Annual Report 2022–23
Our Core Values, Mission & Aims Our Core Values •
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 •
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 extracurricular 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.
DBIS Annual Report 2022–23
Contents 02 04 05 06 07 08 10 12 14 16 18 28 30
PRINCIPAL’S REPORT SCHOOL COUNCIL REVIEW EARLY YEARS REPORT PRIMARY REPORT SECONDARY REPORT WELLBEING STUDENT VOICE EXPERIENTIAL LEARNING COMMUNITY & SERVICE PARENT TEACHER STUDENT ASSOCIATION ACADEMIC ACHIEVEMENTS UNIVERSITY DESTINATIONS DBIS IN NUMBERS
Principal’s Report The annual report is an opportunity to reflect on the previous academic year. I think uppermost in everyone’s mind and memory will be a year of two halves: half with masks and COVID-19 restrictions and half with our school community emerging from the pandemic and getting back to its usual vibrancy and activity. I am confident that we all enjoyed the second half of the year far more than the first! Having joined DBIS in January, it has been a genuine pleasure to start to engage with the school community and work with stakeholders in planning the next phase of development and progress at DBIS. I am very grateful for the warm and friendly welcome we have received in joining the DB community. Our students can be proud of their public examination achievements this year. Our Year 11 cohort achieved an impressive 29% of all final qualifications being graded at A* (equivalent level 8 or 9). Additionally, 50% of our students’ qualifications were graded A (equivalent level 7) or above, further highlighting the exceptional calibre of our students’ accomplishments. Ou r Year 1 3 coh ort on ce again demonstrated their exceptional abilities, with over 19% of A Level results graded at the coveted A*, and an impressive 40% at either an A* or A. These exceptional results reflect a higher percentage of students attaining the highest grade of A* compared to last academic year. Furthermore, an impressive 82% of our A Level grades were a C or higher, and every single entry achieved a pass
DBIS Annual Report 2022–23
(grade E or higher). These outstanding results bear testament to the dedication and focus of our students, as well as the exceptional guidance and support provided by our highly qualified teachers. The undoubted highlight of the social calendar was the DBIS 40th Anniversary Glitter Ball, which took place in February at the Auberge hotel with 300 attendees and our guest of honour, DBIS’s longest-serving Head of School, Anne-Marie Naughton. The PTSA did a fantastic job through their organising committee in hosting a very enjoyable and memorable celebration. It was great to see so many current and former parents and staff as well as alumni in attendance. In addition to being an opportunity to celebrate, the ball also provided a chance to reflect and reminisce about DBIS being at the centre of the Discovery Bay community for the last 40 years. Anne-Marie emphasised the importance of us building on this legacy and looking forward to the next 40 years with confidence and a collective commitment to do the best we can for the youngsters in our community. The highlight of our sporting achievements in 2022–23 was first and foremost the fact that sport was firmly back on the agenda, with students regularly engaged in physical activity. DBIS consistently entered teams in competitions at both Primary and Secondary level, very often both A and B teams, with many going on to top the league – the U12 netball and girls’ football teams were crowned ISSFHK silver division champions, while the U16 boys’ football team also won the ISSFHK silver division. In addition to local sporting competitions, we were also once again able to participate in FOBISIA activities and competitions, with the highlight being 20 students from our Primary School travelling to Bangkok to take part in the U11 FOBISIA Games, where they competed against seven other schools from across Asia. The students did incredibly well, bringing home 150 individual medals! Collectively, they placed first in T-Ball (A competition), third in T-Ball (B competition), third overall in swimming, second in boys’ football and second in athletics. Another highlight of the year was our Secondary School children putting on a spectacular sell-out show with their production of FAME! Jr. The children were so confident and talented and were a privilege to watch perform. The show had been in production during the COVID-19 restrictions, and it was particularly gratifying that the students were able to perform to a paying audience after all their hard work and preparation. As we look ahead to the 2023–24 academic year, it is wonderful to see a full calendar of school events and activities, extracurricular clubs and sports underway and our student numbers back to over 1,000. We are looking forward to what we hope will be a fantastic year ahead. As ever – many thanks for your continued support. Marc Morris School Principal 03
School Council Review The School Council is made up of members who represent parents of the school, alumni, the local community and Hong Kong Resorts International. It is an advisory body whose role is to support and guide the school’s senior leadership team with regard to matters such as operations, finance, safety and school development. 2022–23 saw the lifting of COVID-19 restrictions mid-way through the academic year. This provided a welcome boost to day-to-day school life, with extracurricular activities, school camps/trips and sporting fixtures all firmly back on the timetable. Families were once again able to join staff and students on campus for events such as celebrations of learning, information sessions and parents’ evenings, and our community events made a welcome return to the calendar, starting with the fantastic 40th Anniversary Glitter Ball in February. As in previous years, academic excellence was in full evidence, and our examination students should be extremely proud of their achievements, particularly given the backdrop of the last few years. Our A Level students performed exceptionally well in their summer assessments, and our new alumni cohort have gone on to study at prestigious universities around the world. Our IGCSE students had much to celebrate too, with 50% of grades awarded at the equivalent of either an A* or an A. Our senior leadership team saw changes as we welcomed new Principal Mr Marc Morris in January while bidding farewell to Mr Stuart Bridge, who had led the school since August 2019. We look forward to the continued development of the school as steered by Mr Morris in the coming years. I would like to take this opportunity to thank the DBIS community – students, parents and staff alike – for their continued support of the school and wish everyone all the best for the 2023–24 academic year. Alex Kam School Supervisor DBIS Annual Report 2022–23
Early Years Report 2022-23 proved to be a very positive year of learning for our children. With COVID-19 restrictions removed, we saw a true return to the active, inquiry-based learning that we believe supports the best possible outcomes for our children. The Early Years team worked on continuing to ensure high-quality learning at all points in the day, with a particular focus on both curriculum coverage and child-initiated opportunities through engaging and purposefully planned learning environments. Our curriculum leaders revised our Discovery units to ensure that key learning in Science and the foundation subjects was mapped and that the children had opportunities to develop positive dispositions for learning which support lifelong development. With the mask mandate removed, we placed particular focus on developing communication and language. Our Key Stage 1 team also looked at utilising incidental learning opportunities and how continuous provision can support the children in leading their learning and demonstrating/developing crucial skills such as resilience and problem solving. It was such a pleasure to see the return of trips and visits and to have the opportunity to welcome parents, carers and visitors back into the setting to support the children’s understanding of the world around them and help them to make connections between the concepts they have explored in school. We also reviewed and further developed our assessment processes, leading to even more purposeful data dialogues and reporting practices. Key Highlights: •
•
•
The removal of restrictions led to a return to a rich inquiry- and play-based pedagogy which focuses on high-quality interactions and building firm foundations for learning and development. A strong focus was placed on challenging our children within all aspects of learning. This led to quality incidental learning opportunities, child-led inquiry and curriculum coverage. The team worked with Early Excellence to support the development of the Key Stage 1 curriculum delivery and approach. Mathematical development saw a continued focus and included professional learning with Karen Wilding. This resulted in 92% of the Reception cohort achieving the Early Learning Goal for Mathematics. 05
Primary Report We are extremely proud of everything our Primary students achieved this year, and with the world finally settling into its post-COVID norm, we were able to provide our children with increased opportunities to make the most of their learning, develop areas of unique interest and explore their individual passions. A particular highlight was the reintroduction of our residential camp programme for children in Years 3 to 6. The residential trips supported the children in developing their resilience and helped them forge new and lasting friendships. The sense of pride the children felt as they returned home was palpable. We were also particularly excited with the opportunity to travel internationally once again. Four of our Year 6 mathematicians travelled to Bangkok to compete in the FOBISIA Primary Maths Competition, and over 20 students represented DBIS at the FOBISIA Primary Games in Thailand. Closer to home, this year also saw the return of our sports days, as well as inter-school sports tournaments across Hong Kong. We would like to commend all of the children on their enthusiasm, excitement and hard work this year, and on the resilience they continue to show in terms of challenging themselves to positively grow and develop in all aspects of their lives. With teachers and educational assistants working in close partnership with parents, the support, guidance and help our children receive every day really is second to none. Key Highlights: • • • •
New classes quickly created positive learning environments, and students developed strong relationships with one other and their teachers. We were delighted to welcome parents back into school to join the children in their classes and celebrate their achievements in learning across the year. Primary students contributed to a diverse programme of Music at the DBIS Live sessions and the Spring Concert. The variety of learning opportunities offered to the children this year was, yet again, exceptional. From Year 3’s ‘Significant People: How Did They Change The World?’ to Year 4’s ‘Young Entrepreneurs’, Year 5’s ‘Interstellar: Our Place In The Universe’ and Year 6’s ‘STEAM Fair’, the curriculum and the way in which it was taught led to levels of engagement that really helped support the most successful learning.
DBIS Annual Report 2022–23
Secondary Report The Secondary phase of DBIS has a multitude of reasons to celebrate the 2022–23 academic year. Students were presented with numerous exciting opportunities both within and outside of school, allowing them to support their academic progress and overall development. Strong focus was placed on student leadership and community, with several initiatives put in place to foster these. This included strengthening the connection between Secondary students and those in Primary and Early Years. Lunchtime focus groups supported the transition of Primary students to Secondary, with Secondary students actively providing mentorship and guidance, thereby fostering a sense of community and support. The initiative helped to create a seamless, supportive educational journey for our students, promoting positive interactions and collaboration. Following the lifting of COVID-19 restrictions, our Week Without Walls residential camp programme was reintroduced, with students in Years 7–9 heading to different parts of Hong Kong for three days. Activities included canyoning, kayaking and team-building challenges, providing our younger Secondary students with exceptional opportunities for experiential learning beyond the classroom and further boosting friendships and connections. The Secondary house system and house leadership programme underwent expansion, facilitating greater cohesion and effectiveness within the student leadership process. This allowed for increased collaboration and engagement among students across different houses and year groups, with a consistent delivery of house activities and endof-term house events facilitating a rejuvenated and energised approach to house spirit. Key Highlights: •
• •
Students in Years 7 and 8 acquired valuable skills and knowledge in the area of digital literacy through a collaboration with Common Sense Media, offering them the necessary tools to navigate the digital landscape responsibly and effectively and helping prepare them for the challenges and opportunities of the digital age. Our Discovery Showcase initiative enabled students to explore sustainable goals and engage in discussions about offering service to the community. Secondary Sports Day exhibited a robust sense of community spirit, nurturing a competitive house ethos and providing a platform for individual track and field talents to shine. 07
Wellbeing At DBIS, wellbeing is an integrative process that intertwines four key areas of school life: character and culture for students, staff and family; pastoral provision throughout all three phases; wellbeing provision through trusted adults counselling, and further support; and our Learning for Life curriculum. We are dedicated to continuously improving our wellbeing initiatives at DBIS, and we strive to create a supportive environment that promotes the overall wellbeing of our students, staff and families. Key initiatives of the 2023–24 year included: Integration of DBIS Learner Profile Attributes We successfully utilised the DBIS Learner Profile Attributes to foster the development of character and culture expectations across the school. Behavioral Approach and Student Voice We further developed a behavioural approach that promotes the use of student voice and restorative practices, creating a positive and inclusive environment. Parent Workshops and Webinars We conducted parent workshops and webinars across all phases of the school, focusing on providing coping strategies for anxiety and stress. A particular highlight was access to external resources, including speakers at our mental health panel during Mental Health Week. Year-Group Workshops and Webinars We conducted targeted workshops and webinars for specific year groups, addressing emerging themes within the DBIS community. Student-Led Preventative Systems We implemented student-led systems that proactively address potential needs, with a focus on preventing issues before they arise rather than reacting to them afterwards. These systems also encompass opportunities related to academic progression. Conflict Resolution Processes Staff members engaged in shared discussions to introduce conflict resolution processes in all three phases, promoting healthy relationships and effective problem-solving. Review of Relationship and Sexual Education (RSE) Curriculum We reviewed and reimplemented the RSE curriculum to ensure it utilises age-appropriate DBIS Annual Report 2022–23
resources that demonstrate progression throughout the different phases. Shared and Transparent Vocabulary We developed a shared and transparent vocabulary that is consistent across the different phases, facilitating effective communication and understanding. Lunchtime Group Sessions We offered lunchtime group sessions for students who self-identify as needing guidance and assistance with specialised themes or topics such as friendship, anxiety and selfesteem. Strengthened Child Protection and Safeguarding We enhanced the structures and processes of child protection and safeguarding schoolwide.
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Student Voice We always learn a great deal from our children, and this year was no exception. During the 2022–23 academic year, we implemented several initiatives to enhance student voice and leadership, fostering a greater sense of community and empowering students to make a difference. By encouraging active participation, promoting empathy and nurturing leadership skills, we endeavoured to empower our students to make meaningful contributions and positively impact the world around them. Early Years • •
•
The Early Years Student Council once again led a number of charitable projects, including the annual Box of Hope initiative. The children supported positive interactions on our playground by creating ‘positive play posters’, which detailed the behaviour and choices we want to see in our setting to ensure everyone is happy and able to learn. The older children supported the transition process by creating student video interviews that were shared with the younger children, documenting what to expect from the year ahead.
Primary • •
• •
Our children gave us valuable insight and constructive feedback about the learning of Science and Discovery to help us develop a more robust scientific curriculum. Children in Years 5 and 6 supported the Council of International Schools’ re-evaluation process by completing a comprehensive online survey, sharing their opinions and thoughts about our school. Buddy classes supported each other in events throughout the year. Student Council members and House Captains were elected by peers and played a significant role in leading assemblies and house events throughout the year.
Secondary •
•
Student feedback led to the establishment of new Student Councils for the 2023–24 academic year, allowing students to actively contribute to the development of leadership opportunities and other initiatives. Twelve new Prefect roles were introduced, including house positions and roles for Year 12 and 13 students.
DBIS Annual Report 2022–23
•
•
•
Student voice played a crucial role in the development of school facilities within the Secondary School area, empowering students to have a direct impact on their learning environment. Secondary students reviewed the curriculum offerings in our Learning for Life programme, leading to substantial changes in content and ensuring the programme remains relevant and addresses the evolving needs of students. The house system programme was expanded, allowing for increased collaboration and engagement among students and rejuvenating house spirit.
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Experiential Learning Early Years Experiential learning continued to be a key component of our Early Years curriculum, supporting the holistic development of our children and providing a contrasting context for learning. Through experiential learning opportunities, our children demonstrated knowledge, skills and understanding that may not have been seen if learning only had only taken place in the classroom. Our Early Years children benefited extensively from the support of one of our parents, Tania Reinert, whose voluntary work facilitated extensive learning about the local environment. Our children found natural clay to create sculptures, painted with natural materials found in our forest and got to know an array of plants and animals that exist in Hong Kong. Our forest provided children with opportunities for personal, social and emotional development as well as a unique platform to engage in conversations and interactions with adults and their peers. The children also continued to engage with woodwork, which facilitated a wealth of opportunities for learning in Mathematics and Design & Technology as well as the opportunity for children to engage with and develop the Characteristics of Effective Learning and the DBIS Learner Profile Attributes. We are looking to reinstate the Beach Schools experience for our FS-2 children in Term 2 of 2023–24. Primary Experiential learning continued to be a growing feature of the Primary School, with students having regular access to the forest and working alongside our parent expert. Our Discovery units were the driving force for planning enriching learning opportunities for the students; this helped to place learning in a meaningful and contrasting context. As in Early Years, we welcomed the return of trips and excursions, which enabled students to explore Hong Kong and learn more about their local community. Highlights included trips to Tai O fishing village to learn about the historic community and an ecological trip to visit Hong Kong’s ‘pink’ dolphins and learn more about their plight. Our Primary students also participated in school camps, with our Year 3, 4 and 5 students experiencing their first ever residential overnight camps at various locations DBIS Annual Report 2022–23
in Hong Kong. The return of these experiences facilitated valuable opportunities for our curriculum to be enriched and for students to not only develop knowledge and understanding related to the curriculum but also important skills and dispositions for learning. Our aim for 2023–24 will be to focus on the progressive nature of outdoor learning opportunities, especially the residential experiences, and begin to investigate a possible overseas opportunity for our Year 6 students. Secondary 2022–23 was a very exciting year in Secondary as we took full advantage of being able to enrich the learning experiences of our students, going beyond the typical classroom setting. Our A Level Science students undertook an ecology trip to Mui Wo to investigate local habitats and variables in organisms within differing environments; our IGCSE Geography students explored our local community, speaking to both locals and tourists to understand the impact of tourism on the environment in Discovery Bay; and our A Level Geography students explored the local coast to evaluate landforms and coastal management strategies. Our Technology and Creative Arts team also facilitated wonderful opportunities for the students to apply their learning in different contexts. Notable initiatives included an upcycling event in Years 7–9 and the establishment of a weekly STEAM blog. Additional highlights included the Chinese New Year Visual Arts Week, our Year 11 artists heading to the neighbouring island of Peng Chau to explore a breadth of artistic styles and, in English, our Year 7 Book Week Film Trailer Festival, which was a huge hit with the students as they utilised a range of media to consolidate and extend their learning. We look forward to sharing further news as we advance into next year with the FOBISIA Games, Model United Nations and the Tournament of the Minds being even more accessible since the end of the pandemic. 13
Community & Service
Throughout the 2022–23 academic year, we maintained our commitment to fostering community engagement and service among our students. By prioritising the development of global citizenship and community engagement, DBIS sought to instil in students a sense of responsibility, empathy and active participation, encouraging a collective effort towards creating a better society. Early Years Forest School/Wall-less Classroom These initiatives enabled our Early Years children to develop a range of skills and knowledge about the world around them, including local flora and fauna, and had the added benefit of supporting the children’s learning in Science. Box of Hope The Box of Hope charity initiative was extremely well supported by DBIS families. Hundreds of boxes were donated to be distributed to children most in need here in Hong Kong and Asia. Beach Clean-up As a result of their learning for their ‘Children for Change’ show, Year 5 students organised a beach clean-up at Sam Pak Wan to help address the issue of pollution affecting our local coastline. Redress Our students continued their support of the ‘Redress’ charity, donating clothes they had grown out of and actively considering how to reduce the amount of new clothes they bought.
DBIS Annual Report 2022–23
Award for Young People Twenty students from DBIS Secondary took part in the Hong Kong Award for Young People. At least 14 of those students will go on to apply for their bronze award. This recognition highlighted the students’ dedication to personal growth and active involvement in the community. Green Bird Award Thirty-seven Year 8 students successfully completed all four components of the internationally recognised Green Bird Award, an introductory activity of the Award for Young People that promotes service and wellbeing among participants, and received their certificate and badge. PTSA Volunteer Programme Secondary students worked with PTSA representatives to raise funds for charity and support various school initiatives.
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Parent Teacher Student Association 2022–23 began with restrictions in place due to the COVID-19 pandemic. Despite this, the spirit of optimism within the PTSA remained constant throughout the academic year. We would like to thank everyone in the DBIS community for supporting our initiatives. Due to the amazing support of events hosted by the PTSA, including the Glitter Ball, the Christmas quiz night, the Bingo night and second-hand uniform sales, we were able to raise an outstanding amount of money – close to HK$200,000. Every event was a sellout, and as a result we were able to fund a number of items for the school, including: • • • • • • • • •
Bilingual library books; Primary Science and outdoor education supplies; Four table tennis tables; Four lion dance costumes and one dragon costume; House spirit awards for the Secondary School; Outdoor resources for EY1 & EY2; Board games for Secondary School rainy-day break times; PE storage; Contributions to both the Year 6 and the Year 13 graduations.
Not only did the events held raise vital funds for the PTSA but they also allowed us to achieve another key objective of ours, to help foster collaboration within the community. Our school benefits from being in a supportive, diverse and involved community, and every event serves to reinforce these characteristics. During the year, the PTSA also organised a collection for the Poppy Appeal, sponsored a helper karaoke afternoon and organised Christmas hot chocolates for the Secondary School. In the final week of the academic year, we also arranged for every student and member of staff to receive a free ice cream to celebrate the end of the pandemic and related restrictions. The PTSA team would like to say thank you for the continued support of parents, school staff and students. This support keeps the PTSA energised, productive and able to contribute to the overall development of the students at DBIS. We welcome and encourage everyone to engage with our community to make a difference!
DBIS Annual Report 2022–23
03
Early Years Academic Achievements There is much to celebrate in terms of our Early Years children’s progress and attainment throughout the 2022–23 academic year. There was a significant increase in student attainment across the phase, indicating a range of factors, including: • • •
• •
The impact of students returning to school and the removal of COVID-19 restrictions; Staff professional development linked to the teaching of Mathematics and supporting children to develop essential number sense; The development of the outdoor areas at Early Years to allow students to engage with and manage risk, which had a positive impact on student outcomes in physical development; The positive impact of Forest School on student attainment in ‘Understanding the World’ and Science; The impact of developments to our approach to teaching and learning in Key Stage 1, which focused on the use of continuous provision and incorporating a range of adult- and child-initiated, adult-led learning opportunities.
The Early Learning Goals (ELGs), assessed at the end of the EYFS, are a culmination of the children’s achievement throughout Nursery and Reception. The 2022–23 Reception cohort experienced considerable disruptions to their Nursery year. Given that restrictions were only lowered part way through their time in Reception, we are extremely proud of the attainment levels achieved by the children. In Key Stage 1, particular progress was seen in Mathematics, where there was a 22% increase in students meeting or exceeding end-of-year expectations in Year 1 and a 12% increase in students meeting or exceeding end-of-year expectations in Year 2. Spoken Language was another area that saw a significant increase in terms of attainment, with a 14% increase in students meeting or exceeding end-of-year expectations in Year 1 and an 11% increase in students meeting or exceeding end-of-year expectations in Year 2. Writing continues to be a focus for development; however, there was a notable increase in students meeting or exceeding expectations in Year 2 (16%).
DBIS Annual Report 2022–23
Reception: % of students who achieved ELGs COMMUNICATION & LANGUAGE ELG: Listening, Attention & Understanding
87%
ELG: Speaking
86%
PERSONAL SOCIAL & EMOTIONAL DEVELOPMENT ELG: Self-Regulation
81%
ELG: Managing Self
96%
ELG: Building Relationships
90%
PHYSICAL DEVELOPMENT ELG: Gross Motor Skills
97%
ELG: Fine Motor Skills
93%
LITERACY ELG: Comprehension
90%
ELG: Word Reading
87%
ELG: Writing
80%
MATHEMATICS ELG: Number
90%
ELG: Numerical Patterns
91%
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UNDERSTANDING THE WORLD ELG: Past and Present
90%
ELG: People, Culture and Communities
90%
ELG: The Natural World
94%
EXPRESSIVE ARTS & DESIGN ELG: Creating with Materials
93%
ELG: Being Imaginative & Expressive
90%
EY1: Total AT or ABOVE End-of-Year Expectations English – Reading
81%
English – Writing
74%
English – Spoken Language
92%
Mathematics
89%
Science
90%
EY2: Total AT or ABOVE End-of-Year Expectations English – Reading
75%
English – Writing
58%
English – Spoken Language
89%
Mathematics
77%
Science
82%
DBIS Annual Report 2022–23
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Primary Academic Achievements 2022–23 was yet another exceptional year of learning for DBIS Primary students. High levels of student engagement were supported through the creative approach to learning adopted by our teachers, creating relevant and impactful learning activities and experiences. This led to outstanding academic results and a cohort of happy, enthusiastic students. At the end of each academic year, children in all Primary year groups sit externally validated, standardised tests aligned to assess their learning across the English National Curriculum. When compared to UK averages, our children have consistently met and exceeded age expected outcomes as can be seen from the results below.
DBIS Annual Report 2022–23
Y3 English Attainment Over Time UK Test Average
DBIS 2022–23 80% 60%
29% 11% 2%
37% 35% 18%
30% 19%
4% 15%
Y3 Mathematics Attainment Over Time UK Test Average
DBIS 2022–23
74% 60%
29% 11% 4%
37%
42%
22%
19%
27% 4%
4%
Y4 English Attainment Over Time UK Test Average
DBIS 2022–23
85% 60% 37%
29% 11% 0%
16%
34%
33% 19%
4% 17%
23
Y4 Mathematics Attainment Over Time UK Test Average
DBIS 2022–23 86% 60%
37%
29% 11% 3%
27% 10%
32% 19%
26% 4%
Y5 English Attainment Over Time UK Test Average
DBIS 2022–23 79% 60%
52% 29% 11% 0%
37% 19% 21%
21%
4%
6%
Y5 Mathematics Attainment Over Time UK Test Average
DBIS 2022–23 84% 60%
37%
29% 11% 1%
DBIS Annual Report 2022–23
14%
42% 32% 19%
4%
10%
Y6 English Attainment Over Time UK Test Average
DBIS 2022–23 73% 60%
29%
37% 39% 23%
19%
11% 4%
28% 4%
5%
Y6 Mathematics Attainment Over Time UK Test Average
DBIS 2022–23
60%
29% 28% 11% 4%
37%
32% 19%
28% 4%
68%
8%
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Secondary Academic Achievements We are delighted to announce and acknowledge the outstanding achievements of our learners in their respective A Level, IGCSE and BTEC qualifications. This year, our A Level and BTEC Level 3 students once again excelled in their examinations, with over 19% of results graded A* and 40% graded either A* or A. The 2023 summer examination series also saw an increase in the percentage of DBIS students attaining the highest grade of A*, and it is worth noting that these achievements come amidst a notable decline in the highest A Level results across the UK and worldwide. We were very pleased to see 82% of our A Level grades awarded at grade C or higher, and for every entry to achieve a pass (grade E or higher). Consequently, our students are not only going on to prestigious universities but in most instances they are going to their desired institutions to continue their learning journeys. Congratulations, Class of 2023! Our (I)GCSE and BTEC Level 2 learners also performed extremely well in their final summer examinations. Impressively, 29% of all final qualifications were graded an A* (equivalent level 8 or 9). Furthermore, 40% of our students achieved a minimum of six A and/or A* grades (equivalent levels 7–9), with a remarkable 22% attaining six A* grades (equivalent level 8 or 9). These outstanding results reflect exceptional abilities, high aspirations and an unwavering commitment by students and teachers to achieving personal goals. Additionally, 50% of qualifications were graded A (equivalent level 7) or above, further highlighting the exceptional calibre of our students. This collective achievement can be held in even greater regard when we account for the global decline in student outcomes.
A Level Results
DBIS Annual Report 2022–23
IGCSE Results IGCSE Grades
2019
2020
2021
2022
2023
A* (9/8 points)
29%
31%
36%
38%
29%
A* – A (9–7 points)
51%
56%
56%
56%
50%
A* – C (9–4 points)
91%
96%
95%
89%
89%
A Level Results A Level Grades
2019
2020
2021
2022
2023
A*
11%
33%
13%
18%
19%
A* – A
24%
57%
42%
44%
40%
A* – C
69%
93%
82%
88%
82%
A* – E
98%
100%
98%
100%
100%
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University Destinations University
Course
University of Toronto, Canada
Kinesiology
Chamberlain Educational Services Centre, HK
Art & Design
PSB Academy, Singapore
Travel & Tourism
Durham University, UK
Economics
Lancaster University, UK
Law
University of Bath, UK
Accounting & Finance
University of Chichester, UK
Football Coaching & Performance
University of Kent, UK
Biochemistry
University of Leeds, UK
Geography
University of Manchester, UK
Biochemistry
University of Manchester, UK
Mechanical Engineering
University of Reading, UK
International Business & Management
University of Sheffield, UK
Biomedical Science
University of Surrey, UK
Mechanical Engineering
University of California San Diego, US
Biochemistry
DBIS Annual Report 2022–23
DBIS In Numbers 5% Canadian
24% British
8% Indian
5% American
16% Chinese (Hong Kong)
7% Australian
Student Nationalities The 2022–23 DBIS student cohort was made up of children from 49 different countries. A truly international community, we celebrate the unique contributions each nationality and culture bring to the school as we look to nurture globally minded citizens of the future. Student nationalities in order of cohort size British Chinese (Hong Kong) Indian Australian American Canadian Chinese South Korean New Zealander Japanese Irish German South African
DBIS Annual Report 2022–23
Italian Dutch Spanish Sri Lankan Filipino French Belgian Brazilian Swedish Israeli Italian Russian Danish
Swiss Singaporean Taiwanese Chilean Finnish Polish Azerbaijani Bangladeshi Bulgarian Kenyan Mexican Caymanian Croatian
Ecuadorean Egyptian Malaysian Nepalese Norwegian Pakistani Serbian South Korean Thai Ukrainian
38% British
4% Indian 3% Chinese 21% Chinese (Hong Kong) 9% Filipino
4% New Zealander
Staff Nationalities Our diverse student body is supported by staff who hail from around the world. Whilst many of our staff members are originally from the UK, during the 2022–23 academic year, the school employed people from 25 different countries. Staff nationalities in order of cohort size size British Chinese (Hong Kong) Filipino New Zealander Indian Chinese Australian South African Canadian
Sri Lankan Belgian French Irish Malaysian Thai Dutch German Indonesian
Italian Kenyan Pakistani Slovakian Spanish Turkish Venezuelan
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DBIS Annual Report 2022–23
dbis.edu.hk DBIS Annual Report 2022–23