dates: Term 1

18 August 2016 to 16 December 2016

Golden Week Holiday

1 October to 9 October – College Closed

Term 2

9 January 2017 to 31 March 2017

Chinese New Year

21 January to 5 February – College Closed

Term 3

11 April 2017 to 23 June 2017

May Day Holiday

1 May – College Closed

Dragon Boat Festival

30 May – College Closed

Friends of Dulwich (FOD) Parent Representatives Each class is represented by a parent representative. These are normally appointed on a first volunteer, first appointed system. The role also can be job shared, if appropriate. The primary function of the class rep is to facilitate communication between class teachers and parents in relation to volunteers for the classroom or special events. The Class Reps 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. These class representatives form the backbone of our parents association or FoD.

Friends of Dulwich The FoD Executive Committee, plays an active role in the community at DCSZ. The object of the Friends 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 DCSZ we value our parents. To that end our parents have their own lounge, which is situated, on the 1 floor in Room J101 in the main building. It is in the rear entrance to the Junior School 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 Ayis. 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 soon be in contact with you. A notice board is provided for parents or businesses to advertise events, sales or products. A small fee is charged for advertising on the notice board and this serves to fund refreshments and other consumables for the Parents lounge.

Our Community 24

Illness The nurse is situated on the ground floor next to the Coffee Shop Reception area. If students become unwell whilst at school they will be taken to the nurse. Parents will receive a note or phone call from the nurse advising them of their child’s condition and first aid will be given at school. If nurse feels it is necessary, she will contact parents and ask for the students to be picked up as soon as possible. If she cannot contact parents, she will telephone one of the student’s emergency contacts and ask them to come and collect the student. It is, therefore, essential that your emergency contacts are aware of their responsibilities. The person coming to pick up the student must present their parent ID card to the nurse and sign the early leave form before leaving with the student.

Emergency In the event of an emergency of life-threating situation, every effort will be made to contact the parents or a nominated emergency contact, who will be asked to meet the child in the designated hospital. The student will be transferred by ambulance to the nearest hospital of Suzhou Children Hospital or Kowloon Hospital. Parents may also be required to call the school nurse or the emergency room to give permission for treatment to commence.

Keeping your child at home Students should not be sent to school if they are unwell. If students are unwell in the morning and unable to come to school, please notify the Junior School Office before 8.30am. Staying at home will help to speed up the recovery process and also reduces the risk of infection for others in school. If your child has any of the following symptoms, please keep him/her at home: • Fever: temperature of 38℃ (100.4 ℉ ) or higher. Only return to school if fever-free for 24 hours without taking medication. • Vomiting: Your child may return to school if vomiting-free for 24 hours following the last episode of vomiting. • Diarrhea: more than one watery stool in a 24 hour period, especially if the child acts or looks ill. • Chronic cough and/or runny nose: continual coughing and greenish nose discharge. Conditions may be contagious and may require treatment from your health care provider. • Undiagnosed rash: body rash, especially with fever or itching. • Earache: If your child has earache with fever should visit a doctor. If your child has earache with no fever then your child may attend school, but he/she may need medical treatment and follow-up. • Eye infection: Acute conjunctivitis or thick mucus or puss draining from eye. • Unusual appearance, behaviour: abnormally tired, pale, lack of appetite, difficult to wake, confused or irritable. This is sufficient reason to exclude a child from school.

Contagious disease It is requested that parents to report to class teacher or school nurse as soon as possible if their children are diagnosed with any contagious disease by a physician. The health statement by a physician will be required prior to re-admittance if necessary. Our school follows the Suzhou Center for Disease Control and Prevention (CDC) recommended schedule to keep students who are diagnosed with contagious disease from the school campus.

We adhere to the following exclusion periods for contagious disease:

Contagious Disease

Exclusion Period

C hickenpox

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

C onjunctivitis

For 24 hours after treatment has started and discharge has ceased

Hand, Foot & Mouth Disease

For two weeks and when all blister 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 48hours 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

Head Lice If we have a case of head lice we will inform all parents at the school and ask that they check their child’s hair to prevent further spreading. The nurse is happy to check students’ hair upon request. If a child is found to have head lice, we ask that parents keep children at home. The nurse will check your child’s hair on arrival when they return to school.

Medicine at school School medication guards against students having medications in their possession, so it is requested that all medications and supplies must be transported to school nurse by parents personally. Parents must submit written medicine authorization form to school nurse office for notification and approval of any medication to be administered while on campus. The medicine authorization form can be downloaded on our school website. The nurse will administer medicine in nurse’s office in accordance with the instruction written by parents on the form.

Lost Property Whatever comes to school must be clearly named. The children are responsible for their belongings. This helps the children (and us) try to find mislaid clothing and belongings. The Bus Monitors will centrally store lost property 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 where lost property is stored. This is located opposite the rear entrance to the Junior School building at the end of the Year 3 & 4 corridor.

Lunchtimes Children can choose a three-course lunch, which is served by Chartwells, or they may bring a packed lunch from home. This social occasion takes place in the school dining room with staff and children eating together. Good table manners are encouraged. There is a College nutrition committee made up of parents and staff. We do not offer a heating service for home lunches. However children are welcome to bring their own lunches from home. If you plan for your child to bring a home lunch it is wise to inform the classroom teacher in their diary book to ensure there is no confusion with Chartwells. There is a morning snack time each day. If your child has a lunch provided by Chartwells, then Chartwells will also provide them with the morning snack. However, if your child brings a lunch from home then it is necessary for them to bring their own snack for the morning as Chartwells includes snack in the cost of lunches. It is important that your child has a healthy snack each day. We do not allow sweets, chocolate or sugary items as snacks and these should not be brought into school. We aim to promote positive and healthy eating habits and with this in mind we suggest the following items for snacks: cheese, sliced fruit, raisins, crackers, sandwiches, yogurt. It is important that your child brings a water bottle to school each day, which is clearly labelled with their name and class. NB* â&#x20AC;? Dulwich College is a nut free environment. 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.

Special Events

Special Events Each year, the children take part in a Christmas Performance. They also take part in a class assembly. Over the course of the year, they participate in celebrations and activities which may include the following examples: International Day, Earth Day, Book Month, 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 your child’s teacher that there are no children in the class with any food allergies. •

Please remember Dulwich College, Suzhou is a nut‐ free environment.

Houses Each child is allocated to a House. There are four Houses at Dulwich College, Suzhou: Anand, Howard, Shackleton and Wing. Siblings automatically join the same House. During the course of the year, there are a number of Inter House competitions.

Anand

Purple

Howard

Red

Shackleton

Green

Wing

Blue

Summary of School Expectations Attendance All children should be in class by 8:10am. 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.

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

Haircuts Children are expected to keep their hair well-groomed. Extreme hairstyles are forbidden, this includes hair colouring and gel. Shoulder length hair should be tied back.

Naming of Possessions All possessions must be clearly labelled in a permanent manner.

Valuables Junior School children are responsible for any items brought 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: Drugs, cigarettes, fireworks, matches, jewellery, gum and computer software.

Mobile Phones Personal mobile devices (such as tablets and mobile phones) are permitted for use on the school bus and after school, with the direct permission of a member of staff given in advance. It is to be turned off and kept in the school bag during school hours. Laptops and tablets may be used in lessons with the permission and direction of a member of staff.

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.

Uniform All children wear school uniform, which is available from the school uniform shop in the Junior School building. Pride in the wearing of the uniform is something which we feel strongly about and children should have their shirts tucked in with their ties done up correctly. Please note also that all children should wear black leather shoes. The same standards apply for the wearing of sports gear. No departure from the correct uniform will be accepted. All articles of clothing must be named. Teachers are required to enforce the dress code at all times and to encourage students to take pride in their appearance. School 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). • Once PE lessons are finished the student must change into their school uniform for the remainder of the day • Students may wear a watch and may wear only two simple earrings, one in each ear. No other jewellery may be worn unless of a religious significance. • Make-up is not permitted. This includes nail varnish. • Black polished shoes and navy socks are a uniform requirement. Training-type shoes, high heels, wedges, open-toed sandals and sling backs are not permitted. Boys Summer:

Girls Summer:

Navy shorts White College shirt (Short-sleeve) Boys College Tie Navy Jumper if needed Navy Socks Black leather shoes

Navy skorts White College blouse (Short-sleeve) Girls College Tie Navy cardigan if needed Navy socks Black leather shoes

Winter: Navy trousers White College shirt (Long-sleeve) Boys College tie Navy jumper Navy socks Black leather shoes College blazer Black leather shoes

Winter: College Kilt White College blouse (Long-sleeve) Girls College tie Navy cardigan Navy stockings Black leather shoes College blazer Black leather shoes (a short black leather boot may be worn in winter, this should not be knee length. No Ugg boots are permitted)

Best Dressed: Navy trousers/Navy shorts (depending on season) White College shirt Boys College tie Navy jumper if needed College blazer Navy socks Black leather shoes

Best Dressed: Navy skorts/College Kilt (depending on season) White College blouse Girls College tie Navy jumper or cardigan if needed College blazer Navy stockings or knee-high socks Black leather shoes

The PE and House uniform are to be worn when needed

The PE and House uniform are to be worn when needed 31

What should my child bring to school? 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. Too often the ayi or you are blamed for not making sure the PE kit is in the school bag! We think the children have a part to play in this and they should be responsible for ensuring they have what they need. The children may need some help to begin with but if we all share the same expectations, we can help the children to organise themselves more effectively.

P.E. and Swimming

On P.E/Games days, the children should bring their P.E kit. This consists of College P.E shirt and shorts as well as sun-hat, white socks 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 P.E 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 calculator would be useful.

School bags

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

Sun hats Sun hats are essential in hot weather and are therefore compulsory. Please help us keep your children safe from the harmful damage the sun can do.

Water Bottle These are kept on your child’s desk to help rehydrate them and aid learning.

What my child should 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 electric gadgets. We do not allow sweets, chocolate or sugary items as snacks and these should not be brought into school.

What to do if youâ&#x20AC;Ś Are unable to come to school

phone the Junior office 6295-2073 by 8:30am

Are being cared for by someone else If your parents are away.

please let your teachers and the school office know as soon as possible.

Are late to school

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

Have been absent

bring note in the Student Diary for class teacher

Become ill at school

report to nurse. If you are in class, ask your teacher to go to the nurse

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 your school work

speak to your teacher

Worried about something else

speak to the College counselor

Change from late to normal bus or vice versa

report to the office by the end of break.

NB: Children are not permitted to change to another bus route unless it is an exceptional circumstance and permission has been sought and approved by the Head of the Junior School in advance.

Introduction to the

Curriculum

Introduction to the Curriculum The following pages are intended to provide parents of students in Years 3 â&#x20AC;&#x201C; 6 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 the learning in individual classes may differ slightly according to the needs of the students in that class. The following pages are organised alphabetically by subject. 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 learning. Our aim is to provide a stimulating, purposeful, educational environment enabling all students 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 one hour each day and Science is allocated two hours per week. Cross-curricular links are incorporated whenever possible. Geography, History and Cultural Studies are taught under the umbrella of Integrated Curriculum, which are taught using a child centred, enquiry 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: Chinese, Music and Physical Education. Art & Design and Design & Technology may be taught by a specialist teacher depending on the year group involved. ICT is taught both as a discreet subject and also cross curricular by the class teacher. Each classroom has an interactive whiteboard.

Curriculum Overview for Art & DT In Art, Children will work in 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 realization 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 artifacts. Design, as well as health and safety issues, is integral to every area of DT and will be addressed throughout the course, when introducing new techniques, tools and processes. Children will gain experience and knowledge while working with a wide range of materials and an understanding of the theoretical principles covered. The design process will be strategically introduced through each project.

Year

Term 1

Term 2

Term 3

Suzhou

Material Printing

Rainforest Art

3D Suzhou city

Block printing

Henri Rousseau style

Packaging

Landscape Sketching

Observational drawing

Chocolate packaging

Chinese style

Different techniques

Wire Twists

Comic books

Sport figure armatures

Hand drawn comics

Impressionism

Observational drawing

Independent study

Landscapes

Different techniques

Focus on tone

Sand Mandalas

Cooking

Clay Sculpture

Inspired by Buddhism

Healthy cooking

Alien design

Google redesign

Global Issues

Independent study

Theme of space

Focused on food.

Focus on tone

Perspective Drawing

Movie Poster

Portraiture

Cityscapes in perspective

Genre switch

Half human, half animal

Georgia Oâ&#x20AC;&#x2122;Keefe

Independent study

Abstract paintings

Focused on painting

Open choice

Chinese Watercolours Traditional Chinese technique

Curriculum Overview for English 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. In Years 5 and 6 in particular, children will be expected to take part in presentations, debates and drama activities in front of an audience. Children are assessed for speaking and listening using a range of strategies.

Reading Children will develop a range of reading skills, using take-home books where appropriate. These are carefully matched to the childâ&#x20AC;&#x2122;s level. Additionally, daily guided reading sessions further teach skills as well as regular reading focuses within English lessons. Each class is timetabled to visit the library once a week, although they may also receive additional sessions plus informal visits during break times and lunch times are encouraged; all of which help to foster a love of reading. Children are aware of the different aspects of reading through a range of fiction and non-fiction texts. They are given targeted reading tasks to raise attainment and understanding of reading. Parents are encouraged to discuss the AF focus objective in Student diaries with their children.

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. A range of strategies is used to teach and assess writing throughout the Junior School, including Talk for Writing, which encourages the extension of vocabulary and writing structures through speaking and listening. Extended writing is established in the Junior School and incorporates VCOP (see below), dedicated and structured time for writing each week and oral work to raise standards in writing.

VCOP Throughout the year, the children will further develop use ambitious vocabulary (V), conjunctions (C), openers (O) and punctuation (P) effectively in their writing.

Phonics and Spelling Where necessary children will partake in regular phonics lessons in order to improve their fluency in reading and accuracy in spelling. Phonics teaching will be based on Oxford Phonic world and Read, Write Inc. The spelling programme is based on The UK curriculum with an emphasis on helping pupils 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 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 Children are expected to write fluently using a neat cursive script. When children have demonstrated proficiency, they are awarded a pen licence.

Year

Term 1

Term 2

Term 3

Adventure Stories

Writing/Performing Plays

Non- Chronological Reports

Explanation Texts

Traditional Tales Recounts

Descriptive Writing Instructions and Persuasive Letters

Diary Entries

Stories with a Theme Play scripts

Stories with a Historical Setting

Explanation Writing Persuasive texts

Non- Chronological Reports

Poetry

Traditional Tales

Suspense and Mystery

Science Fiction

Poetry

Persuasive writing

Non-Chronological reports

Discursive Texts

Instructions

Persuasion

Recounts

Film Genres/Playscripts

Discussion/Debating Skills

Poetry

Film Reviews

Non-chronological Reports

Narrative Workshop

Explanation Texts

Curriculum Overview for the Integrated Curriculum How do you know who you are unless you know where you’ve come from? How can you tell what’s going to happen, unless you know what’s 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 at the heart of our Junior School Integrated Curriculum. The Integrated Curriculum in the Junior School runs similarly to that in DUCKS – encompassing Art and Design Technology, Science and Humanities across exciting and engaging topics, enriched by a quality core text chosen to deepen understanding and vocabulary. Through each cross-curricular topic, students will develop their scientific investigative skills and their research and inquiry skills, as well as develop a greater understanding of their role in sustainable development and global citizenship. They will have opportunities to acquire and apply a range of ICT skills to demonstrate their learning. Each topic will be complimented by a ‘Stunning Starter’ and a ‘Marvellous Middle’; these may be a dress-up day, someone coming into school, going on a field trip for the day or another form of experiential learning. We especially look forward to our ‘Fabulous Finish’ whereby students showcase their work through a series of creative activities and events. Ensuring children are engaged and leading their learning is one of our main goals of the Integrated Curriculum. Between Years 3 and 6, we aim to develop children into independent learners and will teach the Integrated Curriculum 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 summarise and evaluate the information they find. We believe that studying the Integrated Curriculum is an investigative process that requires an attitude of enquiry. Children will have the opportunity to ask questions, analyse information and communicate their knowledge and understanding. By developing children’s questioning and research skills in history, geography, science, global citizenship and sustainability our aim is to help children to explore causes, impacts and consequences affecting the world around them. This in turn leads to sound knowledge, understanding and skill development in real life contexts. 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

Term 1

Term 2

Term 3

India

Rainforests

Ancient Suzhou Chocolate

Water Around Us

World Sports

Extreme Explorers

Active Earth

The Tang Dynasty, The Silk Road & Buddhism

What’s on the Menu

Mission to Mars

Media Study

Animals Around Us

Keeping Afloat

Suzhou: Migration and Development It’s a Small World

Useful Websites: www.bbc.co.uk/schools/websites/4_11/site/history.shtml www.bbc.co.uk/schools/websites/4_11/site/geography.shtml www.amblesideprimary.com/ambleweb/history.htm www.amblesideprimary.com/ambleweb/geog.htm http://kids.nationalgeographic.com/kids/ www.choosito.com http://www.exploreandmore.org/world/default.htm www.nhm.ac.uk/ http://www.childrensuniversity.manchester.ac.uk/ www.britishmuseum.org/

School Subscriptions (including login information): Please see the DCSZ open site – Links to websites for up-to-date subscription information including our Encyclopedia Brittanica and PebbleGo online databases.

Curriculum Overview for Mandarin In the Junior School, Chinese is taught for 1 hour, four times a week. All children in each year group are streamed by ability. 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). Mandarin as a Foreign Language (MFL) is designed for non-native/non â&#x20AC;&#x201C;heritage children, and places a greater emphasis on aural and oral skills while students, later on, will also be required to write Chinese characters. The course emphasises oral communication with a focus on Chinese culture. It is essential that children practise the skills learnt in the classroom daily within the wider Chinese community. 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 age-appropriate, but may not be fully functional in their literacy skills in Mandarin, which prevents access to the CNL pathway. About 90% of the classroom instructions and languages used by the teacher are in Mandarin. The focus for students in this pathway is to develop their reading and writing skills, so that they are able to understand and analyse increasingly complex written and spoken materials and assess subtleties of the language in a wide range of forms and styles. 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. Students in this pathway are strongly suggested to read sufficient Chinese books, magazines and newspapers to reinforce their literature comprehension skills. It is worth noting that the standards of reading and writing for this group are not at local Chinese school level due to the lack of a â&#x20AC;&#x2DC;nativeâ&#x20AC;&#x2DC; learning environment where the target language is the medium of instruction. Dual Language Based on our Dual Language Programme, Mandarin Teachers and Year Three Assistant Teachers will continue to be involved in observation, planning and activities for children. They will be delivering activities in Chinese and speaking Mandarin during informal activities such as snack time. The curriculum guidance and expected learning outcomes remain the same.

Useful Websites: http://quizlet.com http://www.hwjyw.com

Year

3 Introductions

MFL

Names, greetings, ages, cities

Term 1

Friendship

MSL

Pronunciation, pinyin, 40 characters

Poetry, Fables

CNL

Writing based on given information.

Daily Life

School Life

telephone, shopping

subjects, stationery

Festivals and

Urban and Rural

Celebration

Life

Communication

Pronunciation,

Giving instructions,

Expression, writing a

sentences, 40

writing in full

short passage

characters

sentences

Traditional Stories, Posters Composition with 150 characters

6 Community house, daily conversations

Letters and Emails,

Describing People,

Famous Places

Reports, Extend vocabulary

Essay writing with

and composition

250 characters

length

Introductions

MFL

Family,

Daily Life

School Life

Community

occupations,

taxi, directions

activities and sports

shopping, pets

appearance

Term 2

Healthy Eating

MSL

Reading and writing 60 characters Recounts, Festival Stories

CNL

Writing and vocabulary extension Introductions

MFL

school, birthday, directions, telephone

Term 3

Hobbies and Food

MSL

Expressing opinions, 80 characters

Drama, Diaries CNL

Composition with 90-100 characters

Hometown and Friendship

Surroundings

Instructions, 70

Reading Mandarin

characters

every day, 80-100 characters

Creative writing, Instructions Composition with 180 characters

Daily Life and Festivals road signs, culture

Urban and Rural Life Opinions, daily life, 80 characters

Drama, Note-making Composition with 200 characters 43

Travel Reading Mandarin every day for longer, 150 characters

Wise People from

Poetry, Travel

Around the World,

Descriptive Writing

Science Reports Extended essay

Extending

writing

characters to 250

School Life transport, interests

Community going out, news

Pollution and Films and Media

recycling

Extension of skills,

Deliver an oral

100-150 characters

presentation using up to 200 characters Drama, Note-

Travel, Drama

making

Essay writing with up

Extend vocabulary

to 350 characters

and composition length

Curriculum Overview for Mathematics In the Junior School we take very seriously our role in bridging the divide between two very different phases of a child’s development. Between the concrete and hands-on exploration experienced in DUCKS and the abstract and theoretical manipulation that includes the likes of algebra and geometry, which takes place in the Senior School, there is Junior School Mathematics. Between Year 3 and Year 6, children are grounded in Mathematics principles through different contexts and with a variety of tasks including problem-solving, cooperative group work, mental arithmetic, handson 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. 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 the students to enjoy Mathematics and we aim to produce confident, outspoken risk-takers who are highly prepared for mathematical success in the years to come.

Useful Websites: http://www.arcademicskillbuilders.com http://mrnussbaum.com/mathcode/ http://www.mrmyers.org/Math_Mania/ttadd.html http://www.coolmath.com http://www.amathsdictionaryforkids.com/ www.mathletics.com http://www.amblesideprimary.com/ambleweb/mentalmaths/mentalmachine2.html http://www.19online.net/math/ https://www.khanacademy.org

Year

Term 1

Term 2

Term 3

Read and writing numbers up to 1000 Mental Addition and

Subtraction Multiplying 2 digit numbers by 1-digit numbers Counting on and back in tenths Lines of symmetry in 2-d

Comparing and ordering numbers up to 1000 Written Methods of Addition and Subtraction Fractions as proportions Analogue and digital clocks

Counting in multiples of 4, 8, 50 and 100 Multiplying and dividing mentally by 2, 3, 4, 8 and 10 Fractions as numbers Measuring length, mass and capacity

shapes

Counting backwards through

Rounding numbers

zero

Multiplying 3-digit numbers by

Using known facts to multiply

1-digit numbers

and divide mentally

Equivalent Fractions

Adding and subtraction

Symmetry

fractions Coordinates

Written methods of addition and subtraction Fractions as decimals Area and perimeter Bar Charts and Time Graphs

Multiples and factors of a number Written methods of addition

and subtraction Adding and subtracting fractions Converting between metric measures

Counting forwards and backwards through zero

Decimal rounding

Multiplying 4-digit numbers by

Dividing 4-digit numbers by

2-digit by numbers

1-digit numbers

Decimals as fractions

Percentages

Measuring and drawing angles

Area of rectangles

Dividing 4-digit numbers by 2-

Simple formulae

digit numbers

Reducing Fractions

Ratio

Percentages

Multiplying fractions

Coordinates in all 4

Volume

quadrants

Regular and irregular polygons

Multiplying and dividing by 10, 100 and 1000 Linear number sequences

Adding and subtracting fractions Solving Angle Problems Mean, mode and median

Probability

Curriculum Overview for Music All children will develop knowledge, skills and understanding in Music through: •

Performing music in different styles, times and cultures by singing, playing and moving using

•

Organising sound into musical compositions using various concepts

•

Listening to and discussing their own music and that of others

•

Accurate singing

various musical concepts*

*Musical Concepts are: duration, pitch, dynamics, tone colour and structure Throughout the Junior School, children will focus on various performance modes. These are listed as follows:

Year Group

Focus

Choral Singing, Recorder

String program, Choral Singing and Recorder

Concert Band Program and Choral Singing

In addition to the classroom programme, children are strongly encouraged to participate in the CoCurricular Programme that runs during activity times before or after school. These include the String Orchestra, Junior School Choirs, Percussion Instrumental Ensemble, Junior School Production Club, JS Chamber Ensemble and others. Private instrumental tuition is also available on selected instruments through the External Providers’ Programme. Application forms can be obtained from the DCSZ Parent Portal. 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 Term 2. Students will also have opportunities to work with visiting musicians and also participate in overseas Music Festivals eg MADD Festivals, Dulwich Festival of Music, ISCMS Choral Festival and also to train with the Vienna Boys in Vienna.

Year

Term 1

Term 2

Term 3

Exploring Pulse and Rhythm

Exploring Pitch

Exploring Duration

Basic Notational recognition Recorder II

Exploring Instruments and Symbols

Exploring Timbre, Tempo and Dynamics

Rhythmic Patterns Recorder III Performance

Arrangements Melodies and scales

Introduction to Strings

String Performance

Sound and colours Descriptive sounds

Exploring Arrangements Performance Strings II

Pitch, Patterns and Exploring Sound

Modern Musical Genres Composing

Ensemble Performance

Concert Band

Introduction to Concert Band Instruments Christmas Performance

Concert Band Pitch and rhythm Composing Performance

Curriculum Overview for PE Fitness Children in the Junior School in Year 3 to 6 will learn about how exercise affects their body. They will be taught about the cardio-vascular system and about how and why their heart beats faster when taking part in exercise.

Netball / 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 at The College, we will be looking at improving a range of skills, including passing, dribbling and teamwork.

Touch Rugby This unit is designed to both introduce rugby to those who have never played and to develop the skills of those who have. In Year 5 and Year 6 there may be the possibility of introducing an element of contact rugby.

Badminton/Racket Sports Children will have the chance to show off their hand eye coordination during this racket sports unit.

Gymnastics Children will be taught a vast 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.

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

Swimming 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 stroke.

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

Multi Sport Invasion Games Children will explore some various sports including a variety of invasion games, consolidating their learning throughout the year.

Year

Term 1

Term 2

Term 3

Fitness Football Gymnastics Swimming

Netball/Rugby Swimming Racket Sports

Racket Sports Swimming Multi Sport Invasion Games Striking & Fielding

Fitness Football Gymnastics Swimming

Netball/Rugby Swimming

Racket Sports Gymnastics Multi Sport Invasion Games Striking & Fielding

Fitness Football Dance Swimming

Netball/Rugby Swimming

Racket Sports Dance Multi Sport Invasion Games Striking & Fielding

Fitness Football Badminton Swimming

Netball/Rugby Swimming Basketball

Basketball Swimming Multi Sport Invasion Games Striking & Fielding

Curriculum Overview for PSHE 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 kinds of questions that might come up in PSHE include: What makes a good ‘friend?’ How could I make my team work more successfully? Why is change sometimes difficult? Why do I have to eat vegetables? It is here that your child will learn about bullying, citizenship, relationships, keeping safe, mental and emotional health, and well-being. Learning opportunities take place in specific lessons as well as in assemblies, ‘Circle Time,’ special school projects and other activities that enrich pupils’ experiences. PSHE themes also provide opportunities to promote the School Guiding Statements and the Pupil Profiles and Attributes in each and every curriculum area. Also, as part of our PSHE curriculum, we explore what makes a good leader and develop our children to be better leaders. This is celebrated through the selection of Student Council representatives, Eco Council representatives, House Captains, Prefects and the Head Girl and Head Boy. Additionally, our Year 6 leaders attend a specialist two-day course (JUMP leadership) to develop their leadership abilities. We also have strong links with the College Counsellor. The topics covered in PSHE are as follows:

Year

3-6

Term 1

Term 2

Health and Wellbeing

Learning to Learn

Staying Safe

Conflict, Resolution and Anti-Bullying

Term 3

Internationalism Rights and responsibilities

Curriculum Overview for Science Science teaching in the Junior School stresses the use of critical thinking skills within each and every lesson. These skills play a major role in developing young scientific minds. Regular use of the science lab ensures that the learning is practical, exciting and fun. Not only do students learn how to plan and carry out an experiment, selecting the appropriate equipment to test an idea, but they also reflect on their scientific methods, so that they can make improvements to their learning and understanding of concepts. The learning of scientific skills is revisited throughout the Junior School, allowing the students to build upon each skill. There are a number of cross-curricular links with the other subjects in our curriculum. Ongoing teacher assessment provides the opportunity to help with differentiated planning and delivery. The students are also involved in their own self-assessment, which enables the students to identify the next steps in their learning. Homework will be practical and engaging activities, in addition to the childrenâ&#x20AC;&#x2122;s personal Learning Logs. Students are encouraged to conduct experiments at home and revise key vocabulary as well.

Useful Websites: http://www.sciencekids.co.nz/ (experiments, games, facts, quizzes projects, images and videos) www.woodlands-junior.kent.sch.uk (fun games to support curriculum topics) www.bbc.co.uk/schools/ks2bitesize/science (information, games and quizzes) www.bbc.co.uk/schools/scienceclips/index_flash.shtml (educational video clips)

Year

Term 1

Term 2

Term 3

Teeth and eating

Materials and their properties

Helping plants grow

Solids and Liquids

Rocks and Soils

Moving and Growing Keeping warm

Keeping Healthy Renewable and nonrenewable sources

Micro-organisms Earth, Sun and Moon

Forces and Buoyancy

Keeping healthy Circuitry

Micro-organisms

Sound Changing states

Habitats Interdependence & Adaptation

Technology in the Junior School In the Junior School, we integrate the use of technology resources such as computers, mobile devices, virtual learning platforms, software, the Internet and innovative technology in our teaching and learning. Technology is available in every classroom to provide learners with the opportunity to build a deeper understanding of the content being learnt. All classes in the Junior School have a dedicated ICT lesson each week, where they build on specific Digital Literacy skills, which includes the ability to read and interpret media (text, sound, images), alter data and images through digital manipulation, and 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:

The Framework Foundations

Developing confident, independent, discerning, safe, responsible users with transferable skills.

Using digital artefacts and tools for enquiry-based learning; creating digital artefacts.

Understanding of the working and design of digital technologies and systems.

a three legged stool would topple over of if one of the legs In class, students are engagedJust in as purposeful activities, set in a range contexts. They use ICT to handle was missing, the Foundations of the Naace ICT Framework are all and communicate information, solve problems, pose questions and take risks. Research skills are also needed in order to provide a balanced ICT learning experience. 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, e-Safety and Online Etiquette are integral part of the ICT curriculum in every year group.

The creative use of ICT across the curriculum empowers students, develop self-esteem and promote 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, st which are essential skills required for the 21 century.

Year

Term 1

Term 2

Term 3

• Introduction to technology resources available in the College.

• Learn to make use of resources available on DCSZ Online. • Email and online etiquette. • Use iPads to create multimedia

• Create an animation using the Scratch Jr. app • Create a motif on batik print using the Madala

• Use of Robotics to simulate animals in the rainforest

App

content • Introduction to technology resources available in the College.

• Learn to make use of resources available on DCSZ Online. • Developing appropriate email and online etiquette.

• Create a sports game with Scratch • Explore the world of

• Research and present a biography

copyrights and creative commons

• Introduction to Robotics • Introduction to technology resources available in the College. • Learn to make use of resources available on DCSZ Online.

• Create spreadsheets to calculate costs • Use of software to create

• Responsible use of technology