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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 reading/writing and listening/speaking lessons that are based on the needs of the learner.

General Information:

All Lower Primary students participate in Chinese language instruction as part of their daily program. Class activities are varied and include games, songs, rhymes,dance, arts/crafts, stories, and oral dialogues, all designed to immerse students in Mandarin. We encourage parents to actively participate and support their students’ learning by taking an interest in their learning journey.

As our program gradually shifts to a proficiency-based structure, beginning in R2in the 2023-2024 school year, the instruction of Chinese is spread into three different proficiency levels: Novice 1, Novice 2, and Novice 3. This movement will continue to move up to Grade 1 in the 2024-2025 school year.

While Grade 2 will continue the MSL (Mandarin for second language learners) MNN (Mandarin for near native learners)Streams for another year until the transition is completed. All Grade levels will follow the ACTFL Language proficiency guidelines as well as the US Common Core Literacy Standards for literacy development in Chinese.

Interpretive Communication

R1	R2	G1	G2
No streaming, mixed grouping. Follow basic classroom instructions. Use visual and verbal cues (e.g., gestures, facial expressions pictures, tone of voice) to show understanding of what they hear.	Novice 1: Show understanding of simple classroom routines by following the teacher's instructions with the support of gestures and visuals. Recognize memorized or familiar words in conversations and read aloud with the support of gestures or visuals. Novice 2: Follow simple classroom routines supported by visuals. Participate in various reading activities with prompts and support. Identify some basic facts from a short conversation or a story. Novice 3: Follow classroom routines supported by visuals. Participate in various reading activities. Identify essential facts from a short conversation, presentation, or story	Novice 1: Show understanding of basic classroom commands by following the teacher's instructions. Identify memorized or familiar words in conversations and read aloud with the support of gestures or visuals. Novice 2: Show basic understanding of a text read aloud or a piece of oral information. Identify the topic and basic facts from a short text or a conversation. Acquire words and phrases through class activities. Read some basic Pinyin. Novice 3: Confirm understanding of a text read aloud or a piece of oral information. Identify the topic and basic facts (who, where, when, what) from a short text or a conversation. Acquire words and phrases through conversations and reading. Read basic Pinyin.	MSL: Show understanding of basic classroom commands by following the teacher's instructions. Identify some basic facts from memorized words and phrases when supported by gestures or visuals in a short conversation or a written text. MNN: Confirm understanding of a text read aloud or a piece of oral information. Ask and answer questions about key details from a text read aloud or information presented orally or through other media. Identify characters, settings, and major events (who, where, when, beginning, middle, ending) in a written text.

No streaming, mixed grouping.
Follow basic classroom instructions.
Use visual and verbal cues (e.g., gestures, facial expressions pictures, tone of voice) to show understanding of what they hear.

Novice 1:

Show understanding of simple classroom routines by following the teacher's instructions with the support of gestures and visuals.
Recognize memorized or familiar words in conversations and read aloud with the support of gestures or visuals.

Novice 2:

Follow simple classroom routines supported by visuals.
Participate in various reading activities with prompts and support.
Identify some basic facts from a short conversation or a story.

Novice 3:

Follow classroom routines supported by visuals.
Participate in various reading activities.
Identify essential facts from a short conversation, presentation, or story

Novice 1:

Show understanding of basic classroom commands by following the teacher's instructions.
Identify memorized or familiar words in conversations and read aloud with the support of gestures or visuals.

Novice 2:

Show basic understanding of a text read aloud or a piece of oral information.
Identify the topic and basic facts from a short text or a conversation.
Acquire words and phrases through class activities.
Read some basic Pinyin.

Novice 3:

Confirm understanding of a text read aloud or a piece of oral information.
Identify the topic and basic facts (who, where, when, what) from a short text or a conversation.
Acquire words and phrases through conversations and reading.
Read basic Pinyin.

MSL:

Show understanding of basic classroom commands by following the teacher's instructions.
Identify some basic facts from memorized words and phrases when supported by gestures or visuals in a short conversation or a written text.

MNN:

Confirm understanding of a text read aloud or a piece of oral information.
Ask and answer questions about key details from a text read aloud or information presented orally or through other media.
Identify characters, settings, and major events (who, where, when, beginning, middle, ending) in a written text.

Interpersonal Communication

R1	R2	G1	G2
Respond briefly to simple spoken language	Novice 1: Communicate with appropriate volume and pronunciation. Respond to simple questions, supported by visuals, with memorized or practiced words, expressions, and gestures. Express basic needs using very simple words and/or with gestures. Novice 2: Respond to simple questions on familiar topics with practiced words, phrases, or very simple sentences. Ask simple practiced or formulaic questions. Express needs and preferences on everyday topics with phrases or simple sentences. Novice 3: Express needs and preferences on everyday topics with simple sentences. Respond to questions on familiar topics with simple sentences. Ask a variety of simple questions.	Novice 1: Respond to simple questions, supported by visuals, with memorized or practiced words, phrases, or occasional simple sentences. Ask a few formulaic questions. Use appropriate words and phrases to express basic needs. Novice 2: Respond to simple questions, supported by visuals, with memorized or practiced words, phrases, or simple sentences. Ask a few formulaic questions. Novice 3: Ask and respond to a variety of simple, familiar questions with clarity. Exchange information on familiar topics using mostly sentences (e.g. learned vocabulary, language chunks, sentence structures, etc.)	MSL: Respond to simple questions and express basic needs using a mixture of words, phrases, and simple sentences. Ask a few questions with practiced patterns. MNN: Maintain spontaneous conversations on familiar topics, by creating simple sentences, and asking and answering appropriate follow-up questions. Exchange information on familiar topics using mostly sentences (e.g. learned vocabulary, language chunks, sentence structures, etc.)

Respond briefly to simple spoken language

Novice 1:

Communicate with appropriate volume and pronunciation.
Respond to simple questions, supported by visuals, with memorized or practiced words, expressions, and gestures.
Express basic needs using very simple words and/or with gestures.

Novice 2:

Respond to simple questions on familiar topics with practiced words, phrases, or very simple sentences.
Ask simple practiced or formulaic questions.
Express needs and preferences on everyday topics with phrases or simple sentences.

Novice 3:

Express needs and preferences on everyday topics with simple sentences.
Respond to questions on familiar topics with simple sentences.
Ask a variety of simple questions.

Novice 1:

Respond to simple questions, supported by visuals, with memorized or practiced words, phrases, or occasional simple sentences.
Ask a few formulaic questions.
Use appropriate words and phrases to express basic needs.

Novice 2:

Respond to simple questions, supported by visuals, with memorized or practiced words, phrases, or simple sentences.
Ask a few formulaic questions.

Novice 3:

Ask and respond to a variety of simple, familiar questions with clarity.
Exchange information on familiar topics using mostly sentences (e.g. learned vocabulary, language chunks, sentence structures, etc.)

MSL:

Respond to simple questions and express basic needs using a mixture of words, phrases, and simple sentences.
Ask a few questions with practiced patterns.

MNN:

Maintain spontaneous conversations on familiar topics, by creating simple sentences, and asking and answering appropriate follow-up questions.
Exchange information on familiar topics using mostly sentences (e.g. learned vocabulary, language chunks, sentence structures, etc.)

Presentational Communication

R1	R2	G1	G2
No Writing	Novice 1: Participate in class sharing activities. Present information orally with appropriate volume and pronunciation. Use drawings and symbols to express ideas. Make a very simple presentation using words with visual support. Novice 2: Participate in class sharing activities. Use drawings and symbols to express ideas. Make a simple presentation such as show and tell with practiced or memorized simple sentences. Novice 3: Participate in class sharing activities. Use drawings and symbols to express ideas. Make a simple presentation such as show and tell with a series of simple sentences.	Novice 1: Present the required content by using learned and practiced words, phrases, and occasional simple sentences. Present information orally with appropriate volume and pronunciation. Use drawings, symbols, and Pinyin to express ideas. Novice 2: Present information about learned topics with memorized and practiced phrases or simple sentences. Present information orally with a beginning, middle, and ending. Present information with appropriate volume, and pronunciation. Use drawings and symbols, pinyin, and very simple learned words to express ideas. Novice 3: Present information about themselves, their family, or school with memorized and practiced simple sentences. Present information orally with a beginning, middle, and end. Present information with appropriate volume, and pronunciation. Use drawings and symbols, pinyin, and some learned simple words to express ideas.	MSL: Present orally with words, phrases, and simple sentences. Present information with a beginning, middle, and end. Present information with appropriate volume and pronunciation. Use drawings, symbols, pinyin, and simple characters to express ideas. MNN: Complete a short oral or written presentation in some simple sentences with required content and language. Present information orally with a beginning, middle, and end. Write about familiar topics using a few practiced and created sentences with a mixture of words, sentence patterns, and sometimes pinyin.

No Writing

Novice 1:

Participate in class sharing activities.
Present information orally with appropriate volume and pronunciation.
Use drawings and symbols to express ideas.
Make a very simple presentation using words with visual support.

Novice 2:

Participate in class sharing activities.
Use drawings and symbols to express ideas.
Make a simple presentation such as show and tell with practiced or memorized simple sentences.

Novice 3:

Participate in class sharing activities.
Use drawings and symbols to express ideas.
Make a simple presentation such as show and tell with a series of simple sentences.

Novice 1:

Present the required content by using learned and practiced words, phrases, and occasional simple sentences.
Present information orally with appropriate volume and pronunciation.
Use drawings, symbols, and Pinyin to express ideas.

Novice 2:

Present information about learned topics with memorized and practiced phrases or simple sentences.
Present information orally with a beginning, middle, and ending.
Present information with appropriate volume, and pronunciation.
Use drawings and symbols, pinyin, and very simple learned words to express ideas.

Novice 3:

Present information about themselves, their family, or school with memorized and practiced simple sentences.
Present information orally with a beginning, middle, and end.
Present information with appropriate volume, and pronunciation.
Use drawings and symbols, pinyin, and some learned simple words to express ideas.

MSL:

Present orally with words, phrases, and simple sentences.
Present information with a beginning, middle, and end.
Present information with appropriate volume and pronunciation.
Use drawings, symbols, pinyin, and simple characters to express ideas.

MNN:

Complete a short oral or written presentation in some simple sentences with required content and language.
Present information orally with a beginning, middle, and end.
Write about familiar topics using a few practiced and created sentences with a mixture of words, sentence patterns, and sometimes pinyin.

Music

The Lower Primary Music program offers children an engaging curriculum that balances singing, instrument playing, listening, movement, and conceptual learning. Students explore music in joyful and meaningful ways as they work cooperatively to build a sense of musical community.

Musical creativity is nurtured through inquiry. Students explore instrument sounds and think like composers as they improvise and create musical ideas. They also engage in movement and express their ideas by creating choreography. We introduce music literacy and theory gently through an approach called sound to symbol. Students build a strong aural foundation before making connections to music notation and musical concepts.

At chapels and assemblies, students perform on stage, explore meaningful themes, practice being an appreciative audience, and enjoy singing and moving together as a community. Performance is an important part of the program, giving all students the opportunity to develop work ethic, confidence, and self-expression. We look forward to making music together as a community!

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 help all of our 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 strength, and problem solving skills as they learn and explore a variety of different 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 of our instruction helps us to highlight the valuable lessons learnt 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. The depth and water temperature of the pool are adjusted for the needs of young learners.

Learn To Swim Program

The HKIS Primary Schools Aquatics Program uses the 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

All students are required to bring swimming gear on the days of swimming lessons. Swimming gear includes:

Swimsuit
HKIS swimming caps – a must for all swimmers. Swim caps can be bought at the Dragon Shop. Your child’s name must be written clearly on the front of the cap. Knowing the names of students will significantly improve communication between instructors and swimmers and, as a result, the learning experience and outcome.
Goggles
Towel
Flip-flops / Crocs (optional)

All items including swim bag must be labeled and include the child’s full name and homeroom.

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.