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