Toempowereverystudenttodeveloptheirfullpotentialandachieve personal excellence in all endeavours, enabling them to lead successful,fulfillinglivesandenrichtheworld.
Our DBIS Mission is enacted through our values of Courage, Respect and Integrity.
Our Core Values
Courage
We embrace challenges, persevere and work hard to reach our full potential.Weareresilientandalwaysstrivingtolearnandgrow.
Respect Integrity
We value our diverse community, appreciating their unique contributions, needs and rights. We foster positive relationships throughkindnessandempathy,embracingaglobalmindset.
We act with honesty and make responsible choices, understanding the impact of our actions on ourselves and others. We are self-aware,compassionateandaccountable.
THE DBIS LEARNER PROFILE
The DBIS Learner Profile is a set of personallearnerattributesthatareatthe heart of our curriculum and the internationaleducationweprovideforall our students. We actively support our students with their holistic development inordertopreparethemfortheirlivesas global citizens. We believe that through the development of these learner attributes and skills, DBIS students will recognise that their time at DBIS has resultedinthembeingexceptionallywell equippedtolivesuccessfullyinthewider worldthatawaitsthem.
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 all 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
Dedicatedstudentswhochanneltheircuriosity 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 collectiveandindividualexcellence.
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, nurturinganinclusiveandrespectfulapproach toleadershipatalllevels.
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 solutionsanddifferentstrategies.
EFFECTIVE COLLABORATORS
Purposeful students who work together towards a shared goal and promote a collaborativelearningculturewhichisinclusive and celebrates diversity in the perspectives of others. They are confident when working independently but recognise they can be strongerwhencollaboratingtogether.
BALANCED INDIVIDUALS
Reflective students who value their sense of selfandareawareoftheiremotionsandthe impacttheyhaveonothers.Theyunderstand the importance of physical, social and emotional balance to achieve personal wellbeing and know when to draw on the supportofothers.
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 throughservice.
CREATIVE THINKERS
Inquisitive students who think creatively and imaginatively,askinggreatquestionsinorder to enquire and make connections to further theirunderstandingandsatisfytheircuriosity. They investigate their own lines of enquiry and demonstrate their learning in innovative andcreativeways.
CONFIDENT COMMUNICATORS
Articulate students who process, organise and coherently express their thoughts and opinionsandactivelylistenandreflectonthe views of others. They carefully consider purpose, audience and style when communicating, interpreting and expressing theirideas.
OUR DBIS LEARNING PRINCIPLES
OurlearningexperienceatDBISis:
● EnrichedthroughDiscovery;
● AchievedthroughPersonalisation;
● StrongerthroughCommunity.
Our curriculum is underpinned by our five Learning Principles, which have been developedtoensureallstudentshaveaccesstoalearningexperienceinathroughschool whichisdrivenbyconsistentvalues.Ourcommitmenttotheselearningprinciplesensures our students have the opportunity to achieve their full potential and achieve optimal learninganddevelopment.
The Learning Experience at DBIS is: -EnrichedthroughDiscovery -AchievedthroughPersonalisation -StrongerthroughCommunity
RELATIONAL
At the heart of best practice and the development of the whole child lie strong and meaningful relationships. At DBIS we nurture positive environments where our students aresafeandfeelasenseofbelongingandhappiness.
CONNECTED
The DBIS learning experience enables our students to make connections, transfer skills and develop a local and global perspective. Our students develop a strong sense of self-esteem and self-awareness, which enables them to lead sustainable and fulfilling lives.
INTENTIONAL
IntentionallearningatDBISisthemindsetofseeingeveryexperienceasanopportunityto learn. Learning opportunities are designed and facilitated to ensure that all students develop a love of learning and approach challenges positively, with creativity and independence.
ENRICHED
The DBIS learning experience raises aspirations and creates personal pride in achievement. A greater meaning to learning is given through the cultivation of students’ natural inquiring minds. They are encouraged to be curious and motivated to learn by exploringandexpandingtheirexperiencesandbroadeningtheirinterests.
PERSONALISED
EveryDBISlearnerisvaluedasanindividual.Wecelebratestudents'strengthsinorderto identify realistic and challenging expectations that are uniquely tailored to each individual'slearningjourneyandmeettheirspecificneeds.
HEADS OF YEAR
Year 7
Year 8
Year 9
Year 10
Year 11
Sixth Form
LouiseTyrrell
JamieOwen
ltyrrell@dbis.edu.hk
jowen@dbis.edu.hk
NickMoore nmoore@dbis.edu.hk
AmrithPrabhu aprabhu@dbis.edu.hk
BobbyWilson
bowilson@dbis.edu.hk
AshleyJennings ajennings@dbis.edu.hk
EXAMINATIONS/UNIVERSITY & CAREERS
University & Careers
EliseRickford erickford@dbis.edu.hk Guidance Counsellor Lead
University & Careers
CeciliaLau celau@dbis.edu.hk Guidance Counsellor
Examinations Officer
LEARNING ENHANCEMENT
Head of Learning
RosannaNongdhar rnongdhar@dbis.edu.hk
SerenaClark serenaclark@dbis.edu.hk Enhancement
EAL Coordinator
MinoliSamarakkody msamarakkody@dbis.edu.hk
HEADS OF DEPARTMENT (WHOLE
SCHOOL)
Learning Technologies NicolasNg nng@dbis.edu.hk
Mandarin & Modern MyraMi mmi@dbis.edu.hk Foreign Languages
The Secondary School offers a broad and balanced curriculum covering the first two yearsofyourchild’sSecondaryeducation, which applies to students aged between 11and13yearsold(Years7–8). Following this period, students then move into their (I)GCSE and BTEC Level 2 examination programmes, which cover students aged 13 to 16 (Years 9–11). The final phase for ourstudentsiswhentheymove intoSixth FormtodotheirALevelandBTECLevel3 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 and Science, whereby studentsaresetaccordingtotheircurrent attainment levels and aptitude for the subject.Worktakesplacebothindividually andinsmallgroups.
Mandarin as either a first, second or foreign language is a compulsory subject for Years 7 and 8. Mandarin and Spanish are compulsory for current Year 8s. From Year9,onelanguageisstudiedat IGCSE level. French is available as an option for students currently in Years 9–11. In addition to our general subjects, Year 7–8 students also take our bespoke inquiry-based learning class, Discovery. Thistimegivesstudentsachancetothink andlearnbeyondthecurriculum,exploring new concepts with their teacher. Further details about our Year 7–8 curriculum can be found in the Year 7–8 Curriculum Handbook.
In Years 9–11, we offer pathways that include(I)GCSEandBTEC.Studentsstudy a breadth of subjects in the Creative Arts, Technology and Humanities fields, as well asalanguageandthethreecoresubjects: English,MathematicsandScience.
Students currently in Year 9 study at least one of Geography or History as part of their (I)GCSE programme. Typically, students will study nine or ten (I)GCSE subjects. As an alternative route, and to support more vocational choices, we also offer BTEC options. Further details of our (I)GCSEandBTECLevel2offeringscanbe found in the curriculum handbooks linked below:
We believe that promoting the health and wellbeingofourpupilsisanimportantpart of their overall education. One approach weuseatDBISisthroughourLearningfor Lifeprogramme(L4L).
TheL4Lcurriculumassistsourstudentsto make safe and informed decisions during theirschoolyearsandbeyond.Skillssuch as communication, listening, refusal, decision-making and negotiation, critical thinking, building self-awareness, developing empathy, accessing reliable informationorservices,challengingstigma and discrimination, and advocating for rightsareexplored.
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 duringthese lessonswill include age-appropriatetopicssuchas:thehuman 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, andconsent.Furtherinformationaboutour RSEcanbefoundonourHub.
LEARNING ENHANCEMENT
At DBIS, we embrace diversity, difference and the uniqueness of every learner. We recognise our collective responsibility to promote a nurturing environmentinwhichallstudentshavea sense of belonging, participation and equal access to every aspect of school life.
Within the resources of the school, students are supported to achieve their full potential through pathways that foster independence and resilience, instilling in every individual the confidencetosucceed.
StudentswhoaresupportedbyLearning
Enhancement staff generally will have a Personal Support Plan (PSP) in place. This is either an Individual Education Plan (IEP) or a Student Support Plan (SSP).Targetsandsupportstrategieswill be written to support the student’s learning. IEP and SSP targets will be reviewed three times throughout the year.Parentswillbeinvitedtothereview, anditisexpectedthattheyattend.
DBIS recognises the individual progress achieved by all students and celebrates students’ successes relative to their need. The Learning Enhancement department embraces a holistic
approach to student progress, which is clearly identified through achievable targets.
The achievement and progress of students with identified needs can be definedinanumberofways.
Forexample,itmightbeprogresswhich:
● Matches or betters the student’s previousrateofprogress;
● Is similar to that of peers starting from the same attainment baseline but less than that of the majority of peers;
● Where possible, prevents the attainmentgapgrowingwider;
● Ensures appropriate access to the fullDBIScurriculum;
● Demonstrates improvement in self-help, self-regulation, social or personalskills.
HOME LEARNING
Home learning plays a significant role in supportingastudent’scapacityforgreater academic achievement – we hold this in veryhighregard.Althoughthedemandsof each subject will differ, our home learning provision ensures that students are providedwith opportunitiestoconsolidate or extend their learning whilst developing their ability to self-regulate. Greater ownership of learning is promoted and underpinned through our belief that students develop an increased sense of self-efficacy through engaging with appropriatelevelsofchallenge.
Home learning will broadly align with the amount of learning time required to adequately supplement in-school learning; expectations will reflect the increasing academic demands associated with the respective year groups. Guidelines can be accessed within our Secondary Home LearningPolicyHERE.
Westronglyencourageyoutoengagewith yourchildinrelationtotheirhomelearning and to work in collaboration with us to ensure that your child is actively engaging withthisfundamentalaspectoftheirDBIS schooling.
WEEK WITHOUT WALLS
Week Without Walls (WWW) is, for many students, the highlight of the academic year and a defining feature of the DBIS learning experience. The programme is grounded in the belief that powerful learning happens beyond the classroom, through carefully designed experiences that challenge students, build character and foster meaningful connections with othersandtheworldaroundthem.
The learning intention of WWW is to provide students with opportunities to
develop leadership, service, practical and interpersonal skills while promoting global awareness, collaboration and student wellbeing. Through outdoor, cultural and service-based experiences, students are encouraged to step outside their comfort zones, take responsibility for themselves and others, and grow in confidence and resilienceinauthenticsettings.
In 2026–27, the WWW programme continues to go from strength to strength, building on a proven model and strong partnerships with established providers across the region. New itineraries further enhance our ‘challenge-by-choice’ approachforstudentsinYears10–13while maintaining high-quality, age-appropriate experiencesacrossallyearlevels.InYears 7–9, students travel internationally as a full-yeargroup,strengtheningrelationships and shared identity while exposing studentstodifferentcultures,environments
and ways of life. In Years 10–13, students choose from a diverse range of experiences,includingexplicitoutdoorand adventure expeditions, creativity and culturally focused programmes, and immersive outdoor education and service-learningopportunities,offeredboth locallyandinternationally.
AtDBIS,webelievetheseexperiencesare integral to a student’s holistic development.WWWtripssupportpersonal growth, confidence, empathy and adaptability while complementing academic learning and enriching students’ overall educational journeys. As such, participation in WWW is a mandatory componentofaDBISeducation.
Student safety and wellbeing remain our highest priority. All WWW experiences are supported by rigorous provider selection, the use of vetted and secure accommodations, and careful itinerary design.Ourrobustinternalsystemsensure safetythroughappropriatestaff-to-student ratios, qualified instructors, dedicated overnight supervision, and a comprehensive framework of risk management and duty management.
WWW 2026–27 will take place from Monday 9th to Friday 13th November 2026. Please note that for international itineraries, travel may extend into the weekend immediately preceding or following these dates; this ensures students can make the most of these valuable opportunities and maximise their learningtimeincountry.Detaileditineraries and further information were originally sharedwithfamiliesinearlyMarch2026.
EXTRACURRICULAR ACTIVITIES
At DBIS, we believe a holistic education extends far beyond the classroom. Our extracurricular activities (ECA) programme
is designed as a gateway for students to discoverlifelongpassionsanddevelopthe 'futureself'theyaspiretobe.Whetherit’s throughthedisciplineofsport,thecreative expression of the performing arts, or leadershipskillshonedinStudentCouncil, these offerings provide the space for studentstoexplorenewintereststhatmay onedaybecomedefininghobbiesoreven careerpaths.
We encourage every student to embrace this opportunity by committing to at least one ECA per term. We value commitment as a core DBIS trait; by seeing a season/term through from start to finish, students learn the resilience and dedication necessary to turn a spark of interestintoalastingskill.
While most of our diverse offerings are free, some specialist sessions are provided by external partners and may require payment. This will be noted in the ECAdescription.
FOBISIA
The Federation of British International Schools in Asia (FOBISIA) is a regional group of leading British international schools in Asia, established over 25 years ago.
FOBISIA applies stringent entry standards to all prospective member schools and maintains these standards through a review cycle. This cycle requires an ongoing commitment to excellence, including inspection or accreditation by recognisedexternalagencies.
The federation's overall aim is to promote educational excellencewithin its member schools and provide opportunities for inter-school competitions and enrichment programmes. Our FOBISIA membership offers students several unique opportunities to travel and represent the
school. Each year, our highest-performing Primary and Secondary students are invited to FOBISIA international sporting competitions. Students may also be invited to participate in other FOBISIA events, such as Model United Nations (MUN), as well as Drama, Music and Mathematicscompetitions.
COSTS FOR OVERSEAS TRIPS
Payments for overseas trips, including all FOBISIAcompetitionsandWWW,requirea deposit in advance to secure flights, followedbyfullpaymentpriortodeparture. Agreeing that your child will attend these events will also include a commitment to fullycoverthecosts.
EDUCATIONAL/FIELD TRIPS
Local field trips are integrated into the Secondary curriculum to enhance classroom learning. All logistics, including schedules and consent requirements, are managed and shared centrally via the Parent Hub. For short local learning activities within the school day, students
guidelines, and demonstrate consideration forthewellbeingofothers.
A deposit is requested at the start of the academic year to cover the cost of these local trips. Any remaining balance will be returnedattheendoftheyear.
LIBRARY
The DBIS library enriches teaching, learning and wellbeing across the Secondary School by providing a well-targeted collection of resources, fostering students' love of reading, collaboratingwithteachingstafftodevelop students' information literacy skills, and maintaining a welcoming learner-focused environment for collaborative learning and individualstudyandreflection.
Staffed by a qualified librarian and experienced library assistant, our library is located on the first floor of the Discovery Centre. Opening hours are 8am to 4pm, and students may visit before school, at break times and as instructed by teachers duringclasstime.
ASSESSMENT & REPORTING
ASSESSMENT
Students are continually assessed throughout the school year. The primary purpose of assessment is to support student learning, underpinned by our growth-mindset belief that all pupils can succeed.
Attainment grades may be awarded for specific assessments; however, as a school,webelievethatformativefeedback is more likely to result in positive improvement than the assignment of a gradeis.Markingwillbeareflectionofthe learning objective(s) and the associated success criteria, and feedback will identify successesandareasforimprovement(e.g. gaps in knowledge, understanding or application).
We place significant value on the importance of self-management skills and the effectiveuseofinformationliteracyto positively impact personal achievement; this includes academic integrity. It is an expectation that students produce authentic, original work and, where appropriate, acknowledge the work of others. Our Academic Honesty Policy and Acceptable Use Policy outline the expectations that students and teachers should follow. These policies cover the educationaluseofAIaswell.
Each student in the Secondary School receives at least three formal reports per year. Different types of reports are published to parents throughout the year. Short reports show grades related to student academics and attitude towards learning. Strength-and-target reports REPORTING
include both grades and comments from specificsubjectteachers,detailingstudent successesandhowtheycanimprove.
Reports provide an opportunity to work in partnershipwithparentsastheyprovidea platform for informed discussion about your child’s achievements and areas for growth; they equip parents to have impactful learning conversations at home and understand their child’s academic profile and capabilities as they advance throughtheschool.
PARENT–TEACHER–STUDENT CONFERENCES (PTSCs)
Therewillbeoneannualafternoon/evening PTSC per year group. At all other times, parents are welcome to book appointments with tutors regarding any matter.PTSCsareaimedatgivingparents aninsightintotheirchild’sattainmentlevel and progress in all subjects. Areas for improvementarealsohighlightedtoensure parentsandstudentscomeawayfromthe conference with clear targets. Appointments run for ten minutes, and in all instances students should attend with theirparent/sinordertoengageinlearning conversations and to reflect on progress andareasforimprovement.
We want to make sure everyone has the opportunity to meet. The booking window forappointmentswillbesharedwithyouin advance.Toensurewecanscheduleyour meeting, please make your booking within the specified timeframe as we may not be able to accommodate requests after the windowcloses.
DBIS CHARACTER & CULTURE
OurCharacterandCulturePolicycontains
a reflective approach to behaviour choices, illustrating steps to success as well as a restorative process enabling there to be an agreed understanding betweenstudentandstaffmember.
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 andsupportourstudentstowardsmaking betterdecisionsinthefutureandalsohelp them to develop a sense of personal responsibility.
CONFLICT RESOLUTION
Ifyourchildexperiencesorperceivesthat they are experiencing bullying, they are requestedtospeakwiththeirformtutoror another trusted adult in school for assistance.Asaparentyouarerequested to immediately inform your child's form tutor.Thiswillallowthenecessaryinternal processestocommence,andparentswill be informed as appropriate on the next actions to be taken. Each context is individual, and restorative solutions are seenasavitalpartoftheresolution.
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 phases of the school. 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 those actions. If parents have any concerns about the way their child has been treated, they would initially contact the class/form teacher.
Bullying is not:
● Single episodes of social rejection or dislike;
● Single episode acts of nastiness or spite;
● Random acts of aggression or intimidation;
● Mutual arguments, disagreements or fights.
These actions can cause great distress; however, they do not fit the definition of bullying and they are not examples of bullying unless someone is deliberately and repeatedly doing them.
PASTORAL & COMMUNITY
STUDENT SAFETY
Student safety is paramount to us here at DBIS, and even within our extremely safe Discovery Bay community, we need to
FIRE DRILLS
Fire drill procedures are carried out each term and involve all staff and students. In the event of a fire, all Secondary staff and studentsareevacuatedtothepitch,where classregistersaretaken.Clearprocedures 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.Furtherinformationisavailableupon request.
LOCKDOWN PROCEDURES
Lockdown procedures are usually carried out once or twice a year and involve all staff and students. In the unlikely event thattheschoolcampusneedstobelocked down, all blinds and windows are closed, andall staff andstudentsstaysilentlyand safelyinalockedareauntiltheall-clearis given over the school tannoy system. Again, parents are informed by email and SMS that all students are safe following anydrill.
ensure that students are ready to act calmlyandappropriatelyintheeventofan emergency.
GUEST VISITS
All ex-students and family members of studentsattendingDBISmustsigninupon arrival and are required to wear a visitor’s passatalltimeswhilstoncampus.Visitors are not permitted to attend classes with students. This is to ensure learning is not disruptedaswelltoalignwithsafeguarding processes, ensuring the health and safety ofallstudentswhilstinourcare.
CHILD PROTECTION
The health, safety, physical and emotional wellbeingofeverychildandyoungperson 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 imageofthemselvesandasecuresenseof identity. Child protection always comes firstatDBIS;itisourcoreconcern.
ATTENDANCE
Our mission calls upon us to fulfil each individual’s potential. Regular attendance isaprerequisiteforsuccessinschool,and those who are not in class will miss important learning opportunities. Poor attendancecanleadtounderachievement, and absence can have a detrimental impact on student progress and overall academic development. It is vital that we worktogetherwithfamiliestoensure every child is in school and being challenged to meettheirpotential.
ATTENDANCE & PUNCTUALITY PROCEDURES
Regular attendance at school is vital for studentstoachievetheirfullpotential,and we value your support in helping us maintain high attendance rates at DBIS. Weexpectallstudentstomakeeveryeffort to attend school each day and to have a minimum attendance of 95%. For a student attending DBIS from FS-1 to Year 13 with an attendance rate of 90%, they would miss one and a half years of schooling, significantly impacting their learning.Wecloselymonitorattendanceto ensure regular school attendance, and we will directly address any concerns with parents.
Ifastudentisabsent,werequireparentsto notify the school as soon as possible on thedayoftheabsencewiththereasonfor the absence. Absences should be notified using the forms on the Parent Hub. There are two forms: one for planned absence and one for unplanned absence. If we notice that a student is missing school frequently or for an extended period of time, we will reach out to parents to discuss the situation and provide support. Wereservetherighttointervenewhenwe feel it is necessary to support a student's attendance and academic progress. This includes situations where a student has beenabsentforanextendedperiodoftime orhasrepeatedlymissedschool.
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 termtime.Althoughsomeholidaysmaybe considered educational, your child will still missoutontheteachingandlearningthat 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 forateachertoassistastudentincatching up also has a potential impact on other students in the class – this is something we all have a responsibility to avoid. If a familydecidestotaketheirchild(ren)outof school during term time, the online application form should be submitted in advance.
EARLY DISMISSAL
If a student needs to be dismissed early fromschool,theymustcollect aslipfrom either the school 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 slips issued by the nurse to the reception to collect a leaving sticker, which records the student leaving the premises. This sticker must be shown to the guard on gate duty before the student can be allowedtoleaveschool.
PARENTAL ABSENCE
Pleasenotifytheschoolifyouareplanning to take a trip out of town for more than a day.Theschoolofficewillrequiredetailsof appointed guardians and emergency telephonenumbers.
ILLNESS
Whenyourchildisunabletoattendschool due to being unwell, please complete the relevant absence form as soon as possible.
TECHNOLOGY
DIGITAL DEVICES IN SECONDARY
The school has a 1:1 technology programme throughout the Secondary School. Students in Years 7–11 should bring their own Chromebook or laptop (with paid antivirus already installed and theschool’swellbeingmonitoringsoftware uploadedbythe ITteam).
StudentsinYears12and13shouldbringa WindowslaptoporaMacBookratherthan a Chromebook. Computer Science and Media Studies students completing either IGCSE or A Level courses have different minimum requirements specified by their teachers.
Studentsarerequiredtoreadtheschool’s BYOD(BringYourOwnDevice)Agreement. and sign the agreement via the jotform HERE.Studentsshouldreadandadhereto theschool’s AcceptableUsePolicy(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. Recording or taking photos of others – both students and staff – without their permission is unacceptable and will be dealt with according to the schools Character & Culture policy. At home, however, the responsibility falls upon parents,andyourguidanceiskey.Setting familyrules pertainingtotheuseofmobile devices is encouraged to avoid misuse.
The link to the DBIS Secondary School GuidetoLearningTechnologiesdocument canbefoundHERE
GOOGLE CLASSROOM & WORKSPACE
GoogleClassroomisaneasy-to-useonline 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’),butmoreoftenitisusedasan 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.
Google Workspace comprises all other items supplied by Google, such as Gmail (email), Google Drive (cloud storage) and GoogleCalendar.All studentshaveaDBIS Google Workspace account set up when they join the school. These different systemsallowthestudentstocontacttheir teachers,receivemessages,organisetheir work and generally operate as well-equipped and efficient students. For additional information and guidance, please see the DBIS Secondary School GuidetoLearningTechnologies.
UNIFORM
All students are required to wear the compulsoryschooluniformasstatedinthe Secondaryuniformlist.
Summerandwinteroptionsareavailableat the uniform shop, located at the Main Campus. The shop is open on Tuesdays and Thursdays from 8.15am–11.30am and on Wednesdays from 1.30pm–4pm during term time. Further details regarding uniforms, including order forms, can be foundontheParentHub.
All parents with students enrolled in our school are required to support the school uniform policy. It is the responsibility of parents to ensure that their child has the correctuniformandthatitisnamed,clean andingoodrepair.
Jewellery & Make-up
For health and safety reasons we do not want students to wear jewellery while at school. The exceptions to this rule are earrings in pierced ears that would be suitable and safe for the school environment,andsmallobjectsofreligious significance,suchasacrucifixonachain. We ask students to either remove these objects during PE and games or cover them with plaster to prevent them from causing injury. Necklaces of any kind shouldnotbevisibleoverclothing.
Hair
Should students wish to dye their hair, we would expect this to be in natural colours andnotbeofanobviousnature.
Wearable Electronic Devices
Wearable electronic devices are not encouraged and if they must be brought intoschoolshouldbeinschoolmodeatall times while students are on campus. The wearingofAIglassesisnotallowed.
PE Uniform & Footwear
Changing facilities are available for students who wish to wear full school uniformandthenchangeintotheirPEkitat schooland/orwhowishtochangeintofull schooluniformaftertakingpartinsporting activities.
During the block of swimming lessons, students should wear PE uniform and trainers to school and bring their full swimmingkitinabag,incaseswimmingis cancelled.
In certain circumstances, there may be exceptions to the above points. Parents andstudentswillbeinformedinadvanceif thisisthesituation.
Non-Uniform 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.
Hot/Wet Weather
PE kit should be brought to school on extremely hot or rainy days to ensure studentshaveachangeofclothes.
Field Trips
PE uniform should be worn (unless otherwiseadvised).
GENERAL INFORMATION
LOCKERS
Students in Years 7–11 are assigned a locker number at the beginning of the school year. Students are provided with a key that they are responsible for. Should thekeybelost,thefirstreplacementwillbe freeofcharge.Asmallfeewillbecharged for the second replacement and onwards. 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 necessaryitemsforlessons.
STUDENT DIARY
At the beginning of the school year, each studentreceivesastudentdiary.Thediary is used to record all homework and upcoming activities and events. The student diary also contains useful information, such as academic integrity guidelines. The student diary is used as one important form of regular communication between school and parents.
TEXTBOOKS & EQUIPMENT
All students in Secondary are required to havetheirownsetofclassroomstationery. In Years 7 and 8, all necessary books are provided by the school. When students move into the three-year (I)GCSE programme, they are expected to purchase the relevant books for their courses. These can be found in the textbook lists linked on the Hub. All students studying Maths are required to havethecorrectequipmentandcalculator.
Information about the can found on the documentHERE.
CAFETERIA
Our school cafeteria is open before and after school and at morning break and
lunchtime.TheBoardwalkCafeteriaserves hot meals (including a vegetarian option) aswellassnacksanddrinks.Studentscan purchase a swipe card from the cafeteria manager any time, enabling a cashless option when purchasing meals. The cafeteriaalsoacceptsOctopuscards.
LOST & FOUND
Lostandfounditemsareeitherkeptatthe main reception or in the Primary covered playground, and students can ask at the reception desk. We ask that all student clothing is clearly labelled with the student’s name. At specific times throughouttheyear,wewillputalllostand found items on display, and, if unclaimed, we will donate these items to one of our schoolcharities.
VALUABLES
Students are asked not to bring valuables into school. Occasionally, students may wishtobringvaluableitemsintoschoolas part of a project or other piece of school-related work. Under these circumstances, any valuables should be giventotheschoolofficeforsafekeeping.
MEDICAL CARE
If a student becomes unwell while at school, they will need to take a medical cardgivenbytheirteacherandtakethisto the school nurse. The school nurse will evaluate the student’s medical condition. The school nurse will decide as to when studentsarerequiredtobecollectedfrom school, as directed by the Hong Kong Department of Health. The time of handovertoaparentorcaregivermustbe noted and the classroom teacher made aware.
If a student has a minor complaint or
COMMUNICATION
Clear communication between home and school is essential. Our communication system utilises the functionality of the
THE PARENT HUB
All communication to parents regarding upcoming events and information can be found on the Parent Hub. A bulletin for calendared events will be added to the Hub approximately two weeks prior to themtakingplace.Thebulletinnoticeswill also be shared via the weekly parent bulletinemail,whichissenteachSaturday.
iSAMS PARENT PORTAL & APP
Parents can access all student-specific information via the iSAMS Parent Portal
This platform is used to communicate confidential information about your child, such as school reports and attendance data. The app can be downloaded free fromtheAppStoreandGooglePlayStore. TheschoolcodeisDBIS,andyouwillneed your personal iSAMS username and passwordtologon.
STUDENT DIARY
Students are required to write all home learning tasks in detail in their diary. Parents are asked to check the diary regularly.Thetutorwillcheckandsignthe diary each week, 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 ECAs, sports fixtures, camps, trips and WWW expeditions can be found via SchoolsBuddy. A personal username and
following platforms to communicate with ourparentcommunity:
passwordtologintoSchoolsBuddywillbe shared with you so you can see all of the activities your child is involved with. For further information about WWW, please refer to the detailed section earlier in this handbook.
SCHOOL NEWSLETTER
Each Friday, the school’s newsletter is emailed to parents. The newsletter provides a snapshot of the week’s events acrossallphasesoftheschool.
DBIS WEBSITE
The school’s website, linked HERE, is a window into the school, giving parents accesstoinformationonallaspectsofthe school’s operations as well as teaching andlearningapproaches.Thewebsitealso provides parents with a link to the Parent Hub.
GOOGLE GUARDIAN
The Google Guardian add-on to Google Classroomallowstheschooltoaddtoour communications system and provide all parents with more insight into their child’s online learningexperiences.
CONTINUATION OF LEARNING
Intheeventofaschoolclosure,theschool will communicate with parents and students regarding home/online learning. Learning resources and materials will be sharedthroughGoogleClassroomforeach subject taught. Pre-recorded learning videos and other resources mayalsobe uploadedtoGoogleClassroom.
For all general enquiries, parents can contact the school office by email at dbis@dbis.edu.hk or by phone on +852 29877331. EMAIL CONTACT
TEXT MESSAGE/SMS
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 accountedfor.
DBIS SIXTH FORM
The Sixth Form Campus is located at the NorthPlazainDiscoveryBay.Thiscampus is equipped with classrooms dedicated to theteachingofYears12and13,aswellas a study room and specialised Art room. The majority of Sixth Form lessons take place at the North Plaza Campus; however, for some subjects, such as Science, D&T and PE, students are required to travel by shuttle bus to the MainDBISCampus.
SIXTH FORM SUBJECTS
Most students choose three subjects to studyateitherALevelorBTECLevel3.In some cases, students study four subjects, usually only if this is necessary to fulfil future university entry requirements.
Each A Level and BTEC subject is timetabled for ten hours in the two-week cycle. The remainder of the Sixth Form timetable is made up of careers advice, Learning for Life, PE and independent studyperiods.
SixthFormersareverywelcometoworkin the library on the Main Campus, where awealthofresourcesareavailableaswell STUDY RESOURCES
as private study rooms, which can be booked with the librarian. Books will need tobepurchasedforeachcourse.Thebook listcanbeaccessedhere.
Having personal copies of books is important and enables students to effectively use their resources outside of lessons;theycanannotatethemandkeep personalnotestoreviseandreferbackto.
DRESS CODE
AllYear12and13studentsarerequiredto follow the Sixth Form dress code. Full details of the dress code can be found in the Sixth Form Handbook. The exception tothisisPE,forwhichSixthFormstudents should wear their house PE top with plain blue or black shorts and footwear appropriateforphysicalactivity.
