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Secondary

Secondary Parent & Student Handbook 2021-22


SECONDARY PARENT & STUDENT HANDBOOK 2021 - 22 Values, Mission & Aims 4 DBIS Learner Profile

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Staff Directory

7

Teaching Staff

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1-1 Tutoring

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Academic Intervention

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Assessment, Recording and Reporting

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Attendance

10

Awards

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Cafeteria

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Challenge at DBIS

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Character & Culture

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Child Protection

14

Communication

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Continuation of Learning

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Costs for Overseas Trips

15

Counselling

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Curriculum

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Digital Devices in Secondary

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Early Dismissal

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Educational Trip/Field Trip Guidelines

16

Extracurricular Activities (ECA)

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Fire Drills & Lockdowns

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FOBISIA 17 Google Classroom and G-Suite

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Guest Visits 18 Heads of Department (HOD)

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Heads of Year (HOY)

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Home Learning

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House System

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Inclusion

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Information Technology & Acceptable Use

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Learning for Life

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Leave of Absence During Term Time

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Lockers

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Lost and Found

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Medical Care

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Parent-Teacher-Student (PTS) Conferences

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Parental Absence

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Physical Education Lessons

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Permission Forms

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Personal Information

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School Cancellation

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School Email, Apps & Online Storage

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School Hours and Contact Details

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Student Council

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Student Diary

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Student Target Setting

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Tutors

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Uniform

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Valuables

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Week Without Walls

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Withdrawal of Students

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Our Core Values, Mission and Aims

OUR CORE VALUES z

We respect the needs and rights of each member of our community.

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We show care, kindness and compassion to others.

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We are supportive of each other.

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We embrace diversity and celebrate individuality.

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We are responsible and honest in our actions.

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We promote a sense of personal identity and a global mindset.

OUR MISSION We provide an outstanding holistic international education to students in an inclusive and nurturing learning environment. We seek to inspire and empower students to succeed in fulfilling their individual potential as global citizens in a rapidly changing world.

OUR AIMS z

To promote a culture of excellence in teaching and learning.

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To provide a broad and balanced curriculum that reflects the international nature of the DBIS student community.

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To encourage internationalism, providing students with the skills, dispositions, and knowledge to participate in an increasingly interconnected world.

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To ensure a supportive, happy and secure environment for learning.

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To develop leadership skills and a sense of service to others through a range of extra-curricular opportunities locally and internationally.

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To encourage the physical and emotional wellbeing of each individual.

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To use innovative pedagogy and technology to enrich learning.

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To work in partnership with parents, alumni and the local and wider community in the ongoing development of the school.

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To foster a learning community where every student, teacher, staff member, parent and DBIS alumni has an ongoing passion for learning.

The DBIS Community - Revised in 2014 and 2017.

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The DBIS Learner Profile is a set of personal learner attributes that are at the heart of our curriculum and the international education we provide for all our students. We actively support students in developing holistically to prepare for their life in the wider world, and as they leave us, students recognise and appreciate that their time at DBIS is the start of their exciting life-long learning journey for which, we believe they are exceptionally well equipped to successfully continue.

FOR DBIS STUDENTS As DBIS students, you will be supported in actively developing these learner attributes in many ways. They are a guide for your holistic and personal development, and by identifying and acting in ways that develop these attributes, you will become more skilful, empathetic, and well rounded young people. Through considered reflection, you will be genuinely prepared for the wider world that awaits you.

FOR DBIS TEACHERS The DBIS Learner Profile is a guide to support the holistic development of all learners across the three phases of the school. They are common goals that transcend individual curriculum areas and unite us in a shared belief of what all DBIS students can, and should become. We embed meaningful learning opportunities throughout the curriculum in order to support this.

FOR DBIS PARENTS The DBIS Learner Profile demonstrates to you our aspirations for your children. The creation of opportunities to develop these attributes are all around us, and we want to work with you, in partnership to support your children in the development of these attributes that we truly value.

COMMITTED LEARNERS Dedicated students who channel their curiosity and develop their intrinsic motivation to learn. As they take risks and learn from mistakes, they grow as resilient, lifelong learners who adapt to their learning environment, establishing mutual respect in pursuit of collective and individual excellence.

BALANCED INDIVIDUALS Reflective students who value their sense of self and are aware of their emotions and the impact they have on others. They understand the importance of physical, social and emotional balance to achieve personal wellbeing and know when to draw on the support of others.

Learner Profile

DBIS Learner Profile

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MINDFUL LEADERS Empowered students who build trust to activate and lead others to take action and make a positive difference in the world. They lead with kindness, integrity, honesty and with a strong sense of equality and respect for all, nurturing an inclusive and respectful approach to leadership at all levels.

RESPONSIBLE CITIZENS Internationally minded students who act proactively to make a positive difference in the lives of others and to the environment. They are courageous change agents who understand the importance of their role and are proud of the positive contribution and impact they have both locally and globally through service.

EFFECTIVE COLLABORATORS Purposeful students who work together towards a shared goal and promote a collaborative learning culture which is inclusive and celebrates diversity in the perspectives of others. They are confident when working independently, but recognise they can be stronger when collaborating together.

CONFIDENT COMMUNICATORS Articulate students who process, organise and coherently express their thoughts and opinions and actively listen and reflect on the views of others. They carefully consider purpose, audience and style when communicating, interpreting and expressing their ideas.

PROBLEM SOLVERS Adaptive students who think deeply and critically about their learning and apply logic and innovation to identify and solve authentic problems. They set goals, plan and prioritise their approach and keep solution-focused as they explore and iterate to discover creative solutions and different strategies.

CREATIVE THINKERS Inquisitive students who think creatively and imaginatively, asking great questions in order to enquire and make connections to further their understanding and satisfy their curiosity as they investigate their own lines of enquiry and demonstrate their learning in innovative and creative ways.

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The Secondary School at DBIS is managed by specific teams, each of which takes responsibility for an area of the phase’s operations. The list below provides some information about the relationships within and the organisation of the Secondary School. The Secondary School team is responsible to the Head of School, Mr. Stuart Bridge.

SECONDARY LEADERSHIP TEAM Head of Secondary

: Mr Simon Oakley

Deputy Head of Secondary (Academic)

: Mr Peter Roberts

Assistant Head of Secondary (Pastoral)

: Mrs Karen Hartcher

Head of Sixth Form

: Mrs Louise Tyrrell

Staff

Staff Directory

STUDENT WELLBEING Heads of Year Year 7 : Mrs Karina Johnson Year 8 : Mr Tom Lemon Year 9 : Mrs Tracey Smal Year 10 : Ms Samantha Hine Year 11 : Mr Nicholas Moore Year 12 & 13 (Sixth Form) : Mrs Louise Tyrrell University Counsellor : Mr Richard Koenig

kjohnson@dbis.edu.hk tlemon@dbis.edu.hk tsmal@dbis.edu.hk shine@dbis.edu.hk nmoore@dbis.edu.hk ltyrrell@dbis.edu.hk rkoenig@dbis.edu.hk

INCLUSION Head of Inclusion

: Ms Serena Clark

TEACHING AND LEARNING Heads of Department (Whole School) Creative and Performing Arts Physical Education Learning Technologies Mandarin and Foreign Languages

: Mr Christopher Preddy : Mr Rob White : Mrs Angela Moriarty : Ms Qin Cai

Heads of Department (Secondary) English Humanities Science Mathematics Technology

: Ms Amy Lee : Ms Rachel Murphy : Mr Kai Glenister : Mr Adam Reid : Ms Hannah Sussams

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Staff

TEACHING STAFF Art : Ms Natasha Johnstone Art and Design : Mr Chris Reinhardt Business : Mr Peter Wray Chemistry : Mr Kerry Glenister Computer Science, Science : Mr Alvin Sexton Design Technology : Mr Andrew Pybus Design Technology, Computer Sciences : Ms Hannah Sussams Drama : Mr Jack Piggott English : Ms Amy Lee English : Ms Karen Hartcher English : Ms Louise Tyrrell English : Ms Samantha Hine French : Ms Anais Fenning Geography, Humanities : Ms Rachel Murphy History : Ms Karina Johnson Humanities : Ms Lara Scrimgeour Humanities, English : Ms Colette Jones Humanities : Ms Shelby Smal Inclusion, Business : Ms Tracey Smal Mandarin : Ms Myra (Ting) Mi Mandarin : Ms Qin Cai Mathematics : Mr Adam Reid Mathematics : Ms Amrith Prabhu Mathematics : Mr David Johnstone Mathematics : Ms Sarah Lewis Media Studies, Humanities : Ms Emma Cerrone Music : Mr Christopher Preddie Music : Mr Matthew Gardener Physical Education : Ms Susanne Clark Physical Education : Mr Peter Roberts Physical Education : Mr Tom Lemon Psychology, Science : Mr Neil O’Maonaigh-Lennon Science : Ms Morag Armstrong Science : Mr Evan Murphy Science : Mr Nicholas Moore Science : Ms Laura Nubel Science, Mathematics : Ms Wendy Thomson Spanish, University and Careers Guidance Counsellor : Mr Richard Koenig

SUPPORT STAFF Ms Minoli Samarakkody, Mr Nils Cornelius, Ms Fiona Yu

RECEPTIONISTS 8

Joey Lee (Secondary) Geri Sebandal (Sixth Form)


1-1 Tutoring Tutoring is a meeting between students and their tutor which takes place on a rotation cycle (approximately once every three weeks) throughout the school year. Tutor teachers are responsible for scheduling time slots with students in advance, which occur between 8:00am and 8:20am each day of the week. The fundamental rationale behind our 1-1 Tutoring programme is to ensure every individual in our Secondary School is well known and they have an adult they can trust and receive support from in all areas of their school journey. Students are expected to attend and will have the chance to discuss their academic subject targets which they will list in their student diaries with the guidance of their subject teachers and tutors during the first stage of the academic year. Additionally, Heads of Year will share with their tutor teams the Learner Profile Attribute in focus as well as the current Learning For Life topic to further enhance and provide a well rounded discussion.

Academic Intervention We are focused on supporting students to allow them to achieve their potential and to ensure no individuals ‘fall through the gap’ academically. We aim to identify barriers to learning at an early stage in order to support students in overcoming any obstacles preventing them from making progress. This is a stepped process based around student performance, which is linked closely to the report cycle, with a clear timeframe of actions.

Assessment, Recording and Reporting The primary purpose of assessment should be to promote student learning. We aim for high quality teaching and learning, and at the heart of this is reliable, valid, accessible and timely assessment, underpinned by our growth mindset belief that all pupils can succeed. Our assessments focus on the educational outcomes that matter most, not just on those things that are easiest to test and quantify. The assessments provide information to improve the quality of the learning experience and support improved outcomes for student’s educational attainment and achievement. Feedback on assessments is recognised as critical to student development and is provided on all forms of assessment. Fundamentally, feedback should consider the student’s current attainment and progress and how further progress can be made. Each student in the Secondary school receives four reports per year, the content of which changes according to the developmental needs in the respective year groups. The reports provide a snapshot of academic development as well as information pertaining to attributes to learning.

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Attendance Our mission calls upon us to fulfill an individual’s potential. Regular attendance is a prerequisite for success in school; conversely, those who are not in class will miss important learning opportunities. Poor attendance can lead to underachievement and absence can have a detrimental impact on student progress and overall academic development. It is vital that we work together with families to ensure every child is in school and being challenged to meet their potential.

Awards In previous years the school has celebrated the achievement of our students through an awards ceremony in June. At present we are reviewing this process to see how to improve and enhance it, an update and announcement will follow later in the academic year 2021-22. In addition to faculty and subject awards, the following whole school awards are handed out to students from all grades:

Spirit Award Awarded to one student from each year group for having a positive attitude, working to potential, demonstrating courtesy, cooperation, and consideration towards others, and for participating in a wide variety of school events.

Outstanding Achievement Award Awarded to one student from each year group for demonstrating consistent effort and engagement in all learning opportunities. Takes increasing responsibility for their learning and has made significant academic gains throughout the year.

Distinction Award Awarded to one student from each year group for demonstrating a positive ethos to school life, leading by example, and distinguishing themselves in most/all areas of the curriculum.

Head of School’s Award Awarded to one student across all year groups for demonstrating leading attainment, ability or behaviour in both cultural and sporting aspects of our school and has distinguished themselves in most/all areas of the curriculum. The recipient has set an example to all at our school in citizenship through social interactions, showing consideration, cooperation, and courtesy to others.

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Sports Boy and Girl Awards Awarded to one male and one female secondary student who have made a significant contribution to DBIS Sport. They have represented the school in a number of sports and have demonstrated outstanding leadership skills, commitment and sportsmanship. The award winner is a role model to their peers and embodies the values and characters of a DBIS student.

Cafeteria Our school cafeteria is open before and after school and at morning break and lunchtime. The Boardwalk Café serves hot meals (including a vegetarian option), snacks, and drinks. Students can purchase a swipe card from the cafeteria manager anytime enabling a cashless option when purchasing meals. The cafeteria also accepts Octopus cards.

Challenge at DBIS DBIS follows Professor Françoys Gagné’s definition of Challenge - as the possession of natural abilities or aptitudes at levels significantly beyond what might be expected for one’s age, in any domain of human ability. Provision for Challenge students is a school wide responsibility. All staff are responsible for differentiating the curriculum for Challenge students and will monitor their progress. Teachers will review and monitor the progress made by students in their subject area and the efficacy of resources and other curriculum material.

Character and Culture The Character and Culture policy contains a reflective approach to misconduct, illustrating steps to success, as well as a restorative process enabling there to be an agreed understanding. Positive character and conduct is promoted at DBIS so that every student feels supported, happy and secure. We recognise that our students are developing. This can mean that they occasionally make mistakes. We aim to put restorative actions in place that guide and support our students towards making better decisions in future, and also help them to develop a sense of personal responsibility.

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Category of Example of misconduct Concern and These lists are not description of your exhaustive. child’s conduct

Action taken by staff and student These lists are not exhaustive.

z Distracting others z As a consequence Category One from their learning of not demonstrating Your child has the expected demonstrated z Not following conduct your child a low level of instructions will be required to misconduct and meet with the subject received a number z Discriminatory racial/ teacher or member sexual homophobic of reminders about of staff to undertake comments a restorative expected conduct conversation z Low level of physical violence to another z During the restorative person and/or conversation with property the staff member, the consequences of z Use of a mobile their actions will be phone in lessons and/ decided or around school without permission z These could include: Detention, Apology z Arguing/deliberate Letter, Replacing the and intentional Broken Item, Parents talking back to an Informed etc. adult - disrespectful behaviour

z High frequency Category Two of category one The student has incidents displayed an intentional level of z Repeated racial/ misconduct during sexual/homophobic comments school

z

Parents are notified

z

A restorative meeting will be arranged between your child and either their tutor and/or Head of Year

Intentional physical violence to another person and/or damage to property

z

During the restorative conversation with the staff member, the consequences of their actions will be decided

z

Continued noncompliance i.e. z These could home-learning, uniform expectations include: Detention, Report Card, Social z Truancy and Emotional Counselling z

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z Intentional racial/ Category Three sexual/homophobic The student has comments displayed a significant level of z Significant physical misconduct during violence to another person and/or school damage to property

z

A meeting with parents is arranged

z

A restorative meeting will be arranged between your child and the appropriate staff member

z

Inappropriate use of social media within school premises or on school related activities

z

z

Theft

Following the restorative conversation, the process will allow the student and the staff member to come to an agreed understanding of the chosen consequence

z

These could include: Internal Exclusion, Fixed Term Exclusion, report card, daily commitment to after school reflection etc.

z

Parents are notified and a meeting arranged with the Appropriate Secondary SLT member or Head of School

z

At this stage all restorative plans are adapted relating to the seriousness and frequency of the behaviour

z

The consequences are one of the following: an Fixed Term Exclusion or Permanent Exclusion

z Racial/sexual/ Category Four homophobic The student has harassment displayed severe misconduct during z Serious physical school violence to another person and/or damage to property z

Arson

z

Extortion

z

Possession of any illicit substances or materials

z

Carrying an offensive weapon

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Child Protection The health, safety, physical and emotional well-being of every child and young person enrolled at Discovery Bay International School (DBIS) are of paramount importance. At DBIS we believe that children and young people, as individuals, have the right to be treated with dignity and respect, free from emotional or physical danger, abuse and neglect. All children and young people at our school are entitled to learn in a safe environment where they receive the support of caring adults, and are able to develop a positive image of themselves and a secure sense of identity. Child protection always comes first at DBIS, it is our core concern.

Communication Clear communication between home and school is essential. There are several avenues we use to communicate with our parent community. They are as follows: Parent Hub – All communication to parents regarding upcoming events and information can be found here. Any calendared event will have a parent bulletin for the forthcoming two weeks. Student Diary – Students are required to write all home learning tasks in detail in their planner. The planner is then to be signed by a parent/ guardian once a week. This is then viewed by the tutor, ensuring a strong communication network whereby each student is accountable in ensuring home learning activities are noted and completed. School Newsletter – Each Friday the school’s newsletter is emailed and available on our website. The newsletter provides a snapshot into the weekly school events. Each week, one year group and one subject area will provide an update on what has been happening in their year group or subject area. Email Contact – For all general enquiries, parents can contact the school office by email dbis@dbis.edu.hk or by phone (+852 2987 7331). Google Guardian – The Google Guardian add-on to Google Classroom allows the school to add to our communications system and provide all parents with more insight into your child’s online learning experiences.

Continuation of Learning

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In the event of a school closure the school will continue to operate with all lessons moving into online mode. Students will follow their usual timetable which will be shared via their Google Calendar. Live Synchronous lessons will be delivered via Google Meet according to their timetables. The students will also be shared all learning resources and materials through their existing Google Classrooms for each subject taught. Pre-recorded learning videos and other resources may also be uploaded to your child’s Google Classroom to allow both synchronous (Live/Real Time) and asynchronous (Accessed later) accessibility.


Costs for Overseas Trips Payment for overseas trips including all FOBISIA competitions and Week Without Walls require a deposit in advance to secure flights, followed by the full payment prior to departure.

Counselling The school provides counselling services to assist with low to moderate social and emotional barriers to learning. Parents will be contacted for consent and informed of the process. Any counselling sessions initiated by the school will have agreed upon and clearly understood boundaries of confidentiality. Any information divulged through the counselling will remain confidential unless a student’s health is at risk or there are child protection issues at hand. The school will provide six sessions and then discuss with parents the external options available if necessary.

Curriculum The Secondary School offers a broad and balanced curriculum that covers the first three years of your child’s secondary education which applies to students aged between 11 - 14 years old (Years 7 - 9). Following this period students then move into their IGCSE and BTEC Level 2 examination programmes which covers students aged 14 - 16 (Years 10 and 11). The final phase for our students is when they move into sixth form to do their A Level and BTEC Level 3 qualifications, which covers the final two years of schooling (Years 12 and 13). Students are taught in mixed ability classes with the exception of mathematics, whereby students are set according to their current attainment levels and aptitude for the subject. Work takes place both individually and in small groups. Mandarin is a compulsory subject alongside either Spanish or French throughout Years 7 to 9, after which one language is studied at (I)GCSE level after being chosen during the options process. In addition to our general subjects, our Year 7 to 9 students also take our bespoke enquiry based learning class, Discovery. This time gives students a chance to think and learn beyond the curriculum, exploring new concepts with their teacher. In Years 10 and 11 we offer a number of different pathways that include BTEC and (I)GCSE. At (I)GCSE level students study a breadth of subjects in the creative arts, technology, and humanities fields, as well as a chosen language and the three core subjects; mathematics, English and science. Typically students will study 8 or 9 (I)GCSE subjects. And, as an alternative route and to support more vocational choices we also offer a BTEC Option which is Business Studies. In Years 12 and 13, students can choose from a combination of BTEC and AS/A Level courses of study, where they study two, three or four subjects in Year 12. We encourage students to then take up to three subjects in Year 13, though in exceptional circumstances we allow a fourth subject to be taken. Students are able to choose from a wide variety of different subjects and are supported in their decision making to ensure pathways are held open for higher education options.

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Digital Devices in Secondary The school has a 1:1 technology programme throughout the Secondary School. Students in Years 7 to 9 can either purchase a Chromebook which can be provided for the student through the school or bring their own laptop (with paid antivirus already installed and the school’s wellbeing monitoring software uploaded by the IT Team). Students in the GCSE years (Year10 and 11) are strongly encouraged to bring their own laptops into school given the software needs of many of the courses at GCSE level. Students can however choose to use their current Chromebook instead until it reaches the end of its natural life or the end of Year 11. Students in Years 12 and 13 are required to bring their own device and it is recommended that this is a laptop, notebook or Macbook rather than a Chromebook as many of the courses in the senior years have greater software needs. Students are required to sign the BYOD (Bring Your Own Device) Agreement. Students should read and adhere to the school’s Acceptable Use Policy (AUP) for the use of technology at DBIS. All agreements and the AUP are available on the Parent Hub. Please note, it is the responsibility of our students to use their mobile devices in an acceptable way at school. At home, however, the responsibility falls upon parents and your guidance is key. Setting family rules pertaining to the use of mobile devices is encouraged to avoid misuse.

Please find here the link to the DBIS Secondary School Guide to Learning Technologies document - ‘DBIS Secondary School Guide to Learning Technologies’.

Early Dismissal If a student wishes to be dismissed early from school, they must collect a blue slip from either; the Secondary receptionist (where parents have notified the school of an arranged appointment) or the nurse (for instances when a student has had to visit the nurses office). Students must bring the blue slip to the Main office to collect a leaving sticker which records the student leaving the premises. This sticker must be shown to the front guard on duty before being allowed to leave school.

Educational Trip/Field Trip Guidelines Several subject teachers organise local field trips for various year groups throughout the year. Typically, information will be shared through the hub outlining the details of the trip students will need parental consent. During the school day, a teacher may take their class off campus for learning activities, and these are considered to be regular class time. Participants in school-organised trips are representatives of the school at all times. As such, they are expected to abide by our Character and Conduct Policy, to follow uniform guidelines, and to demonstrate concern for the well-being of others.

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Extracurricular Activities (ECA) Extracurricular Activities are a key part of fulfilling our aim to provide a holistic education to our students. Students are expected to contribute to wider school life by taking at least one ECA per term. There are a wide range of sports and physical activities that are on offer throughout the academic year. In addition to these there are a variety of non-sporting activities on offer throughout the year, in particular from the performing arts, charitable causes, student council and subject based clubs. Students sign up to sports clubs at the beginning of each term via CHQ. Commitment is a key trait of all DBIS students and we ask that once a student commits to an activity that they attend for the duration of the term/season. Please note that if a sports club or activity takes place off campus and finishes outside of school hours, parents will be notified in advance and that students will be allowed to make their own way home once back at DBIS.

Fire Drills & Lockdowns All procedures are made clear in our Emergency Procedures Policy. Fire drill procedures are carried out each term and involve all staff and students. In the event of a fire, all Secondary staff and students are evacuated to the pitch whereby class registers are taken. Clear procedures are in place and staff will direct students appropriately in the case of any situation.

FOBISIA The Federation of British International Schools in Asia (FOBISIA) is a regional group of the leading British International Schools in Asia and has been in existence for over 25 years. As an organisation it applies stringent entry standards to all schools who apply for membership and upholds these same standards for all members through a review cycle that requires an ongoing commitment to excellence and inspection or accreditation by recognised external agencies. The overall aim of the Federation is to promote excellence in education in our schools, and to provide opportunities for inter-school competitions and enrichment programmes. As a member of FOBISIA for over 4 years, we offer our students several unique opportunities to travel and represent our school in a variety of ways. Our highest performing boys and girls in the Primary and Secondary Schools are invited to travel to the international sporting competition each year. As well as participating in the sporting events, students may be invited to participate in the other FOBISIA events such as Model United Nations (MUN), drama and music festivals, and Mathematics competitions.

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Google Classroom and G-Suite Google Classroom is an easy to use online tool. The Google Classroom serves as a Virtual Learning Environment (VLE) that allows teachers to set work and send information to students in their classes. Sometimes, this will be simple class messages (“Don’t forget to come to the revision session tomorrow lunchtime”), but more often it is used as an area for students to access learning materials, share and upload work and collaborate with their teachers and fellow classmates both in school and at home. G-Suite comprises all other items supplied by Google such as Gmail (Email), Google Drive (Cloud Storage) and Google Calendar. All students have a DBIS G-Suite Account set up when they join the school. These different systems allow students to contact their teachers, receive messages, organise their work and generally operate as well equipped and efficient students. For additional information and guidance please see the ‘DBIS Secondary School Guide to Learning Technologies’.

Guest Visits All ex-students and family members of students attending DBIS must sign into the main reception and are required to wear a Visitor’s Pass at all times. Visitors are not permitted to attend classes with students to ensure learning is not disrupted and for insurance liability reasons.

Heads of Department (HOD) The Heads of Department are the leaders of learning specific subject areas. Heads of Department lead planning, initiatives, and assessment practices in their respective areas, leading a group of subject teachers. For a full list of Secondary Heads of Department, please consult the Staff Directory section of the handbook.

Heads of Year (HOY) The Heads of Year lead and are responsible for overseeing and supporting the work of a team of tutors to ensure the well being and academic progress of Secondary students. They will regularly communicate with parents and share relevant student wellbeing information with staff. A student’s Head of Year will often manage more time consuming or challenging student wellbeing issues.

Home Learning

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Home learning is any extended learning that is set by subject teachers which is undertaken outside of lessons for which the student has primary responsibility. We view home learning as an integral part of the learning process. We recommend that all students get into a routine of daily study and independent work in a quiet study area at home. Home learning tasks are intended to: provide an opportunity for applying learned skills to authentic learning tasks; to reinforce and extending learning opportunities; provide opportunities for


creativity and problem solving; support and encourage preparation for assessment tasks; assist in the development and application of time management and organisational skills; promote an independent and responsible approach to learning. For more information on our homework guidelines and philosophy, please read the ‘Secondary Home Learning’ document on the parent portal.

House System There are typically three to four tutor groups across each Year group in Secondary. Students are designated to a House for the whole of their time in Secondary - siblings are also assigned to the same House. Our four Houses are Lightning; Storm; Thunder and Typhoon. Students will generally stay in the same tutor group and house throughout their Secondary School experience, meaning they develop close connections with members of their group. Each House has a House Captain who is elected by their peers and is responsible for coordinating House competitions and aiding Heads of Year with House-related matters.

Inclusion As an inclusive school, we embrace diversity, difference and the uniqueness of every learner and aim to provide all students with equal access to the curriculum and every aspect of school life. We aim to provide an outstanding holistic international education to students in a nurturing learning environment. The main focus of the Inclusion department is to ensure that all students become independent learners. Students receive personalised support through a differentiated approach either on a one to one basis or small group support from staff in skills such as English, Mathematics, study and organisational skills. Students are supported to achieve their full potential through pathways that foster independence and resilience, instilling in every individual the confidence to succeed. The Inclusion Department is also responsible for identifying and assessing students with educational needs. Progress is recorded using a range of data to inform planning drawn from curriculum assessment methods, teachers’ own formative assessment and external tests.

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The following strategies are employed to ensure that the school meets the needs of these students: z

Small withdrawal groups for students

z

In-class support

z

Social thinking sessions for students with marked difficulties with social communication

z

Liaison between the Inclusion Department and mainstream teaching staff (on academic and pastoral issues)

z

Special examination arrangements (such as extra time, a reader and scribe or use of a laptop) for some students

z

Meetings with parents to discuss intervention strategies and Student Support Plans (SSPs) and Individual Educational Programmes (IEP’s) where necessary

Information Technology & Acceptable Use All students and parents should read and sign the Acceptable Use Policy (AUP) for Information Technology at DBIS. The AUP can be found on the Parent Portal on the DBIS website.

Learning for Life We believe that promoting the health and well-being of our pupils is an important part of their overall education. One approach we use at DBIS is through our Learning for Life Programme (L4L). The L4L curriculum assists our students to make safe and informed decisions during their school years and beyond. Skills such as communication, listening, refusal, decision-making and negotiation; critical-thinking; building self-awareness; developing empathy; accessing reliable information or services; challenging stigma and discrimination; and advocating for rights are explored. The L4L objectives permeate throughout all subjects and is also an integral component of the pastoral programme through tutor time and assemblies. Learning for Life also offers Relationship Sexual Education (RSE) lessons and the content covered during these lessons will include age-appropriate topics such as: the human body and puberty; pregnancy; contraceptives; prevention of HIV/AIDS and other sexually transmitted diseases; prevention of sexual abuse; body image; sexting and social media; pornography and consent.

Leave of Absence During Term Time

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We are aware that due to the nature of some of the work leave restrictions our parents have that families may make the decision to take their children out during term time. Although some holidays may be considered educational, your child will still miss out on the teaching and learning that their classmates will receive during the holiday. Students returning from a term time holiday are also unprepared for the lessons, which build on the teaching they have missed. The extra time it takes for a teacher to assist a student in catching up also has a


potential impact on other students in the class – this is something we all have a responsibility to avoid. If a family decides to take their child(ren) out of school during term time, the following online application form should be submitted: ‘Student Absence from School During Term Time’ form.

Lockers Students in Years 7-11 are assigned a locker number at the beginning of the school year. Students are responsible for the security of their locker and are required to purchase a coded padlock to be used at all times. All Years 7–11 students must keep their belongings in their locker throughout the school day. The ten minute period between lessons can be used to retrieve necessary items for lessons.

Lost and Found Lost and found items are either kept at the Secondary reception or in the Primary covered playground, and students can ask at the Secondary reception. We ask that all student clothing is clearly labelled with his/her name. At specific times throughout the year we will put all lost and found items on display and if unclaimed we will donate these items to one of our school charities.

Medical Care If a student becomes unwell while at school, he/she will need to take a medical card given by their teacher and take this to the school nurse. The school nurse will evaluate the student’s medical condition. The school nurse will decide as to when students are required to be collected from school, as directed by the Hong Kong Health Department. The time of handover to a parent or caregiver must be noted and the classroom teacher made aware. If a student has a minor complaint or accident, the school nurse will administer first aid and care in the school’s Medical Room. In the case of a more serious concern, the school will contact the parents and/ or emergency services and will make the medical decisions based on the doctor’s recommendations. Parents will be systematically informed if the school contacts emergency services, but it may not always be possible to do this before we do so. Please note, the school’s nurse is not authorised to administer mild medications, such as paracetamol, to students. Prescribed medication can be administered on completion of the prescribed medication form. For more details, please refer to the Student Health page on the school’s website.

Parent-Teacher-Student (PTS) Conferences There will be one annual afternoon/evening PTS conference per year group. At all other times, parents are welcome to book appointments with tutors regarding any matter. PTS conferences are held in the evening at school and are aimed at giving parents an insight into their child’s attainment level and progress

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in all subjects. Areas for improvement are also highlighted to ensure parents and students come away from the conference with clear targets. Appointments run for five minutes and students are positively encouraged to attend in order to engage in learning conversations and to reflect on progress and areas for improvement.

Parental Absence Please notify the school if you are planning to take a trip out of town for more than a day. The school office will require details of appointed guardians and emergency telephone numbers.

Physical Education Lessons The following procedures should be adhered to in regard to wearing Physical Education (P.E.) kit at school: DBIS P.E. kit must be worn to school if a student has a sporting ECA. If a student has P.E. first or second lesson of the day, they are permitted to arrive in school in their kit. They must then get changed immediately following their PE lesson. If a student has P.E. the first lesson of the day, they are permitted to arrive in school in their kit. They must then get changed before attending lesson 2. For all other times students must get changed immediately prior to and after their P.E. lesson, except lesson 5 where they may go home in their kit. Students with an ECA or sports trip after school are to get changed at the end of the school day, unless they are told otherwise by a member of staff. During the block of swimming lessons students must always bring their normal P.E. kit and trainers as well as their swimming kit. In exceptional circumstances (like in 2020-21), there may be exceptions to the above points. Parents and students will be informed in advance if this is the situation.

Permission Forms All new and existing parents will be sent an online permission form in term 3 / beginning of the school year. Parents need to electronically sign the form which gives students advance permission to attend all school trips.

Personal Information It is very important for the school to have complete and up to date information about all of our students and those whom we may need to contact in case of emergency. Please complete the online form in the Parent Portal to update your details.

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School Cancellation Please familiarise yourself with the school’s ‘Wet Weather and Weather Warning Policy’ regarding the closure of school. The school website will display weather warnings and notification of school closure where applicable.

School Email, Apps & Online Storage All students have their own school Gmail account which is the primary source for all communication within school. The school will assign all usernames and passwords once a student joins the school. All school devices have a number of educational apps that have been pre-loaded to the device. Any apps purchased by the student need to be checked with the relevant subject teacher and should be purchased using the student’s personal App Store account. When at school, a student’s device should always be logged into their school account. Games and social networking apps are strictly forbidden. Online storage of student work should be on the student’s school Google Drive.

School Hours and Contact Details Time

Activity

08:00 - 08:20

1-1 Tutoring

08:25 - 08:45

Tutor time

08:50 - 09:50

Lesson 1

10:00 - 11:00

Lesson 2

11:00 - 11:20

Break

11:20 - 12:20

Lesson 3

12:30 - 13:30

Lesson 4

13:30 - 14:20

Lunch

14:20 - 15:20

Lesson 5

Contact Details: Website - www.dbis.edu.hk Secondary Phone - 2284 3030 Sixth Form Phone - 3962 1500 Email - dbis@dbis.edu.hk

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Student Council As a school we deeply appreciate and value student voice and participation. To facilitate this process the school operates a student council that meets regularly to discuss key matters relating to aspects of school life. The student council members are elected at the start of each academic year and members serve for the entirety of the school year. The school council represents students from each year group to allow for all community members to have a voice.

Student Diary At the beginning of the school year, each student receives a Student Diary. The Diary is used to record all homework and upcoming activities and events. The Student Diary also contains a realm of key information pertaining to uniform, pastoral care, key dates and other important information. The Student Diary is used as one important form of regular communication between school and parents.

Student Target Setting Last academic year student academic target setting was introduced for all secondary students. This has been further specialised this academic year with Year 10-13 students setting Aspirational Targets. As part of the process, students will meet with their specialist teachers and tutor to analyse statistical data on student’s past academic performance to support them with setting their Aspirational Targets. The students in Year 7-9 will also continue to set academic targets as students did last academic year, however they will also set themselves pastoral targets to support their wider social and emotional development. For all of the targets that secondary students set, there will be a minimum of two opportunities for the students to reflect on their targets and demonstrate how they have shown progress. They will then receive feedback from their teacher and/or tutor, which will support them to create follow-up actions.

Tutors In most cases, your child’s tutor is the first point of contact with enquiries about academic progress and any pastoral issues. The tutor will know your child the best and will have detailed knowledge of his/her daily routine. A student’s tutor spends 20 minutes each day with the whole tutor group and will see each child for a 1-1 tutoring session on a rotating basis. This, coupled with access to each student’s academic overview ensures a personalised approach leading to strong relationships between all tutors and their students.

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Uniform Secondary school uniform should be worn at all times and be in a clean and neat state. There are summer and winter uniform options available at the uniform shop, located at the main campus. The shop is open on Tuesday and Thursday from 8:15 am - 11:00 am during term time. Girls Uniform:

DBIS navy blue skorts worn with the DBIS blue striped summer blouse (untucked). Cooler Weather Option: Sleeveless or long sleeved school fleece Unisex trousers Navy tights with skort Footwear: Black shoes that must be neat and tidy (at the discretion of Heads of Year). Logos, multi-coloured trim and laces are not appropriate. Socks should be white of navy ankle socks. Or Navy/black sandals (please note no socks to be worn with sandals). Or Black slip on shoes. Caps: Caps are required for use in PE lessons, hot weather and during off campus school events. Boys & Girls PE Uniform: GIRLS BOYS

Boys Uniform:

DBIS navy blue trousers and DBIS blue striped short sleeved shirt (untucked). Or DBIS navy blue shorts and DBIS blue striped short sleeved shirt (untucked). Sleeveless or long sleeved school fleece for cooler days. Footwear: Black shoes that must be neat and tidy (at the discretion of Heads of Year). Logos, multi-coloured trim and laces are not appropriate. Socks should be white of navy ankle socks. Or Navy/black sandals (please note no socks to be worn with sandals). Caps: Caps are required for use in PE lessons, hot weather and during off campus school events.

Jewellery & Make Up: The following jewellery items may be worn: a watch, one pair of plain studs or sleepers (gold or silver) in the lower lobe. All other piercing is prohibited. Make-up, acrylic and gel nails are not to be worn, plain/neutral nail polish is acceptable. Hair: Hair should appear naturally coloured.


DBIS Navy blue PE shorts with DBIS PE shirt Footwear: Trainers with plain, white ankle socks. School uniform is to be worn to school unless a student has PE during the first two periods of the day or has sports practice before school. Students will change back into their school uniform following their PE lessons or sports practice.

Mufti Day: Make-up and jewellery regulations remain the same as for any school day. Clothes must be clean, neat, modest, in good repair and appropriate to the day’s activities. Very short skirts and shorts, midriff/tank tops and torn jeans are not permitted. Shorts/skirts should be not much higher than knee length. Field Trips: Sports Uniform to be worn (unless otherwise advised) Hot / Wet Weather: PE kit should be brought to school on extremely hot or rainy days to ensure students have a change of clothes. Lunch Times: Students involved in physical activities at lunch should change into a school sports shirt.

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Valuables Students are asked not to bring valuables into school. Occasionally, students may wish to bring valuable items into school as part of a project or other piece of school-related work. Under these circumstances, any valuables should be given to the school office for safe-keeping.

Week Without Walls Our WWW philosophy centres on providing students with unique opportunities that foster the development of leadership and interpersonal skills. We seek to challenge students in an outdoor setting away from the classroom. Many of the activities will also include a service element that is aimed at developing empathy or understanding of different cultures. The provisional plan for 2021-22 is that all Secondary students will take part in a ‘Mini Week Without Walls’ event on the 10th & 11th February 2022. All students and secondary staff will participate in a ‘Great Race’ themed event based in Discovery Bay on Thursday the 10th February. A variety of activities will be set up around Discovery Bay to challenge students in areas such as problem solving, creativity, teamwork and logical thinking. On Friday 11th February all students will take part in a pre-selected activity of their choice based in Discovery Bay or Hong Kong. This provision is subject to external factors including announcements from the EDB and government. Rest assured that student safety is our top priority so adhering to the social distancing requirements will be the priority in all decision making. We hope to return to the full week format of WWW in the following academic year.

Withdrawal of Students To withdraw a student, please complete the official ‘Student Withdrawal Form’ and submit this to the admissions office not less than 60 days (excluding school holidays) before the student leaves the school. If students are not returning after the summer holidays, please submit the form on or before 30 April. The school will charge school fees if the above notice period is not adhered to.

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Profile for DBIS

2021-22 | DBIS Secondary Parent & Student Handbook  

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