Specialist Classes

Art

At Lower Primary, our art program exposes students to a variety of different tools and mediums through a choice based art education approach, Teaching Artistic Behavior (TAB), that focuses on the students, their interests and their ideas. Our art program utilizes research from Harvard Project Zero, which identifies eight distinct thinking dispositions artists use during the artistic process: Develop Craft, Stretch and Explore, Observe, Envision, Express, Engage and Persist, Understanding Art Worlds, and Reflect. These eight artistic dispositions are highlighted in the Art Studio throughout the year.

In the art studio the students work from memory, observation and imagination in the creation of both 2D and 3D media. They use a wide range of materials and processes and will experience drawing, painting, printmaking, sculpture, and mixed media in the making of individual and collaborative pieces. These artworks are displayed in our school and provide valuable learning experiences. Through this process, students will come to know both the world and themselves at a deeper level.

Chinese Studies

Program Philosophy:

Language and communication are at the heart of the human experience. As members of an international school and community, we endorse this statement by the American Council on Teaching of Foreign Languages (ACTFL). The learning of languages encourages students to respect and to understand other cultures and heightens the awareness of one’s own culture. It also enhances divergent thinking and self-motivated learning. Language-learning equips students to participate more actively in the global community and to be more adaptable in an increasingly interconnected world.

Literacy is built upon a foundation of spoken language competence; therefore, we believe that oral communicative language should rest at the heart of language instruction. Reading is gradually introduced followed by writing.

The central goal of language-learning is the communication and exchange of ideas, perceptions and needs. These skills will enable learners to meet social and informational needs in the Chinese-speaking world.

The HKIS Chinese Studies program fully embraces the differentiated needs of our learners. Since the acquisition of an additional language depends on variety of factors, HKIS's language program delivers Listening, Speaking, Reading, and Writing lessons that are based on the needs of the learner.

General Information:

All Lower Primary students engage in Chinese language instruction designed to immerse them in Mandarin through dynamic activities, including games, songs, storytelling, and oral dialogues. We value the partnership between home and school and encourage parents to support their child’s linguistic growth by taking an active interest in their learning journey.

Our curriculum utilizes a proficiency-based structure, with Chinese instruction organized into three distinct levels beginning in Reception 2. To ensure high standards of achievement, all grade levels follow the ACTFL Proficiency Guidelines and the US Common Core Literacy Standards for comprehensive literacy development.

 

Learning Goals:

Reception 1 (Introductory Level)

Immersion and Oral Foundations

At the Reception 1 level, the program focuses on oral immersion and building a comfortable foundation in a mixed-group, homeroom-based setting. Students learn to follow basic classroom instructions by interpreting visual and verbal cues, such as gestures, facial expressions, and the teacher's tone of voice. Interpersonal communication is characterized by brief responses to simple spoken language and the development of listening stamina. At this introductory stage, there is no formal writing; instead, the emphasis is placed on auditory recognition and the ability to interact with the language in a high-support, play-based environment.

Novice 1 (Reception 2/Grade 1)

Foundational Recognition and Basic Interaction

At the Novice 1 level, students begin their language journey by building a foundation in listening and speaking and by responding to basic classroom and environmental cues. Students demonstrate understanding of simple routines and commands by following teacher instructions supported by gestures and visuals. They identify some pieces of information in conversations and participate in read-aloud with significant visual support. In interpersonal communication, they are encouraged to communicate at an appropriate volume while responding to simple questions using practiced expressions or gestures. Their ability to express basic needs is shown through very simple words and physical cues. In presentational settings, students participate in class sharing and oral activities, using drawings and symbols to express their ideas and present information through learned words and phrases. Pinyin is introduced in Grade 1.

Novice 2 (Reception 2/Grade 1/Grade 2)

Developing Phrases and Pattern Recognition

In Novice 2, the focus shifts toward identifying specific facts and utilizing practiced language patterns. Students show a growing understanding of oral information and texts read aloud, identifying the main topic and basic facts within short stories or conversations. They begin to acquire new vocabulary through active participation in class activities and develop the ability to read basic Pinyin. During interpersonal exchanges, students respond to questions on familiar topics using practiced phrases or simple sentences and begin to ask formulaic question. They can express personal needs and preferences on everyday topics with increasing independence. In presentational communication, students deliver information with a clear beginning, middle, and end. In writing, students apply a combination of drawings, symbols, (starting in Grade 1) Pinyin, and simple learned characters to communicate their thoughts.

Novice 3 (Reception 2/Grade 1/Grade 2)

Sentence-Level Communication and Contextual Understanding

The Novice 3 level emphasizes the transition to sentence-level communication and deeper contextual awareness. Students confirm their understanding of essential facts such as who, where, when, and what through various means. They participate in reading activities to expand their vocabulary and read Pinyin (Grade 1) with increased fluency to support their literacy development. In interpersonal communication, students ask and respond to a variety of familiar questions, exchanging information using language chunks and learned sentence structures to express their preferences. Their presentational skills become more cohesive; they can present information about themselves, their families, or their school using a series of simple sentences. They maintain consistent volume and pronunciation while utilizing drawings, (Grade 1) simple characters and Pinyin to express ideas more independently.

Novice 4 (Grade 2)

Spontaneous Language and Literary Detail

At the Novice 4 level, students move toward more spontaneous language use and a more detailed understanding of literary elements. Students can identify characters, settings, and major plot events—including the beginning, middle, and end—within a written text. They ask and answer specific questions to confirm key details. In interpersonal communication, they maintain spontaneous conversations on familiar topics by creating original simple sentences and asking appropriate follow-up questions to sustain the interaction. In presentational communication, students share short oral and written tasks using a mixture of practiced and original sentences. They write about familiar topics with a cohesive structure, employing a blend of characters, sentence patterns, and Pinyin to convey their message.

Music

Physical Education

The Lower Primary Physical Education program emphasizes physical literacy and the goal of being active for life through our four content areas.

Gross Motor Skills: In the LP, we believe that a solid foundation of movements skills and concepts helps students to grow in confidence as movers and learners. Students practice the movement skills necessary to control their bodies and practice the concepts that help them to be safe and successful movers through space. With activities like creative movement, obstacle course play, climbing challenges, jumping ropes and a variety of different age-appropriate games; students experience the building blocks that can help them to become successful athletes.

Sport Specific Manipulatives: In LP PE, students will be exposed to a wide variety of sports equipment and games at their appropriate readiness levels. By teaching students to challenge their coordination, understanding of force and timing, and problem-solving skills through play and exploration in sports like basketball, racquet games, football, and fielding games like baseball; we help them discover their strengths and connect to their activity interests.

Spirit of Sport: Our program stresses important concepts such as teamwork, collaboration, challenge and resiliency in all the activities. Weaving these traits into all our instruction helps us to highlight the valuable lessons learned through sports and why this helps us in all areas of life.

Wellness: In the LP, we begin the instruction on the role that our body and movement plays in the development of our well-being. Students experience different games and exercises that expose them to the concept of strength, flexibility and cardiovascular endurance. By celebrating and promoting the variety of activities available to students in our community, we hope to connect them to the importance of finding fitness and enjoyment through sport and play.

PE Swimming Information

Swimming lessons are part of the HKIS Physical Education program. All Lower Primary students will take part in a Learn To Swim program during scheduled swimming lessons at some point of the school year, at the Primary School pool.

HKIS Repulse Bay Aquatics Center

The indoor, heated, 25 meter state-of-the-art pool has been built as part of the Lower Primary campus to offer Primary students opportunities to swim and learn how to be safe in, on and around the water. Its depth and water temperature are adjusted for the needs of young learners.

Learn To Swim Program

The HKIS Primary School Aquatics Program uses a Learn To Swim program based on swimming levels.

The objectives of Learn-to-Swim courses are to teach children to be safe in, on and around the water and to swim well. Aquatic and personal water safety skills are taught in a logical progression through six levels. Participants in Level 1 are oriented to the aquatic environment and gain basic skills in each category. As they progress through the levels, participants build on their basic skills to learn and refine various propulsive movements on the front and back. Upon successful completion of Level 3, participants have achieved basic water competency in a pool environment. By the end of Level 6, participants have developed the necessary skills and fitness levels for entrance into advanced courses, such as competitive swimming, synchronized swimming, water polo or other aquatic activities.

Students of R1 will be participating in the Preschool Learn To Swim program, also based on swimming levels. The purpose of the Preschool program is to facilitate developmentally appropriate learning of fundamental water safety and aquatic skills.

Information about the programs, levels and expectations for each are available on the HKIS Lower Primary webpage.

All students are assessed and receive a swimming level according to our Learn To Swim program.

Swimming Gear Expectations

Changing Before and After Swimming Lessons

All students change in the pool changing rooms. Shower cabins, toilets, lockers and hair dryers are available.

"No Swim" Policy

If a student is well enough to attend school, then they are expected to take part in curricular swimming lessons. In the event your child is unable to swim due to a medical condition, a note by a qualified physician must be provided.

An email including the medical note must be received by both the classroom teacher and the Aquatics Department at aquatics@hkis.edu.hk by the start of the school day. The email must include the student’s full name, grade, homeroom and a copy of the medical note attached. If communication has not been received prior to the start of the school day, it will be assumed your child is fit to swim and will be expected to do so, and without modification.

If a student is recovering from injury, notify the Aquatics Department by email at aquatics@hkis.edu.hk by the start of the school day. In this case, swim lessons can be modified to enable partial participation. It is not necessary to notify the homeroom teacher in such cases.

If a student misses too many swim lessons during a curricular swimming unit, the Aquatics Department may decide to not issue an Achievement Booklet reporting student performance and his/her completed swim level.