PARENT & STUDENT HANDBOOK SECONDARY 2022–23
Our Core Values We respect the needs and rights of each member of our community. ● ● ● ● ●
We show care, kindness and compassion to others. We are supportive of each other. We embrace diversity and celebrate individuality. We are responsible and honest in our actions. We value 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. To provide a broad and balanced curriculum that reﬂects the international nature of the DBIS student community. To encourage internationalism, providing students with the skills, dispositions and knowledge to participate in an increasingly interconnected world. To ensure a supportive, happy and secure environment for learning. To develop leadership skills and a sense of service to others through a range of extracurricular opportunities locally and internationally. To encourage the physical and emotional wellbeing of each individual. To use innovative pedagogy and technology to enrich learning. To work in partnership with parents, alumni and the local and wider community in the ongoing development of the school. To foster a learning community where every student, teacher, staﬀ member, parent and DBIS alumni has an ongoing passion for learning.
Contents The DBIS Learner Proﬁle
Assessment and Reporting
Pastoral & Community
DBIS Character & Culture
School Hours & Contact Details
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 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 our students with their holistic development in order to prepare them for their lives as global citizens. We believe that through the development of these learner attributes and skills, DBIS students will recognise that their time at DBIS has resulted in them being exceptionally well equipped to live successfully in the wider world that awaits them.
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.
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 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.
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. They investigate their own lines of enquiry and demonstrate their learning in innovative and creative ways.
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.
STAFF 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 the organisation of the Secondary School. The Secondary School team is responsible to the Head of School, Mr Stuart Bridge. SECONDARY LEADERSHIP TEAM
Simon Oakley Head of Primary email@example.com
Jason Broderick Assistant Head of Secondary (Pastoral) firstname.lastname@example.org
Peter Roberts Deputy Head of Secondary (Academic) email@example.com
Louise Tyrrell Head of Sixth Form firstname.lastname@example.org
HEADS OF YEAR Year 7
Neil O’Maonaigh-Lennon email@example.com
Year 12 & 13 (Sixth Form)
UNIVERSITY & CAREERS University & Careers Guidance Counsellor
LEARNING ENHANCEMENT Head of Learning Enhancement
HEADS OF DEPARTMENT (WHOLE SCHOOL) Performing Arts
Mandarin & Modern Foreign Languages
HEADS OF DEPARTMENT (SECONDARY) English
Design & Technology, Visual Arts, Computer Science
TEACHING STAFF Art & Design
Art & Design, Design & Technology
Design & Technology, Computer Science
History, Humanities, Travel & Tourism
Learning Enhancement, Business, Travel & Tourism
Myra (Ting) Mi
Media Studies, English
TEACHING STAFF Psychology, Science
SUPPORT STAFF Support Staﬀ
Gary Lai & Fiona Yu
Receptionist (Sixth Form)
Erica De Guzman
ASSESSMENT & 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 students’ 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 students’ current attainment and progress and how further progress can be made. Each student in the Secondary school receives at least three 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. PARENT–TEACHER–STUDENT CONFERENCES (PTSCs) There will be one annual afternoon/evening PTSC per year group. At all other times, parents are welcome to book appointments with tutors regarding any matter. PTSCs are aimed at giving parents an insight into their child’s attainment level and progress 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.
ATTENDANCE Our mission calls upon us to fulﬁll an individual’s potential. Regular attendance is a prerequisite for success in school, and 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. LEAVE OF ABSENCE – TERM TIME We are aware that due to the nature of some of the work-leave restrictions our parents have, 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 online Student Absence from School During Term Time application form should be submitted. 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 nurse’s 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 the student can be allowed to leave school. 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.
GENERAL INFORMATION 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 Year 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. 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. CAFETERIA Our school cafeteria is open before and after school and at morning break and lunchtime. The Boardwalk Cafeteria serves hot meals (including a vegetarian option) as well as snacks and drinks. Students can purchase a swipe card from the cafeteria manager any time, enabling a cashless option when purchasing meals. The cafeteria also accepts Octopus cards. PERSONAL INFORMATION It is very important for the school to have complete, 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
on the Parent Hub if you need to update your details. LOST & 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 the student’s 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, they 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 Department of Health. 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 medical decisions based on doctor’s recommendations. Parents will be systematically informed if the school contacts emergency services, but it may not always be possible to do this in advance of making an emergency call. Please note the school nurse is not authorised to administer mild medications, such as paracetamol, to students. 10
Prescribed medication can be administered on completion of the Prescribed Medications Permissions Form. For more details, please refer to the Medical Room page on the Parent Hub. VALUABLES
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 8:15am – 11am during term time.
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 safekeeping.
Formal 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).
DBIS navy blue skorts worn with the DBIS blue-striped summer blouse (untucked).
From time to time, parents may be asked to sign an online permission form, which gives students advance permission to attend all local school trips.
SCHOOL CANCELLATION Please familiarise yourself with the school’s Severe Weather Policy regarding the closure of school. The school website will display weather warnings and notiﬁcation of school closure where applicable. WITHDRAWAL OF STUDENTS To withdraw a student, please complete the oﬃcial Student Withdrawal Form not less than 60 days (excludes July and August) before the student leaves DBIS. If students are not returning to DBIS after the summer holidays, oﬃcial notice must be given 60 days before the last day of term. The school will charge school fees in lieu if the above notice period is not adhered to.
Cooler Weather Option Unisex trousers or navy tights with skort and sleeveless or long-sleeved school ﬂeece. Footwear ALL-black footwear that must be neat and tidy. Multi-coloured trim and laces are not appropriate. Navy or black socks should be worn. 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. Make-up, acrylic and gel nails are not to be worn; clear nail polish is acceptable.
Hair Hair should appear naturally coloured. 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. Field Trips Sports uniform to 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. Lunchtimes Students involved in physical activities at lunch should change into a school sports shirt. PE Uniform & Footwear DBIS Navy blue PE shorts with DBIS PE shirt. Trainers with sports 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. This includes shoes. PE Uniform Protocols The following procedures should be adhered to in regard to wearing PE kit at school: DBIS PE kit must be worn to school if a student has a sporting extracurricular activity (ECA). If a student has PE ﬁrst or second lesson of the day, they are permitted to arrive in
school in their PE kit. They must then get changed immediately following their PE lesson. For all other times, students must get changed immediately prior to and after their PE 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 PE kit and trainers as well as their swimming kit. In certain circumstances, there may be exceptions to the above points. Parents and students will be informed in advance if this is the situation.
COMMUNICATION Clear communication between home and school is essential. Our communication system utilises the functionality of the
following platforms to communicate with our parent community:
THE PARENT HUB All communication to parents regarding upcoming events and information can be found on the Parent Hub. Any calendared event will be notiﬁed in the parent bulletin approximately two weeks in advance.
ISAMS PARENT PORTAL & APP Parents can access all student-speciﬁc information via the iSAMS Parent Portal and app. This platform is used to communicate conﬁdential information about your child, such as school reports and attendance data. The app can be downloaded free from the App Store and Google Play Store. The school code is DBIS, and you will need your personal iSAMS username and password to log on. STUDENT DIARY Students are required to write all home learning tasks in detail in their planner. The planner is 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. SCHOOLSBUDDY ACTIVITIES & TRIPS PLATFORM All information about your child’s extracurricular activities (ECAs), ﬁxtures, camps and trips can be found via SchoolsBuddy. A personal username and password to log into SchoolsBuddy will be shared with you so you can see all of the activities your child is involved with.
Each Friday, the school’s newsletter is emailed to parents. The newsletter provides a snapshot of the week’s events across all phases of the school. DBIS WEBSITE The school’s website, linked HERE, is a window into the school, giving parents access to information on all aspects of the school’s operations as well as teaching and learning approaches. The website also provides parents with a link to the Parent Hub. 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 their child’s online learning experiences. CONTINUATION OF LEARNING 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 the students’ 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. 13
For all general enquiries, parents can contact the school oﬃce by email at firstname.lastname@example.org or by phone on +852 2987 7331.
Occasionally, we will send out a text message/SMS to parents to inform them that we have had a ﬁre drill or lockdown practice and that all children are safe and accounted for.
STUDENT SAFETY Student safety is paramount to us here at DBIS, and even within our extremely safe Discovery Bay community, we need to
ensure that students are ready to act calmly and appropriately in the event of an emergency.
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, where class registers are taken. Clear procedures are in place, and staﬀ will direct students appropriately in the case of any situation. Parents are informed by email and SMS that all students are safe following ﬁre drills.
All ex-students and family members of students attending DBIS must sign in to the Main reception and are required to wear a visitor’s pass at all times whilst on campus. Visitors are not permitted to attend classes with students. This is to ensure learning is not disrupted as well as for insurance liability reasons.
LOCKDOWN PROCEDURES Lockdown procedures are usually carried out once or twice a year and involve all staﬀ and students. In the unlikely event that the school campus needs to be locked down, all blinds and windows are closed, and all staﬀ and students stay silently and safely in a locked area until the all-clear is given over the school tannoy system. Again, parents are informed by email and SMS that all students are safe following any drill.
CHILD PROTECTION The health, safety, physical and emotional wellbeing of every child and young person enrolled at 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.
CURRICULUM CURRICULUM OVERVIEW The Secondary School oﬀers a broad and balanced curriculum covering the ﬁrst three years of your child’s Secondary education, which applies to students aged between 11 and 14 years old (Years 7–9). Following this period, students then move into their IGCSE and BTEC Level 2 examination programmes, which cover students aged 14 to 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 cover 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 7–9, after which one language is studied at IGCSE level, having being chosen during the options process. In addition to our general subjects, our Year 7–9 students also take our bespoke inquiry-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 IGCSE. At IGCSE 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 eight or nine IGCSE subjects. As an alternative route, and to support more vocational choices, we also oﬀer BTEC options.
In Years 12 and 13, students can choose from a combination of BTEC and AS/A Level courses of study, studying two, three or four subjects in Year 12. We encourage students to then take up to three subjects in Year 13, although, 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. LEARNING FOR LIFE We believe that promoting the health and wellbeing 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 form an integral component of the pastoral programme through Tutor Time and assemblies. L4L also oﬀers Relationships and 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.
CHALLENGE 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. LEARNING ENHANCEMENT 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 Learning Enhancement 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 via small-group support from staﬀ in skills such as English, Mathematics, study and organisation. Students are supported to achieve their full potential through pathways that foster independence and resilience, instilling in every individual the conﬁdence to succeed. The Learning Enhancement 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 assessments and external tests. The following strategies are employed to ensure that the school meets the needs of these students: ● Small withdrawal groups for students ● In-class support ● Social thinking sessions for students with marked diﬃculties with social communication ● Liaison between the Learning Enhancement Department and mainstream teaching staﬀ (on academic and pastoral issues) ● Special examination arrangements (such as extra time, a reader and scribe or the use of a laptop) for some students ● Meetings with parents to discuss intervention strategies, Student Support Plans (SSPs) and/or Individual Educational Programmes (IEP’s), where necessary HOME LEARNING Home learning is any extended learning that is set by subject teachers which is undertaken outside of lessons and 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; reinforce and extend 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 17
skills; and 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. WEEK WITHOUT WALLS Our Week Without Walls 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 perspectives. The provisional plan for 2022–23 is that all Year 7–11 students will take part in Week Without Walls during Term 2 of the academic year. This provision is subject to external factors, including announcements from the Education Bureau and Hong Kong government. Rest assured that student safety is our top priority, so adhering to prevailing social distancing requirements will be the priority in all decision making.
EXTRACURRICULAR ACTIVITIES ECA 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 is a wide range of sports and physical activities on oﬀer throughout the academic year. In addition to these, there are a variety of non-sporting activities, in particular from areas such as the performing arts, charitable causes, the Student Council and subject-based clubs. Students sign up to sports clubs at the beginning of each term via Schoolsbuddy. Commitment is a key trait of all DBIS students, and we ask that once a student commits to an activity, they attend for the duration of the term/season. 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 four 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 other FOBISIA events, such as Model United Nations (MUN) as well as Drama and Music festivals and Mathematics competitions.
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. EDUCATIONAL/FIELD TRIPS Several subject teachers organise local ﬁeld trips for various year groups throughout the year. Typically, information will be shared through the Parent 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 & Culture Policy, to follow uniform guidelines and to demonstrate concern for the wellbeing of others.
TECHNOLOGY DIGITAL DEVICES IN SECONDARY
GOOGLE CLASSROOM & G SUITE
The school has a 1:1 technology programme throughout the Secondary School. Students in Years 7–9 should bring their own Chromebook or laptop (with paid antivirus already installed and the school’s wellbeing monitoring software uploaded by the IT Team).
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 (such as ‘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.
Students in the IGCSE years (Years 10 and 11) are strongly encouraged to bring their own laptops into school given the software needs of many of the courses at IGCSE level. Students with legacy school-owned Chromebooks 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 school’s 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. The link to the DBIS Secondary School Guide to Learning Technologies document can be found HERE.
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 the 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.
APPS & ONLINE STORAGE 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 in to 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.
PASTORAL & COMMUNITY TUTORS In most cases, your child’s tutor is the ﬁrst point of contact for enquiries about academic progress and any pastoral issues. The tutor will know your child the best and will have detailed knowledge of their 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. 1:1 TUTORING 1:1 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. These meetings take place between 8am 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 that they have an adult they can trust and receive support from in all areas of their school journey. Students are expected to attend the meetings 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.
SECONDARY LEADERSHIP TEAM Heads of Department (HOD) The Heads of Department are the leaders of learning-speciﬁc subject areas. HODs lead planning, initiatives and assessment practices in their respective areas, leading a group of subject teachers. For a full list of Secondary HODs, 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 wellbeing and academic progress of our Secondary students. They will regularly communicate with parents and share relevant student wellbeing information with staﬀ. A student’s HOY will often manage more time-consuming or challenging student wellbeing issues. STUDENT TARGET SETTING All Secondary students set their own academic targets for each of their classes. The students in Year 7 to 9 set academic targets and also pastoral targets to support their wider social and emotional development. The Year 10–13 students set Aspirational Targets, which are directly related to the ﬁnal academic grade they are aiming to achieve in each of their subject areas. They do this through meeting with their specialist teachers as well as their tutor to analyse statistical data on their past academic performance to support them with setting their Aspirational Targets. 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. 23
THE HOUSE SYSTEM Students are designated to a house for the whole of their time in the Secondary School; siblings are usually assigned to the same house. Our four houses are Lightning, Storm, Thunder and Typhoon. Students will generally stay in the same house (and tutor group) 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 the Heads of Year with house-related matters. 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.
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, linked closely to the report cycle, with a clear timeframe of actions. 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 appropriate member of staﬀ will then discuss with parents the external options available if necessary.
FOR DBIS STUDENTS As DBIS students, you are expected to continually reﬂect and develop your character throughout the years, always holding yourself accountable to your choices. This will allow you to become self-aware, self-managing, socially aware and able to develop strong, effective relationships as a key cornerstone of your approach to life.
FOR DBIS STAFF DBIS staff members are here to guide and support the holistic development of all learners across all three phases of the school.
DBIS CHARACTER & CULTURE The Character and Culture policy contains a reﬂective approach to behaviour choices, illustrating steps to success as well as a restorative process enabling there to be an agreed understanding between student and staﬀ member. Through our character and culture approach, positive choices are promoted at DBIS so that every student feels supported, happy and secure. We recognise that our students are developing. This can mean that students occasionally make mistakes. We aim to put restorative actions in place that guide and support our students towards making better decisions in the future and also help them to develop a sense of personal responsibility.
If we witness choices that contravene our school’s character and culture, we address the situation, take responsibility and see it through. We ask for support but lead the discussions and are part of the reparation. The role of a staff member is to embed and support expected character and culture, using common language and role modelling the values expected of us and our students.
FOR DBIS PARENTS DBIS endeavours to build a supportive dialogue between home and the school, and we inform parents immediately if we have concerns about their child's displayed character and/or choice(s). If our school has to use reasonable responses, we ask parents to support the actions of the school. If parents have any concerns about the way their child has been treated, they would initially contact the class/form teacher.
CATEGORY ONE CONCERN Description of your child’s conduct The student has demonstrated a low level of misconduct and received a number of reminders about expected conduct. Examples of misconduct (this list is not exhaustive) ● ● ● ● ● ● ●
Distracting others from their learning Not following instructions Discriminatory racial/sexual/homophobic comments Inappropriate comments to members of our school community Low level of physical violence to another person and/or property Use of a mobile phone in lessons and/or around school without permission Arguing/deliberate, intentional talking back to an adult – disrespectful behaviour
Actions taken by staff & students (this list is not exhaustive) ●
As a consequence of not demonstrating the expected conduct, the student will be required to meet with the subject teacher or member of staﬀ to undertake a restorative conversation During the restorative conversation with the staﬀ member, the consequences of the student’s actions will be decided; these could include: detention, apology letter, replacing the broken item, parents informed etc.
CATEGORY TWO CONCERN Description of your child’s conduct The student has displayed an intentional level of misconduct during school. Examples of misconduct (this list is not exhaustive) ● ● ● ● ● ●
High frequency of category one incidents Repeated racial/sexual/homophobic comments Intentionally made or directed inappropriate comments Intentional physical violence to another person and/or damage to property Continued non-compliance e.g. home learning, uniform expectations Truancy
Actions taken by staff & students (this list is not exhaustive) ● ● ●
Parents are notiﬁed A restorative meeting will be arranged between your child and either their tutor and/or Head of Year During the restorative conversation with the staﬀ member, the consequences of the student’s actions will be decided; these could include: detention, report card, social and emotional counselling 24
CATEGORY THREE CONCERN Description of your child’s conduct The student has displayed a signiﬁcant level of misconduct during school. Examples of misconduct (this list is not exhaustive) ● ● ● ●
Intentional racial/sexual/homophobic comments Signiﬁcant physical violence to another person and/or damage to property Inappropriate use of social media within school premises or on school-related activities Theft
Actions taken by staff & students (this list is not exhaustive) ● ● ● ●
A meeting with parents is arranged A restorative meeting will be arranged between the student and the appropriate staﬀ member Following the restorative conversation, the process will allow the student and the staﬀ member to come to an agreed understanding of the chosen consequence These could include: internal exclusion, ﬁxed-term exclusion, report card, daily commitment to after-school reﬂection etc.
CATEGORY FOUR CONCERN Description of your child’s conduct The student has displayed severe misconduct during school. Examples of misconduct (this list is not exhaustive) ● ● ● ● ● ●
Racial/sexual/homophobic harassment Serious physical violence to another person and/or damage to property Arson Extortion Possession of any illicit substances or materials Carrying an oﬀensive weapon
Actions taken by staff & students (this list is not exhaustive) ● ● ●
Parents are notiﬁed and a meeting arranged with the appropriate Secondary SLT member or Head of School At this stage, all restorative plans are adapted relating to the seriousness and frequency of the behaviour The consequences are one of the following: a ﬁxed-term exclusion or permanent exclusion 25
CALENDAR School Dates and Holidays for 2023–2023 can be found on the Parent Hub HERE.
AUTUMN TERM Thursday 18th – Wednesday 24th August 2022
New Student Orientation
Thursday 25th August 2022
All Secondary Students Start Term 1
Monday 12th September 2022
Tuesday 4th October 2022
Monday 17th – Friday 21st October 2022
Friday 18th November 2022
Half Day for Students, Morning Only (Teacher PDD in afternoon)
Friday 16th December
End of Term 1 (Half Day)
SPRING TERM Monday 9th January 2023
Start of Term 2
Monday 23rd – Friday 27th January 2023
Chinese New Year Half Term
Friday 17th March 2023
Half Day for Students, Morning Only (Teacher PDD in afternoon)
Friday 31st March 2023
End of Term 2
SUMMER TERM Monday 17th April 2023
Start of Term 3
Friday 28th April 2023
Half Day for Students, Morning Only (Teacher PDD in afternoon)
Monday 1st May 2023
Friday 26th May 2023
Thursday 22nd June 2023
Friday 30th June 2023
End of School Year 09 26
SCHOOL HOURS & CONTACT DETAILS TIMINGS OF THE SCHOOL DAY
08:00 – 08:20
08:25 – 08:45
08:50 – 09:50
10:00 – 11:00
11:00 – 11:20
11:20 – 12:20
12:30 – 13:30
13:30 – 14:20
14:20 – 15:20
SECONDARY SCHOOL CONTACT DETAILS Website:
+852 2284 3030
Sixth Form Telephone:
+852 3962 1500