2023–24 | DBIS Secondary Parent & Student Handbook

PARENT & STUDENT HANDBOOK

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.

THE DBIS LEARNER PROFILE

The DBIS Learner Profile is a set of personallearnerattributesthatareatthe heart of our curriculum and the international education we provide for all 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 resulted in them being exceptionally well 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 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 anddeveloptheirintrinsicmotivationtolearn.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.

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,honestyandastrongsenseof equalityandrespectforall,nurturinganinclusive and respectful approach to leadership at all levels.

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 supportofothers.

RESPONSIBLE CITIZENS

Internationally minded students who act proactivelytomakeapositivedifferenceinthe livesofothersandtotheenvironment.Theyare courageouschangeagentswhounderstandthe importance of their role and are proud of the positivecontributionandimpacttheyhaveboth locallyandgloballythroughservice.

PROBLEM SOLVERS

Adaptivestudentswhothinkdeeplyandcritically about their learning and apply logic and innovation to identify and solve authentic problems.Theysetgoals,planandprioritisetheir approach and keep solution focused as they exploreanditeratetodiscovercreativesolutions anddifferentstrategies.

EFFECTIVE COLLABORATORS

Purposeful students who work together towards a shared goal and promote a collaborative learningculturewhichisinclusiveandcelebrates diversity in the perspectives of others. They are confident when working independently but recognise they can be stronger when collaboratingtogether.

CREATIVE THINKERS

Inquisitive students who think creatively and imaginatively,askinggreatquestionsinorderto 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 creativeways.

CONFIDENT COMMUNICATORS

Articulate students who process, organise and coherentlyexpresstheirthoughtsandopinions and actively listen and reflect on the views of others. They carefully consider purpose, audience and style when communicating, interpretingandexpressingtheirideas.

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 anddevelopalocalandglobalperspective.Ourstudentsdevelopastrongsenseofself esteemandselfawarenesswhichenablesthemtoleadsustainableandfulfillinglives.

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 student's natural enquiring 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.

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 informationabouttherelationshipswithintheorganisationoftheSecondarySchool.The SecondarySchoolteamisresponsibletotheHeadofSchool,MrMarcMorris.

SECONDARY LEADERSHIP TEAM

DeputyHeadofSecondary(Academic)

Simon Oakley HeadofSecondary soakley@dbis.edu.hk

AssistantHeadofSecondary(Pastoral)

Marc Morris Principal mmorris@dbis.edu.hk

HEADS OF YEAR

Year 7

IoanMorgan imorgan@dbis.edu.hk

Year 8 JamesLugg jlugg@dbis.edu.hk

Year 9

NeilO’Maonaigh-Lennon nomaonaighlennon@dbis.edu.hk

Year 10 TraceySmal tsmal@dbis.edu.hk

Year 11

AmrithPrabhu aprabhu@dbis.edu.hk

Year 12 NicholasMoore nmoore@dbis.edu.hk

Sixth Form LouiseTyrrell ltyrrell@dbis.edu.hk

UNIVERSITY & CAREERS

University & Careers CeciliaLau clau@dbis.edu.hk

Guidance Counsellor

LEARNING ENHANCEMENT

Head of Learning

Enhancement

EAL Coordinator

SerenaClark serenaclark@dbis.edu.hk

MinoliSamarakkody msamarakkody@dbis.edu.hk

HEADS OF DEPARTMENT (WHOLE SCHOOL)

Performing Arts

Physical Education

ChristopherPreddy cpreddy@dbis.edu.hk

JonFudge jfudge@dbis.edu.hk

Learning Technologies NicolasNg nng@dbis.edu.hk

Mandarin & Modern MyraMi mmi@dbis.edu.hk

Foreign Languages

HEADS OF DEPARTMENT (SECONDARY)

English

Humanities

ColetteJones cjones@dbis.edu.hk

TomBoddington tboddington@dbis.edu.hk

Science KaiGlenister kglenister@dbis.edu.hk

Mathematics AdamReid areid@dbis.edu.hk

Design & Technology, Visual FrancesWard fward@dbis.edu.hk

Arts, Computer Science

TEACHING STAFF

Art & Design, Design

NaomiHiggins nhiggins@dbis.edu.hk & Technology

Art & Design, Design

ChrisReinhardt creinhardt@dbis.edu.hk & Technology

Business

Business, Economics

SandraHacker shacker@dbis.edu.hk

TomBoddington tboddington@dbis.edu.hk

Design & Technology, FrancesWard fward@dbis.edu.hk Computer Science

Drama, English

JackPiggott jpiggott@dbis.edu.hk

English ColetteJones cjones@dbis.edu.hk

English, Humanities IoanMorgan imorgan@dbis.edu.hk

English LouiseTyrrell ltyrrell@dbis.edu.hk

English, Humanities

AndrewBuddery abuddery@dbis.edu.hk

French BorisLeFeuvre blefeuvre@dbis.edu.hk

Geography, Humanities

History

History

LaraScrimgeour lscrimgeour@dbis.edu.hk

JacquelineBrownhill jbrownhill@dbis.edu.hk

CraigJohnstone cjohnstone@dbis.edu.hk

History, Humanities, RebeccaBoddington rboddington@dbis.edu.hk

Travel & Tourism

Learning Enhancement, Business, Travel & Tourism

Mandarin

TraceySmal tsmal@dbis.edu.hk

Myra(Ting)Mi mmi@dbis.edu.hk

Mandarin FionaMak fmak@dbis.edu.hk

Mathematics AdamReid areid@dbis.edu.hk

Mathematics

AmrithPrabhu aprabhu@dbis.edu.hk

Mathematics DavidJohnstone djohnstone@dbis.edu.hk

Mathematics SarahLewis slewis@dbis.edu.hk

Media Studies, English

JordanWarburton jwarburton@dbis.edu.hk

Music ChristopherPreddy cpreddy@dbis.edu.hk

Music MarkThaxter mthaxter@dbis.edu.hk

TEACHING STAFF

Physical Education SusanneClark sclark@dbis.edu.hk

Physical Education PeterRoberts proberts@dbis.edu.hk

Physical Education JamesLugg jlugg@dbis.edu.hk

Psychology, Science

NeilO’Maonaigh-Lennon nomaonaighlennon@dbis.edu.hk

Science MyraPyne mpyne@dbis.edu.hk

Science KaiGlenister kglenister@dbis.edu.hk

Science BradleyDry bdry@dbis.edu.hk

Science NicholasMoore nmoore@dbis.edu.hk

Spanish JuanFierros jfierros@dbis.edu.hk

SUPPORT STAFF

Support Staff GaryLai

Receptionist (Secondary) JoeyLee

Receptionist (Sixth Form) EricaDeGuzman

CURRICULUM

CURRICULUM OVERVIEW

The Secondary School offers a broad and balanced curriculum covering the first three years of your child’s Secondary education,which appliestostudentsaged 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 studentsaged14to16(Years10and11). 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(Years12and13).

Students are taught in mixed-ability classes, with the exception of Mathematics, whereby students are set accordingtotheircurrent attainmentlevels and aptitude for the subject. Work takes placebothindividuallyandinsmallgroups.

Mandarin is a compulsory subject, alongside either Spanish or French, throughout Years 7–9, after which one languageisstudiedat IGCSElevel,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. Thistimegivesstudentsachancetothink andlearnbeyondthecurriculum,exploring new concepts with their teacher. Further details about our Year 7–9 curriculum can be found in the Year 7–9 Curriculum Handbook

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,studentswillstudyeight or nine IGCSE subjects. As an alternative route, and to support more vocational choices, we also offer BTEC options. Further details of our IGCSE and BTEC Level 2 offerings can be found HERE

In Years 12 and 13, students can choose from a combination of AS/A Level and BTEC 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 areheldopenforhighereducationoptions.

LEARNING FOR LIFE

We believe that promoting the health and wellbeingofourpupilsisanimportantpart of their overall education. One approach weuseatDBISisthroughourLearningfor LifeProgramme(L4L).

TheL4Lcurriculumassistsourstudentsto 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 informationorservices;challengingstigma and discrimination; and advocating for rightsareexplored.

TheL4Lobjectivespermeatethroughoutall 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 lessonswill include

age-appropriatetopicssuchas:thehuman body and puberty; pregnancy; contraceptives;preventionofHIV/AIDSand other sexually transmitted diseases; prevention of sexual abuse; body image; sextingandsocialmedia;pornographyand consent. Further information about our RSEprogrammecanbefoundHERE

CHALLENGE

DBIS follows Professor Françoys Gagné’s definitionofChallenge:asthe 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 efficacyofresourcesandothercurriculum material.

LEARNING ENHANCEMENT

As an inclusive school, we embrace diversity, difference and the uniqueness of every learner. We recognise our collective responsibility to promote a nurturing environment in which all students have a sense of belonging, participation and equal access to every aspectofschoollife.

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.

Students who are being supported by LearningEnhancementstaffeitherwithin the classroom or as a small-group instruction/one-to-onesessionmayhave 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 reviewedthreetimesthroughouttheyear. Parents will be invited to the review, and itisexpectedthattheyattend.Iftheyare unable to attend then a copy of the new support plan will be sent home and the parents’ views will be welcomed and addedtothedocument.

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 with this fundamental aspect of their DBIS schooling.

WEEK WITHOUT WALLS

Our Week Without Walls philosophy centres on providing students with unique opportunities that foster the development of important leadership, service and interpersonal skills. We seek to challenge students in an outdoor setting away from the classroom. These activities are clearly linked to the school’s Learner Profile Attributes as well as the United Nations Sustainable Development Goals and are aimed at developing empathy and understanding of different perspectives.

In 2023–24, we are offering exciting opportunities for every Secondary student and are enhancing our previous provision.

We will have a full Week Without Walls programme,fromMonday30thOctoberto Friday 3rd November, with Year 7–9

students having a unique range of residential activities. Our older Secondary students, those in Years 10–13, have the opportunity to join international residential excursions to either Northern Thailand or the Philippines or to choose from a wide rangeofoptionsinHongKong.Pleaserest assured that student safety is our top priorityonalltrips.

Active participation in our Week Without Walls programme is an expectation of all studentsinSecondary.

EXTRACURRICULAR ACTIVITIES

ECAactivitiesareakeypartoffulfillingour aimtoprovidea holisticeducationtoour students. Students are expected to contributetowiderschoollifebytakingat least one ECA per term. A wide range of sports and physical activities are 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 andsubject-basedclubs.

The majority of ECAs at DBIS are offered free of charge; however, there are some paid activities delivered by external providers. Any paid selections will be invoicedtoparentsdirectlybyourfinance team.

Students sign up to sports clubs at the beginningofeachtermviaSchoolsBuddy. Commitment is a key trait of all DBIS students, and we ask that once a student commits to an activity, they attend for the durationoftheterm/season.

The Federation of British International Schools in Asia (FOBISIA) is a regional group of the leading British International SchoolsinAsiaandhasbeeninexistence forover25years.

As an organisation, it applies stringent entrystandards to allschools 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, we offer our students several unique opportunities to travelandrepresentourschoolinavariety of ways. Our highest-performing boys and girlsinthePrimaryandSecondarySchools are invited to travel to the international sportingcompetitioneachyear.Aswellas 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 full payment priortodeparture.Agreeingthatyourchild will attend these events will also include a commitmenttofullycoverthecosts.

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. Assuch,theyareexpectedtoabidebyour Character & Culture Policy, to follow uniform guidelines and to demonstrate concernforthewellbeingofothers.

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.

Our rich collection includes a large range of novels suitable for ages 11–18, a focused non-fiction collection and a growing number of ebooks, audiobooks and databases. To learn more about the library, visit the library website at library.dbis.edu.hk

ASSESSMENT, REPORTING & TARGETS

ASSESSMENT

Assessment is the process of obtaining, analysing and evaluating evidence of student achievement in order to inform futurelearningexperiencesandassociated provision.

The primary purpose of assessment is to promote student learning and achievement. We aim for high-quality teaching and learning, and at the heart of thisisreliable,valid,accessibleandtimely assessment, underpinned by our growth mindset belief that all pupils can succeed. Itisessentialthatteachersknowhowwell a student has progressed and that students understand how well they are doing and what they must learn to help themimprove.

A variety of assessment tools are used to monitor learning and to plan for future development. In addition to summative assessments in each subject to ascertain the level a student has achieved, regular formative assessment and assessment for learning strategies take place to measure individual and/or collective understanding and to shape future learning and lesson design.Furtherinformationaboutformative and summative assessments can be accessedHERE

Attainment grades may be awarded for certain assessment items; 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 successes and areas for improvement (e.g.,gapsinknowledge,understandingor application).Feedbackwillaccountforthe

students’ current attainment (and, often, their personal learning goals – see Target Setting section, Aspirational/SMART targets), what they have done well and whattheyneedtodotoimprove.

ACADEMIC INTERVENTION

At key junctures, we will formally capture student achievement. This enables us to monitor student progress with a view to ensuring that 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, interventionsandcommunications.

We also place significant value on the importance of self-management skills and the effective use of information literacy to 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 HERE provides more detail about types of malpractice and consequences should a student be found to be in breach of our expectedstandards.

REPORTING

Each student in the Secondary School receives at least three formal reports per year, the content of which changes according to the development needs/course demands in the respective year groups. The various types of reports and an explanation of the associated terminologycanbeaccessedHERE

Report information is incredibly important and is used internally to inform pedagogical practice and instruction. Reportsalsoenableteachersto:

● Have timely and impactful learning conversations with students (please refer to Target Setting section for supplementarydetails);

● Recognise and celebrate student achievement;

● Establish (and/or modify) intervention strategies for students who require additionalacademicsupport.

Furthermore, reports provide an additional opportunitytoworkinpartnershipwithyou as they provide a platform for informed discussion about your child’s achievements and areas for growth; you will be better equipped to have impactful learning conversations at home and to understand your child’s academic profile and their capabilities as they advance throughschool.

TARGET SETTING

Secondary students will undertake appropriateadaptivebaselinetestsasthey commence a particularly key stage. Data generatedthroughrespectiveCEM(Centre forEvaluatingandMonitoring-Cambridge University) computer adaptive baseline aptitude tests (MidYIS, Yellis and ALIS) supports the academic target setting process in the Secondary School. Whilst thisinformationisbothreliableandcritical to ascertaining student potential, we feel thatthisdatahasevengreatervaluewhen used in consultation with students, to enable them to take greater ownership of theirlearningjourney.

Students in Years 10–13, with the support of their teachers, will establish aspirational targetgradesfortheacademicyear.These will be reviewedat keyjunctures through

guided learning conversations and reflection to refocus and prioritise learning goals. When establishing appropriate aspirational target grades, students will utilisetheirpersonalisedchancesgraphsto facilitate the initial conversations and understand the scope of their learning journey. Example chances graphs can be foundinyourchild’sstudentdiary.

StudentsinKeyStage3willworkwiththeir subject teachers and tutors to establish suitable ‘SMART’ (Specific, Measurable, Attainable, Relevant and Time-bound) targets. A process of consultation, reflection and feedback will support the students in shaping their academic and pastoralgoalsthroughouttheyear.

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.

PTSCs are aimed at giving parents an insight into their child’s attainment level and progress in all subjects. Areas for improvementarealsohighlightedtoensure parentsandstudentscomeawayfromthe 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. Further informationcanaboutPTSCscanbefound HERE.

DBIS CHARACTER & CULTURE

TheCharacterandCulturepolicycontains 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 processes to commence, and parents will be informed as appropriate on the next actions to be taken. Each context is individual, and restorative solutions are seenasavitalpartoftheresolution.

Bullying is not:

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. 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.

● 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.

CATEGORY ONE CONCERN

Description of your child’s conduct

The student has demonstrated a low level of misconduct and received a number of remindersabout expectedconduct.

Examples of misconduct (this list is not exhaustive)

● Distractingothersfromtheirlearning

● Notfollowinginstructions

● Discriminatoryracial/sexual/homophobiccomments

● Inappropriatecommentstomembersofourschoolcommunity

● Lowlevelofphysicalviolencetoanotherpersonand/orproperty

● Useofamobilephoneinlessonsand/oraroundschoolwithoutpermission

● Arguing/deliberate,intentionaltalkingbacktoanadult–disrespectful behaviour

Actions taken by staff & students (this list is not exhaustive)

● Asaconsequenceofnotdemonstratingtheexpectedconduct,thestudentwillbe required to meet with the subject teacher or member of staff to undertake a restorativeconversation

● During the restorative conversation with the staff member, the consequences of the student’s actions will be decided; these could include: detention, apology letter,replacingthe brokenitem,parents informedetc.

CATEGORY

TWO CONCERN

Description of your child’s conduct

Thestudenthasdisplayedanintentionallevelofmisconductduringschool.

Examples of misconduct (this list is not exhaustive)

● Highfrequencyofcategoryoneincidents

● Repeatedracial/sexual/homophobiccomments

● Intentionallymadeordirectedinappropriatecomments

● Intentionalphysicalviolencetoanotherpersonand/ordamagetoproperty

● Continuednon-compliancee.g.homelearning,uniformexpectations

● Truancy

Actions taken by staff & students (this list is not exhaustive)

● Parentsarenotified

● A restorative meeting will be arranged between your child and either their tutor and/orHeadofYear

● Duringtherestorativeconversationwiththestaffmember,theconsequencesofthe student’sactionswillbedecided;thesecouldinclude:detention,reportcard,social andemotionalcounselling

CATEGORY THREE CONCERN*

Description of your child’s conduct

Thestudenthasdisplayedasignificantlevelofmisconductduringschool.

Examples of misconduct (this list is not exhaustive)

● Intentionalracial/sexual/homophobiccomments

● Significantphysicalviolencetoanotherpersonand/ordamagetoproperty

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

● Theft

Actions taken by staff & students (this list is not exhaustive)

● Ameetingwithparentsisarranged

● A restorative meeting will be arranged between the student and the appropriate staffmember

● Following the restorative conversation, the process will allow the student and the staffmembertocometoanagreedunderstandingofthechosenconsequence

● These could include: internal exclusion, fixed-term exclusion, report card, daily commitmenttoafter-schoolreflectionetc.

CATEGORY FOUR CONCERN*

Description of your child’s conduct

Thestudenthasdisplayedseveremisconductduringschool.

Examples of misconduct (this list is not exhaustive)

● Racial/sexual/homophobicharassment

● Seriousphysicalviolencetoanotherpersonand/ordamagetoproperty

● Possessionofanyillicitsubstancesormaterials

Actions taken by staff & students (this list is not exhaustive)

● Parents are notified and a meeting arranged with the appropriate Secondary SLT memberorHeadofSchool

● At this stage, all restorative plans are adapted relating to the seriousness and frequencyofthebehaviour

● The consequences are one of the following: a fixed-term exclusion or permanent exclusion

* Note that continued demonstration of Cat 1 & Cat 2 behaviors is considered to be equivalenttoaCat3orCat4standaloneincidentduetothecontinueddisruptiontothe learningenvironmentofothersintheschool.

PASTORAL & COMMUNITY

TUTORS

Inmostcases,yourchild’stutoristhefirst 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 theirdailyroutine.Astudent’stutorspends 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

1:1tutoringisameetingbetweenstudents 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 8amand8.20ameachdayofthe 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 areasoftheirschooljourney.

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 withtheguidanceoftheirsubjectteachers and tutors during the first stage of the academicyear.Additionally,HeadsofYear willsharewiththeirtutorteamstheLearner

Profile attribute in focus as well as the current Learning For Life topic to further enhance and provide a well-rounded discussion.

SECONDARY MIDDLE 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 agroupofsubjectteachers.Forafulllistof Secondary HODs, please consult the Staff Directorysectionofthehandbook.

Heads of Year (HOY)

The Heads of Year lead and are responsibleforoverseeingand 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 relevantstudentwellbeinginformationwith staff. A student’s HOY will often manage more time-consuming or challenging studentwellbeingissues.

STUDENT TARGET SETTING

All Secondary students set their own academictargetsforeachoftheirclasses. The students in Year 7–9 set academic targetsandalsopastoraltargetstosupport their wider social and emotional development.TheYear10–13studentsset Aspirational Targets, which are directly relatedtothefinalacademicgradetheyare 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 themwithsettingtheirAspirationalTargets. For all of the targets that Secondary students set, there will be a minimum of twoopportunitiesforthestudentstoreflect ontheirtargetsanddemonstratehowthey have shown progress. They will then receivefeedbackfromtheirteacherand/or tutor, which will support them to create follow-upactions.

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 calmlyandappropriatelyintheeventofan emergency.

FIRE DRILLS

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 registersaretaken.Clearproceduresarein 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.

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 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 anydrill.

GUEST VISITS

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 forinsuranceliabilityreasons.

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 imageofthemselvesandasecuresenseof identity. Child protection always comes firstatDBIS;itisourcoreconcern.

ATTENDANCE

Our mission calls upon us to fulfill 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 essential for students to achieve their full potential, and we appreciate your support in helping usmaintainhighattendanceratesatDBIS. We expect all students to aim for 100% attendance and to make every effort to attend school every day. We closely monitorattendancetoensurethatstudents areattendingschoolregularly.

Ifastudentisabsent,werequireparentsto notify the school as soon as possible on thedayoftheabsencewiththereasonfor the absence. Absences should be notified using the form HERE. If we notice that a student is missing school frequently or for an extended period of time, we will reach outtoparentstodiscussthesituationand provide support. We reserve the right to intervene when we feel it is necessary to support a student's attendance and academic progress. This includes situations where a student has been absent for an extended period of time or hasrepeatedlymissedschool.

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

decisionto take their childrenout 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 StudentAbsencefromSchoolDuringTerm Timeapplicationformshouldbesubmitted inadvance.

EARLY DISMISSAL

If a student needs to be dismissed early from school, they must collect a 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 thenurse’soffice).Studentsmustbringthe 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 studentcanbeallowedtoleaveschool.

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 formHEREassoonaspossible.

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).

StudentsinYears12and13arerequiredto bring their own device, and it is recommended that this is a laptop, notebook or Macbook rather than a Chromebookasmanyofthecoursesinthe senior years have greater software needs.

Students are required to sign the school’s BYOD(BringYourOwnDevice)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 fallsuponparents,andyour guidance is key. Setting family rules pertaining to the use of mobile devices is encouragedtoavoidmisuse.

The link to the DBIS Secondary School Guide to Learning Technologies document canbefoundHERE.

GOOGLE CLASSROOM & G SUITE

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.

GSuitecomprisesallotheritemssupplied by Google, such as Gmail (email), Google Drive(cloudstorage)andGoogleCalendar. All studentshaveaDBISGSuiteaccount 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 GuidetoLearningTechnologies.

UNIFORM

Secondary School uniform for Years 7–11 students 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 TuesdayandThursdayfrom8.15am–12pm during term time. Further details regarding uniforms, including order forms, can be foundontheParentHub

Formal Uniform

DBIS navy blue shorts or skort, and DBIS blue-striped navy blue polo shirt (untucked).

Cooler Weather Option

Unisex trousers, or navy tights with skort, andwarm-weatherschooljacket.

Footwear

ALL-black footwear that must be neat and tidy. Multi-coloured trim and laces are not appropriate.Navyorblacksocks.

Caps

Caps are required for use in PE lessons, hotweatherandduringoff-campusschool events.

Jewellery & Make-up

Thefollowingjewelleryitemsmaybeworn: awatch,onepairofplainstudsorsleepers (gold or silver) in the lower lobe. Make-up, acrylic and gel nails are not to be worn; clearnailpolishisacceptable.

Hair

Hairshouldappearnaturallycoloured.

PE Uniform & Footwear

DBIS navy blue PE shorts with DBIS PE shirt.Trainerswithsportssocks.

Formal school uniform should be worn to school each morning unless a student has PE or a sporting ECA that day, in which case they may come to school wearing theirPEkit.

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 swimmingkitinabagincaseswimmingis 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.

Field Trips Hot/Wet Weather

PE uniform to be worn (unless otherwise advised).

PE kit should be brought to school on extremely hot or rainy days to ensure studentshaveachangeofclothes.

Lunchtimes

Students involved in physical activities at lunch should change into a school sports shirt.

GENERAL INFORMATION

LOCKERS

Students in Years 7–11 are assigned a locker number at the beginning of the school year. Students are responsible for thesecurityoftheirlockerandarerequired topurchaseacodedpadlocktobeusedat alltimes.AllYear7–11studentsmustkeep 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 StudentDiaryalsocontainsarealmofkey 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.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.

PERSONAL INFORMATION

It is very important for the school to have complete,up-to-date informationaboutall 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 yourdetails.

LOST & FOUND

Lostandfounditemsareeitherkeptatthe Secondary reception or in the Primary coveredplayground,andstudentscanask at the Secondary reception. 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.

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 students are required to be collected from 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 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’srecommendations.Parentswillbe 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 authorisedtoadministermild medications, suchasparacetamol,tostudents.

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 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 iSAMSusernameandpasswordtologon.

STUDENT DIARY

Students are required to write all home learning tasks in detail in their diary. The diaryistobesignedbyaparent/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 activitiesarenotedandcompleted.

following platforms to communicate with ourparentcommunity:

passwordtologintoSchoolsBuddywillbe shared with you so you can see all of the activitiesyourchildisinvolvedwith.

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

SCHOOLSBUDDY ACTIVITIES & TRIPS PLATFORM

All information about your child’s extracurricular activities (ECAs), fixtures, camps and trips can be found via SchoolsBuddy. A personal usernameand

Intheeventofaschoolclosure,theschool 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 sharedalllearningresourcesandmaterials through their existing Google Classrooms for each subject taught. Pre-recorded learningvideos and other resources may

also be uploaded to your child’s Google Classroom to allow both synchronous (live/real-time) and asynchronous (accessedlater) accessibility.

EMAIL CONTACT

For all general enquiries, parents can contact the school office by email at

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 placeattheNorthPlazacampus;however, for some subjects, such as Science, DT and PE, students are required to travel by shuttlebustotheMainDBIScampus.

SIXTH FORM SUBJECTS

Most students choose three subjects to study at either A Level or BTEC. 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 nine 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.

STUDY RESOURCES

SixthFormersareverywelcometoworkin the library on the Main campus, where

awealthofresourcesareavailableaswell as private study rooms, which can be booked with the librarian. Books will need to be purchased for each course. The booklistcanbeaccessedhere.(addlink).

Having personal copies of books is important and enables students to effectively use their resources outside of lessons and enable them to annotate and keep personal notes to revise and refer backto.

DRESS CODE

Students are not required to wear uniform at DBIS in Years 12 and 13. For core PE lessons, Sixth Form students should wear schoolPEkitandfootwearappropriatefor physicalactivity.

SIXTH FORM HANDBOOK

OurSixthFormHandbookcontainsfurther informationaboutstudyinginYears12and 13 at DBIS, including useful links to bus timetables and study resources. Students

TERM DATES

SchoolDatesandHolidaysfor2023–2023canbefoundontheParentHubHERE.

AUTUMN TERM

Monday 14th – Wednesday 16th August 2023

Thursday 17th August 2023

Monday 2nd October 2023

Monday 23rd – Friday 27th October 2023

Monday 30th October – Friday 3rd

November 2023

Friday 18th November 2023

Friday 15th December

SPRING TERM

Monday 8th January 2024

Monday 12th – Friday 16th February 2024

Friday 1st March 2024

Friday 22nd March 2024

SUMMER TERM

Monday 8th April 2024

Wednesday 1st May 2024

Wednesday 15th May 2024

Monday 10th June 2024

Friday 28th June 2024

NewStudentOrientation

AllSecondaryStudentsStartTerm1

PublicHoliday

Half-TermHoliday

WeekWithoutWalls

TeacherProfessionalDevelopment Day,StudentsNotinSchool

EndofTerm1(HalfDay)

StartofTerm2

ChineseNewYearHalfTerm

TeacherProfessionalDevelopment Day,StudentsNotinSchool

EndofTerm2

StartofTerm3

PublicHoliday

PublicHoliday

PublicHoliday

EndofSchoolYear

SCHOOL HOURS & CONTACT DETAILS

TIMINGS OF THE SCHOOL DAY

SECONDARY SCHOOL CONTACT DETAILS

Website: www.dbis.edu.hk

Secondary Telephone: +85222843030

Sixth Form Telephone: +85239621500

Email: dbis@dbis.edu.hk

USEFUL LINKS

IGCSE/BTEC Level 2 Options Booklet

RSE Programme Overview

Parent Hub

Parent Portal

School Website

DBIS Library

Secondary Assessments

Academic Honesty Policy

Secondary Reports Explained

Parent–Teacher–Student Conferences

Secondary Student Leadership Booklet

Emergency Procedures Policy

Student Absence During Term Time Form

Acceptable Use Policy

DBIS Secondary School Guide to Learning Technologies

Uniform Policy & Order Form

Student Contact Details Change Form

Prescribed Medications Permissions Form

Medical Room Information

Severe Weather Policy

Student Withdrawal Form

Sixth Form Handbook

Term Dates