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.
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Contents INTRODUCTION TO THE JUNIOR SCHOOL............................................................................................................. - 3 JUNIOR SCHOOL DAY ..................................................................................................................................................... - 4 THE JUNIOR SCHOOL TEAM ........................................................................................................................................ - 5 BEHAVIOUR EXPECTATIONS .................................................................................................................................... - 12 CALENDAR ........................................................................................................................................................................ - 14 COMMUNICATION .......................................................................................................................................................... - 15 TERM DATES:................................................................................................................................................................... - 17 FRIENDS OF DULWICH — FOD .................................................................................................................................. - 18 ILLNESS ............................................................................................................................................................................. - 20 LOST PROPERTY............................................................................................................................................................. - 22 LUNCHTIMES .................................................................................................................................................................. - 22 SPECIAL EVENTS............................................................................................................................................................ - 23 SUMMARY OF SCHOOL RULES ................................................................................................................................. - 25 UNIFORM........................................................................................................................................................................... - 26 WHAT SHOULD MY CHILD BRING TO SCHOOL? ............................................................................................... - 27 WHAT TO DO IF YOU… ................................................................................................................................................. - 28 INTRODUCTION TO THE CURRICULUM............................................................................................................... - 29 ADDITIONAL EDUCATIONAL NEEDS ..................................................................................................................... - 31 CURRICULUM OVERVIEW FOR ART & DT .......................................................................................................... - 32 CURRICULUM OVERVIEW FOR ENGLISH ............................................................................................................ - 35 CURRICULUM OVERVIEW FOR HUMANITIES ................................................................................................... - 37 CURRICULUM OVERVIEW FOR ICT ........................................................................................................................ - 39 CURRICULUM OVERVIEW FOR MANDARIN........................................................................................................ - 41 CURRICULUM OVERVIEW FOR MATHEMATICS ............................................................................................... - 43 CURRICULUM OVERVIEW FOR MUSIC ................................................................................................................. - 45 CURRICULUM OVERVIEW FOR PE ......................................................................................................................... - 47 CURRICULUM OVERVIEW FOR SCIENCE ............................................................................................................. - 49 CURRICULUM OVERVIEW FOR PSHE.................................................................................................................... - 51 BUILDING LEARNING POWER (BLP) IN THE JUNIOR SCHOOL ................................................................... - 52 HOMEWORK ..................................................................................................................................................................... - 54 LEARNING LOG ............................................................................................................................................................... - 55 JUNIOR SCHOOL FLOOR PLAN .................................................................................................................................. - 56 THE COLLEGE SONG .................................................................................................................................................... - 60 -
School Details: Junior School Office
Eleven Gu: 0512-6295 5819 Mavis Wei: 0512-6295 2073
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
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Fax: 0512-62957540
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 – 08:30
Registration
08:30 – 09:25
Lesson 1
09:25 – 10:20
Lesson 2
10:20 – 10:40
Morning Break
10:40 – 11:40
Lesson 3
11:40 – 12:35
Lesson 4
12:35 – 13:30
Lunch
13:30 – 14:30
Lesson 5
14:30 – 15:30
Lesson 6
15:45 – 16:45
After School Activities (Optional)
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The Junior School Team
Leadership Team
Ruth Whymark Head of Junior School Tel: 0512 6295 7532
Marie Moreton Deputy Head of Junior School Tel: 0512 6295 5813
ruth.whymark@dulwich-suzhou.cn
marie.moreton@dulwich-suzhou.cn
Mark Ramsden Head of Year 3 3C Class Teacher
Richard Hallam Key Stage Two Coordinator/ Head of Year 4 4D Class Teacher
mark.ramsden@dulwich-suzhou.cn
richard.hallam@dulwich-suzhou.cn
Sarah Smith Head of Year 5 5C Class Teacher
John Baker Head of Year 6 6D Class Teacher
sarah.smith@dulwich-suzhou.cn
john.baker@dulwich-suzhou.cn -5-
Class Teachers
Rowan Kohll 3D Class Teacher rowan.kohll@dulwich-suzhou.cn
Amy Jones 4C Class Teacher Head of JS Humanities/PSHE amy.jones@dulwich-suzhou.cn
Lorna Jutton 5D Class Teacher Lorna.jutton@dulwich-suzhou.cn
Erin Hawkins 3S Class Teacher erin.hawkins@dulwich-suzhou.cn
Emma Ventham 3Z Class Teacher Head of JS Humanities/PSHE emma.ventham@dulwich-suzhou.cn
Andrew Mellows Mark Vincent 4S Class Teacher 4Z Class Teacher andrew.mellows@dulwich-suzhou.cn mark.vincent@dulwich-suzhou.cn
Philip Randall 5S Class Teacher philip.randall@dulwich-suzhou.cn
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Glory Goh 5Z Class Teacher Head of JS ICT glory.goh@dulwich-suzhou.cn
Rachael Moss Head of JS Science 6C Class Teacher rachael.moss@dulwich-suzhou.cn
Nicole Sun Head of TA nicole.sun@dulwich-suzhou.cn
Jenny Wu EAL TA jenny.wu@dulwich-suzhou.cn
Asif Malik Head of JS English 6S Class Teacher asif.malik@dulwich-suzhou.cn
Eileen Jiang 3C & 4D TA eileen.jiang@dulwich-suzhou.cn
Simon Clark Head of JS Mathematics 6Z Class Teacher simon.clark@dulwich-suzhou.cn
Jodie Zhou 5C & 6D TA jodie.zhou@dulwich-suzhou.cn
David Fan Yan Wang 3S & 5Z TA 3Z & 6C TA david.fan@dulwich-suzhou.cn yan.wang@dulwich-suzhou.cn
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Alan Wang 4C & 5D TA alan.wang@dulwich-suzhou.cn
Ella Chen 4S & 6Z TA ella.chen@dulwich-suzhou.cn
Sara Yu 4Z & 6S TA sara.yu@dulwich-suzhou.cn
Peter Collier Head of EAL peter.collier@dulwich-suzhou.cn
Tia Liu 3D & 5S TA tia.liu@dulwich-suzhou.cn
Mitra Zunuzi EAL Teacher mitra.zunuzi@dulwich-suzhou.cn
Jennifer Levasseur Bernadine Cassimer Jennifer Sykes EAL Teacher EAL Teacher Head of AEN jennifer.levasseur@dulwich-suzhou.cn bee.cassimer@dulwich-suzhou.cn jennifer.sykes@dulwich-suzhou.cn
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Mary Giles Graeme Abernethy Director of Music JS Music Teacher Head of Junior Music graeme.abernethy@dulwich-suzhou.cn mary.giles@dulwich-suzhou.cn
Jackie Sun JS Music Teacher jackie.sun@dulwich-suzhou.cn
Anna Li JS Music Teacher anna.li@dulwich-suzhou.cn
Christopher Scott Kathleen Buehler Director of Sports Head of JS PE chris.scott@dulwich-suzhou.cn kathleen.buehler@dulwich-suzhou.cn
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Robert Grice JS/SS Music Teacher robert.grice@dulwich-suzhou.cn
Jessie Zhang JS Music TA jessie.zhang@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
Gemma Ryan Head of JS Art/DT
Jack Cao JS Art TA
gemma.ryan@dulwich-suzhou.cn jack.cao@dulwich-suzhou.cn
Sunny Niu Junior School Library Assistant
Stephanie Beck Library Intern
sunny.niu@dulwich-suzhou.cn
stephanie.beck@dulwich-suzhou.cn
Lisa Hu
Grace Zhang
Hygeia Guo
Head of DUCKS Mandarin
Head of JS Mandarin
Mandarin Teacher
lisa.hu@dulwich-suzhou.cn
grace.zhang@dulwich-suzhou.cn
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hygeia.guo@dulwich-suzhou.cn
Vivian Lu
Sissi Wu
Fiona Li
Mandarin Teacher
Mandarin Teacher
Mandarin Teacher
vivian.lu@dulwich-suzhou.cn
sissi.wu@dulwich-suzhou.cn
fiona.li@dulwich-suzhou.cn
Administrative Staff with Area of Responsibility
Eleven Gu PA to Head of Junior School
Junior School Office eleven.gu@dulwich-suzhou.cn
Rosy Zhang School Nurse Room J116 nurse@dulwich-suzhou.cn
Mavis Wei Junior School Office Assistant Junior School Office mavis.wei@dulwich-suzhou.cn
Lemon Ling Junior School Receptionist Foyer lemon.ling@dulwich-suzhou.cn - 11 -
Vivian Ge Operation Deputy Manager Room J301 vivian.ge@dulwich-suzhou.cn
Sandra Sun Cashier & Finance Assistant J226 sandra.sun@dulwich-suzhou.cn
Behaviour Expectations Our Aims are that the Dulwich College Suzhou behaviour policy will: • • • • •
be a system that works for all and involves all school staff should reinforce good choices and discourage poor ones relate to the school philosophy involve parents ensure that Dulwich College is a happy, safe and purposeful environment, where all children feel secure and have respect for themselves and for others.
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 what the sanction will be should they continue to misbehave. All sanctions will be carried out.
At the beginning of each school year, and regularly throughout the year, teachers and pupils will discuss expectations of behaviour, both in the classroom and around the school. Class rules will then be drawn up and displayed in classrooms. 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
Incentives and Sanctions Ideal incentives are the intrinsic rewards offered by high self‐esteem, on relationships based on mutual respect and a stimulating curriculum. Tangible rewards will recognise, and regularly celebrate, all forms of social and academic achievement. All individuals need to receive regular praise and encouragement.
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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 and Achievement per class + up to 5 highly commended.
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. Parents will be informed if a child needs to complete a reflection sheet.
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. 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 Head of Year and will result in an lunch time detention. 3rd Referral will be dealt with by the Head of School and will 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.
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Calendar 2015/16 onth
Aug
Sep
Oct
Nov
Dec
Jan 2016
Feb
Mar
Apr
May
Jun
M 3 10 17 24 31
T 4 11 18 25
W 5 12 19 26
TH 6 13 20 27
F 7 14 21 28
SAT 8 15 22 29
SUN 9 16 23 30
1 8 15 22 29
2 9 16 23 30
3 10 17 24
4 11 18 25
5 12 19 26
6 13 20 27
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
3 10 17 24 31 7 14 21 28
4 11 18 25 1 8 15 22 29
1 8 15 22 29
2 9 16 23 30
3 10 17 24 31
4 11 18 25
5 12 19 26
6 13 20 27
5 12 19 26 2 9 16 23
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
3 10 17 24 31 7 14 21 28
7 14 21 28
1 8 15 22 29
2 9 16 23 30
3 10 17 24 31
4 11 18 25
5 12 19 26
6 13 20 27
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
3 10 17 24 1 8 15 22 29
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
5 12 19 26
7 14 21 28 5 12 19 26 2 9 16 23 30 7 14 21 28 4 11 18 25 1 8 15 22 29
Event 1-2: New Staff arrive, 3-8 Aug: Induction for New Staff 06 Aug: Middle Leaders return. 10-13 Aug: Teacher Planning & Set up 14 Aug: New Families Orientation Day 17 Aug: First Day of School -Term 1 03 Sep: National Holiday
25/26 Sep: Staff Professional Learning Days (Guy Claxton) 28 Sep - 05 Oct: National Holiday
14 Dec-01 Jan: Winter Holidays
04 Jan: First Day of Term 2
01-12 Feb: Chinese New Year holidays (CNY Day: 8th Feb)
01-08 April: Spring Break (4th April Tomb Sweeping Day) 11 April First Day of Term 3
02 May: May Day Holiday / Staff PL Day. College closed
09 June: Dragon Boat Festival 17 Jun: Last day of School (Half Day)
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Communication
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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.
Nancy.Zhang@dulwich-suzhou.cn, the
Home School Diaries provide daily communication between parents and teachers in the Junior School. Teacher in the Junior School use the diary to communicate about homework, attendance, reading, behaviour or any other matters relating to class performance.
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 daily. 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 ayis 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 electronically by e-mail. This way a mutually convenient time may be arranged. A contact list for all DCZS employees can be found under their photographs. 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 don’t wait until Parent Teacher consultation days.
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Overview of Reporting to Parents Michaelmas Term
Academic Progress Card 1 Parent Teacher Consultation Day End of Term Short Report
Lent Term
Academic Progress Cards 2 & 3 Parent Teacher Consultation Day
Trinity Term
Student Diary
End of Year Full Report
Parents Handbook
School Magazine
Junior School Parents Handbook
Term Dates: Michaelmas Term
17 August 2015 to 11 December 2015
Golden Week Holiday
25 September to 5 October
Lent Term
4 January 2016 to 1 April 2016
Chinese New Year
1 February to 12 February
Trinity Term
11 April 2016 to 17 June 2016
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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. st
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.
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Our Community - 19 -
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.
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We adhere to the following exclusion periods for contagious disease:
Contagious Disease Chickenpox
Exclusion Period 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 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.
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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* � 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.
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Special Events
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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, 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 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 Howard Shackleton Wing
Purple Red Green Blue
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Summary of School Rules 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. Bad 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.
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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
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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.
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What to do if you‌ Are unable to come to school
phone the Junior office 6295-2073 by 8:30am
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 Home School 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 emergency. (Contact Operations or JS Office for details)
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Introduction to the
Curriculum
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Introduction to the Curriculum The following pages are intended to provide parents of students in Years 3 – 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 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: 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.
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Additional Educational Needs Curriculum Overview for ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) Overview The purpose of the EAL programme is to support students until they gain competence in English so they can succeed academically and participate fully in the social life of The College. EAL students also benefit from contact with other students in regular classrooms. Therefore, we aim for a combination of formal instruction in the EAL classes, participation in the regular curriculum, and social interaction in the playground. It takes time to learn a new language and therefore EAL students study in classes designed especially for them until they have developed a secure foundation in reading, writing, listening and speaking skills, as well as grammar, pronunciation, spelling and vocabulary skills. New students focus on learning English first, and therefore they do not start to study Mandarin until they have reached the required level for their English language skills. A variety of teaching methods are used to accommodate different learning styles, to encourage positive self-concepts, cooperation, and to develop thinking processes which all aid language acquisition.
Our Objectives • • • •
To provide a supportive and welcoming environment for students To develop listening, speaking, reading and writing skills To create meaningful language learning opportunities and encourage active participation To support students in communicating their own ideas, feelings and experiences with other students in the wider school • To help students expand their vocabulary and learn the basic elements of English grammar so that they can understand texts • To encourage reading, both within and outside the classroom, in English and their first languages • To develop a sense of achievement and confidence in the students so that they can understand and make themselves understood • To encourage unity in diversity where all students feel valued and included.
EAP (English for Academic Purposes) The EAP (English for Academic Purposes) program run by the EAL department is designed to accelerate progress with a focus on writing. Students receive mainstream English lessons and also attend EAP classes during Mandarin lessons. The program prepares students to confidently face the challenges that their academic life will present them with as they progress through The College
The Importance of the Mother Tongue EAL students learn English more quickly and effectively if they maintain and develop their proficiency in their mother tongue. Research has shown that many skills acquired in the first language can be transferred to the second language. So, for example, if your child has developed good reading skills in Japanese, they are likely to be able to apply these skills when reading English. For this reason it helps if you can encourage your child to read good fiction and non‐fiction in your own language. Your children will learn English much more effectively if they continue to develop their first language at the same time.
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Learning Support/Special Educational Needs Dulwich College welcomes a great diversity of students, many of whom have different ethnic and linguistic backgrounds and some of whom have specific learning needs. We believe that such diversity enriches our school community. The College has a small team of dedicated teachers who support children with additional educational needs. Our Learning Support programme is tailored to meet the needs of the individual and offer small group withdrawal lessons in addition to in�class support.
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 - 32 -
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.
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Year
3
4
5
Michaelmas
Lent
Trinity
Egyptian Art
Packaging
Rainforest Art
Papyrus & Scarab Beetle
Chocolate
Henri Rousseau and masks
Link to Humanities
Linked to Humanities
Linked to Humanities
Food Tech
Landscape Sketching
Preparation and design
Chinese style drawing
Linked to Science
Linked to Humanities
Layers and Patterns
Abstract Art
Historical Chinese Art
Day of the Dead masks
Based on colour theory
Traditional techniques
Links to Science
Links to Science
Links to History
Pop Up Cards
Shadow Boxes
Fridge magnets
Paper manipulation
Art based light & shadow
Based on Olympic designs
Links to English
Links to Science
Links to Humanities & ICT
Impressionism
Google redesign
Wind Chimes
Suzhou landscapes
Theme of space
Construct a musical chime
Links to Humanities
Links to Science
Links to Music
Surrealism
Sand Mandalas
Food tech
Imaginative painting
Inspired by Buddhism
Basic baking techniques
Links to Science
Links to Humanities
Links to Music
All About Me
D’Oscars Set Design
Perspective Drawing
Self portraits
Design & construct a set
Cityscapes in perspective
Links to English
Links to English
Links to Humanities & ICT
Global Issues
Mongolian Food
Clay Sculpture
Paintings on world issues
Making a traditional meal
Olympic torch design
Links to Humanities & Science
Links to English
Links to Humanities & ICT
Observational Drawing Differing techniques and styles
6
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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 expected to self-assess their achievements in speaking and listening and are made fully aware of the next steps to achieve higher levels of communication through the use of ‘speaking and listening pandas’.
Reading Children will develop a range of reading skills, using Oxford Reading Tree take-home books, which are carefully matched to the child’s level. Additionally, 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 their rainbow reader books, where they can also see targets to raise their attainment and understanding of reading. Parents are encouraged to discuss the rainbow reading targets with their children. Reading a range of genres is encouraged through book bingo.
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. Big Writing is established in the Junior School and incorporates VCOP (see below), dedicated and structured time for writing each week and oral work through Big Talk to raise standards in writing.
VCOP Throughout the year, the children will further develop use ambitious vocabulary (V), connectives (C), openers (O) and punctuation (P) effectively in their writing.
Phonics and Spelling 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 the Letters and Sounds programme. The spelling programme is based on Support for Spelling and Searchlights for spelling, 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.
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Handwriting Handwriting is modelled and taught explicitly, enhanced by the Spectrum handwriting scheme. Children are expected to write fluently using a neat cursive script. When children have demonstrated proficiency, they are awarded a pen licence.
Year
Michaelmas
Lent
Stories with familiar settings Authors and Letters Instruction Writing
3
Shape poetry Poems to Perform Myths and Legends Report writing
Stories which raise a dilemma Journalistic Writing
4
(Creating Images) Poetry
Play scripts Information texts Adventure and Mystery Story
Stories from another Culture Play scripts Persuasive texts
Information Texts
5
Trinity
Stories with a historical setting Explanation Writing Poetry
Significant authors
Traditional Stories
Poetry
Persuasive writing
Recounts
Classic and Narrative Poetry
Journalistic writing
Persuasive writing including advertising
Film Narrative Older Literature Instructions
Reading poetry
Power of imagery - poetry
6
Biography and autobiography
Fiction genres and narrative writing
Book study
Book Month Project
Discursive writing Short stories with flashbacks
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Curriculum Overview for Humanities 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 that the Humanities program at DCSZ seeks to address. Humanities in the Junior School is both insightful and exciting. Taught through a series of cross-curricular 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 6, 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. We believe that studying Humanities is an investigative process that 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 and research skills in history, geography, 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.
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Year
Michaelmas
Lent
Trinity
Ancient Egypt Chocolate
Rainforests
What’s on the Menu
3
Local Study Chinese New Year
Winter Festivals
The Olympics
Volcanoes & Earthquakes History of China Romans
4
The Olympics
Hinduism – Divali Day
Extreme Weather
5
Explorers and Adventurers
The Tang Dynasty, The Silk Road & Buddhism
Water Around Us
Mission to Mars
The Olympics
Titanic
Mountains
6
What’s in the News?
The Mongols
The Ancient Greeks
D’Oscars
Animals Around Us The Olympics and World Sport
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/ 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): http://dcszlibraries.edublogs.org/
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Curriculum Overview for ICT 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:
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.
All children in the Junior School dedicated hour-long ICT lessons each week. Justhave as a a three legged stool would topple over if one of the legsIn addition to this, all classrooms have an interactivewas whiteboard and there are two trolleys of Macbooks missing, the Foundations of the Naace ICT Framework are and all iPads available for teachers to integrate technology in our subject areas. needed in order to provide a balanced ICT learning experience. 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, 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.
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Year
3
4
5
6
Michaelmas
Lent
Trinity
Introduction to Macs, school systems and typing
Introduction to Email and e-Safety
Introduction to Programming (iPads)
Multimedia
Simulations
Digital Storytelling
Basic Programming on the iPads
Integrated Multimedia Project
Pie charts and Graphs
Digital Narrative
Cyber Safety Desktop Publishing Branching databases
Integrated Multimedia Presentation
Graphical Modelling Image Manipulation
Research
Simulation: Design a simple game
Digital Citizenship including Research Skills Scratch Coding Desktop Publishing Podcast
Excel Spreadsheet Review Digital Narrative: Stop Animation for D’Oscars
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Introduction to Spreadsheets Music & Sound: Garage Band
3D Modelling with ‘SketchUp’ Integrated eBook Creation
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 –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 ‘native‘ 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
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Year
3 Introductions
MFL
Names, greetings,
Michaelmas
ages, cities Friendship
MSL
Pronunciation, pinyin, 40 characters
5
Daily Life
School Life
telephone, shopping
subjects, stationery
Festivals and Celebration Pronunciation, sentences, 40 characters
Urban and Rural Life Giving instructions, writing in full sentences
6 Community house, daily conversations Communication Expression, writing a short passage Describing People,
Traditional Stories,
Letters and Emails,
Posters
Famous Places
Composition with 150
Essay writing with
characters
250 characters
Family,
Daily Life
School Life
Community
occupations,
taxi, directions
activities and sports
shopping, pets
Poetry, Fables
CNL
4
Writing based on given information.
Reports, Extend vocabulary and composition length
Introductions
MFL
appearance
Lent
Healthy Eating
MSL
Reading and writing 60 characters Recounts, Festival Stories
CNL
Writing and vocabulary extension
Hometown and Friendship
Surroundings
Instructions, 70
Reading Mandarin
characters
every day, 80-100 characters
Creative writing, Instructions Composition with 180 characters
Wise People from Around the World, Science Reports Extended essay writing
Introductions
MFL
school, birthday,
Daily Life and Festivals
School Life
directions,
road signs, culture
transport, interests
Travel Reading Mandarin every day for longer, 150 characters Poetry, Travel Descriptive Writing Extending characters to 250 Community going out, news
Trinity
telephone Hobbies and Food
MSL
Expressing opinions, 80 characters
CNL
Pollution and Urban and Rural Life
Films and Media
recycling
Opinions, daily life, 80
Extension of skills,
Deliver an oral
characters
100-150 characters
presentation using up to 200 characters
Drama, Diaries
Drama, Note-making
Travel, Drama
Composition with
Composition with 200
Essay writing with up
90-100 characters
characters
to 350 characters
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Drama, Note-making Extend vocabulary 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/
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Year
3
Michaelmas
Lent
Trinity
Read and writing numbers up
Comparing and ordering
Counting in multiples of 4, 8,
to 1000
numbers up to 1000
50 and 100
Mental Addition and
Written Methods of Addition
Multiplying and dividing
Subtraction
and Subtraction
mentally by 2, 3, 4, 8 and 10
Multiplying 2 digit numbers by
Fractions as proportions
Fractions as numbers
1-digit numbers
Analogue and digital clocks
Measuring length, mass and capacity
Counting on and back in tenths Lines of symmetry in 2-d shapes
Counting backwards through
Written methods of addition
zero
and subtraction
Multiplying 3-digit numbers by
Using known facts to multiply
Fractions as decimals
1-digit numbers
and divide mentally
Area and perimeter
Equivalent Fractions
Adding and subtraction
Bar Charts and Time Graphs
Symmetry
fractions
Rounding numbers
4
Coordinates
Multiples and factors of a number Written methods of addition
5
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
6
Linear number sequences Adding and subtracting fractions Solving Angle Problems Mean, mode and median
Probability
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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 various musical concepts
Organising sound into musical compositions using various concepts
Listening to and discussing their own music and that of others
Accurate singing
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
3
Choral Singing, Recorder
4
String program, Choral Singing and Recorder
5
String program, Choral Singing and Recorder
6
Concert Band Program and Choral Singing
In addition to the classroom programme, children are strongly encouraged to participate in the ExtraCurricular Programme that runs during activity times after school. These include the String Orchestra, Junior School Choirs, Beginner Keyboard Group, 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 Lent Term. 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.
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Year
3
4
Michaelmas
Lent
Exploring Pulse and Rhythm
Exploring Pitch
Basic Notational recognition Recorder II
Exploring Instruments and Symbols
Rhythmic Patterns Recorder III Performance
Arrangements Melodies and scales
Introduction to Strings
String Performance
Trinity
Exploring Duration Exploring Timbre, Tempo and Dynamics
Sound and colours Descriptive sounds
5
Exploring Arrangements Performance Strings II
Pitch, Patterns and Exploring Sound
Modern Musical Genres Composing
Ensemble Performance
Concert Band
6
Introduction to Concert Band Instruments Christmas Performance
Concert Band Pitch and rhythm Composing Performance
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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/Short Tennis 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 and tee ball 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.
Athletics All disciplines of athletics will be taught and children will be able to compete against their classmates throughout this unit.
Dance Children will be given an opportunity to explore movement and compose and link movement phrases.
OAA (Outdoor Adventure Activities) Children learn to follow and read different maps and symbol trails. They will also take part in a range of trust and communication activities.
Multi Sport Children will explore some various sports including a variety of invasion games.
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Year
Michaelmas Fitness Athletics
3
OAA Gymnastics Swimming
Lent Netball/Rugby Swimming Racket Sports Football
Trinity Football Racket Sports Tee Ball Multi Sports
Fitness
4
Athletics
Netball/Rugby
Football
OAA
Swimming
Racket Sports
Gymnastics
Racket Sports
Tee Ball
Swimming
Football
Multi Sports
Netball/Rugby
Football
Swimming
Racket Sports
Racket Sports
Tee Ball
Football
Multi Sports
Fitness Athletics
5
OAA Dance Swimming Fitness
6
Athletics
Netball/Rugby
OAA
Swimming
Badminton
Basketball
Football
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Football Badminton Tee Ball Multi Sport
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 children’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) www.bbc.co.uk/schools/scienceclips/index_flash.shtml http://schools-wikipedia.org (Year 6+)
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Year
3
Michaelmas
Lent
Trinity
Light and shadows
Materials and their properties
Helping plants grow
Teeth and eating
Rocks and Soils
Magnets and Springs
Solids, Liquids and Separation
4
Friction Habitats and Food Chains
Circuits and Conductors Moving and Growing
Keeping warm
5
Changing States
Lifestyles
Keeping Healthy
Gases Around Us
Earth, Sun and Moon
Sound
Reversible and irreversible changes
Forces in action
Micro-organisms
6
More about dissolving Changing circuits
How we see things
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Interdependence & Adaptation
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
Michaelmas
Lent
Trinity
Building Learning Power
Staying Safe
Internationalism
Rights and Responsibilities
Conflict, Resolution and Anti-Bullying
Living Long, Living Strong and Growing Up
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Building Learning Power - 52 -
Building Learning Power (BLP) in the Junior School Life long learning is our birthright. We can continually develop our capacity to learn in new and challenging circumstances throughout our life. Building Learning Power is designed to enable children to become betters learners, rather than how to learn better. It’s about learning how to learn. Learning power involves building and developing particular habits of mind to enable young people to face difficulties calmly, confidently, and creatively and so be better prepared as lifelong learners. BLP treats the brain like a muscle. With this idea in mind, we must ensure that our brain gets a regular work out so that we can make progress. Therefore school becomes a ‘learning gym’. We can divide the brain up into the 16 learning muscles listed below. The muscles are separated into four groups - The 4 R’s: Resilience, Resourcefulness, Reflection and Relating.
Superhero
Learning Disposition
Resilience Boy
Resourceful Rosie
Reflective Ranger
Learning Muscles
Resilience (I never give up)
Inquisitive: I have a questioning and positive attitude to learning. Persistent: I stay determined, positive and patient in the face of difficulty or mistakes. Adventurous: I am willing to take risks and 'have a go'; I am up for a new challenge! Focused: I concentrate well, ignore distractions, and become engrossed in my learning.
Resourcefulness (I am creative with my thoughts and things around me)
Imaginative: I use my imagination – wondering ‘what if’, and think of creative ideas. Connecting: I make links between consolidated and new learning. Crafting: I am keen to work on improving things; I practise and develop my skills and knowledge. Capitalising: I make good use of resources, tools and materials from school & the wider world
Reflectiveness (I plan my learning and review what I have done)
Methodical: I am well-organised; I think things through by planning them carefully. Self-Evaluative: I make accurate judgements about how well I am doing and how to improve. Self-Aware: I know my own strengths, styles and interests as a learner; I know how I learn best. Transferring: I use experiences from previous learning to help me with new learning.
Captain Relate Relating (I can use other people’s strengths as well as my own)
Collaborative: I am a good team-player; I help groups to work well together. Open-Minded: I look for, listen to and ask for information, feedback and advice, making good use of it. Interdependence: I know when it’s appropriate to learn on my own or with others; I am able to put my view across in class discussions. Empathic: I contribute to others’ experiences by listening to them to understand what they are really saying; I can put myself in their shoes.
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Homework 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 curriculum 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: • • • • • • • • • •
Have a quiet area set aside 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. Your child will record the days in which homework is set and given out in the relevant pages of their home school diary. 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 practised 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 practised 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 practised for a short period every night. Year 6 – 2½ hours per week consisting of Mathematics, English and their Learning Logs/Topic. Additionally, reading, spelling and a little Chinese are expected to be practised for a short period every night.
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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.
How will feedback be given? In partnership with children making links and recording their own learning, is the need for quality feedback time. When each log entry is returned to school, the children will spend time looking at one another’s entries and giving 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 spellings, reading and Mathematics related tasks will be set as normal each week.
Years 5 and 6
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.
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Junior School Floor Plan
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The College Song Liberi Alleynienses, Quotquot annos, Quotquot menses. Fertur principum memoria, Fertur principul memoria. Vivit Fundatoris nomen, Unicae virtutis omen. Detur soli, Deo gloria. Detur soli, Deo gloria. wǒ mēn shì ā léi de hái zi yǒngyuǎn yǒngyuǎn yǒng yuǎn zài wǒ men de xīn zhōng yǒng yuǎn zài wǒ men de xīn zhōng nǐ de míng zì zhào yào wǒ men
de zhì huì yǐn dǎowǒ
men yí qiè róng yào xiàn gěi shàng dì yí qiè róng yào xiàn gěi shàng dì
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No. 360 Gang Tian Road, SIP, Suzhou, 215021, China 360 215021 T/电话 (86512) 6295 2073
F/传真 (86512) 6295 7540
www.dulwich-suzhou.cn
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