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Secondary Parent Handbook


SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17

Values, Mission & Aims

3

Welcome To DBIS Secondary School

4

Staff Directory

5 A-Z Handbook

1

1-1 Tutoring

7

Academic Intervention Framework

7

Assessment, Recording and Reporting

7

Attendance

8

Awards

8

Cafeteria

9

Code of Conduct

9

Communication

14

Confidentiality

14

Curriculum

14

Curriculum Group Leaders

15

Early Dismissal

15

Educational Trip/Field Trip Guidelines

15

Equipment List

16

Extra Curricular Activities (ECA)

16

Fire Drills

16

FOBISIA

16

Graduation

17

Guest Visits

17

Home Learning

17

House Group Leaders

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SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17

House System

18

House Tutors

18

Information Technology & Acceptable use

18

iPads & Laptops

19

Leave of Absence During Term Time

19

Lockers

19

Lost and Found

20

Medical Care

20

Parent-Teacher-Student (PTS) Conferences

20

Parental Absence

20

PE Uniform

21

Permission Forms

21

Personal Information

21

School Cancellation

21

School Email, Apps & Online Storage

21

School Hours and Contact Details

22

Student Planner

22

Uniform

22

Valuables

25

Week Without Walls

25

Withdrawal of Students

25

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SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17

OUR CORE VALUE, MISSION AND AIMS . 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 promote a sense of personal identity and a global mindset.

OUR MISSION We provide an outstanding holistic international education to students in an inclusive and nurturing learning environment. We seek to inspire and empower students to succeed in fulfilling their individual potential as global citizens in a rapidly changing world. OUR AIMS • • • • • • • • •

To promote a culture of excellence in teaching and learning. 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 extra-curricular 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 Community - Revised in 2014 and 2017. 3


SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17

Welcome To DBIS Secondary School Dear Parents Discovery Bay International School (DBIS) is very different to other international schools in Hong Kong. Centred in the wonderful community of Discovery Bay on the beautiful island of Lantau, the school derives much strength from its tranquil location and its surrounding active community. Establishing and maintaining strong, caring, respectful, and supportive personal relationships is key to the DBIS ethos. Our approach allows DBIS’ outstanding teachers to work in tandem with supportive and aspirational parents in focusing upon the individual. It also allows students to concentrate on the challenging task of learning, growing, and developing as individuals. I do hope that the contents of this Parent Handbook is useful for you. It has been designed to answer many of the questions that you may have regarding the day to day experiences of your children. The handbook contains a wealth of information about daily school life at the school. Paul Tough Head of School Discovery Bay International School

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SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17

Staff Directory The Secondary School at DBIS is managed by specific teams, each of which takes responsibility for an area of the phase’s operations. The list below provides some information about the relationships within, and the organisation of the Secondary School. The Secondary School team is responsible to the Head of School, Mr. Paul Tough. SECONDARY SCHOOL LEADERSHIP TEAM Head of Secondary - Mr. Michael Waller STUDENT WELLBEING Year Group Leaders Mr. Justin Low – Year 7 Mr. Gareth Wills – Year 8 Mr. Adam Reid – Year 9 Mr. Darryl Hood – Year 10/11 INCLUSION Mrs. Carol Chapman – Head of Inclusion Mrs. Tracey Smal – Targeted Support TEACHING AND LEARNING Curriculum Coordinators Ms. Rachel Murphy – English & Humanities Ms. Anna Lyndon – Science Mr. Adam Reid – Mathematics WHOLE SCHOOL CURRICULUM LEADERS Mr. Ken Haggarty – Creative Arts Ms. Jacqueline King – Modern Foreign Languages Ms. Susanne Chambers - Hatherly – Physical Education Mrs Angela Moriarity – ICT 5


SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17 Teaching Staff Ms. Kate Basford Mr. Aaron Harris Ms. Jacqueline King Mr. Justin Low Ms. Anna Lyndon Ms. Amrith Prabhu Ms. Jo Reid Ms. Lisbeth MacDonald Mr. Michael Waller Mr. Adam Reid Mr. Gareth Wills Mr. Ken Haggarty Mr. Darryl Hood Mr. Thomas Carrigan Mr. Matthew Clarke Mr. Martin Davies Mr. Steve McGill Ms. Alison Hurst Ms. Lisbeth Macdonald Ms. Amy Lee Ms. Rachel Murphy Ms. Amelie Zhang Ms. Lu Si Li Mr. James Lawrence Ms. Emma Cerrone Mr. Tom Lemon Ms. Sarah Best Ms. Morag Armstrong

English, French Physical Education, Science Mandarin, Spanish Science, Physics Science, Chemistry Mathematics English English Business Studies Mathematics Humanities, History Music Science, Chemistry Art and Design Business Studies, Humanities Computer Science Design and Technology Drama English English Geography, Travel and Tourism, Humanities Mandarin Mandarin Mathematics Media Studies, Humanities Physical Education Psychology, Geography, Humanities Science, Biology

Support Staff Ms. Swati Singhvi Ms. Cynthia Wong Mr Daniel Ashcroft Ms Shelby Smal Ms Minoli Samarakkody Mr. Evan Murphy Secondary Receptionist Joey Lee 6


SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17 1-1 Tutoring Tutoring is a meeting between student and House Tutor and takes place on a rotation cycle (approximately once per month) throughout the school year. Meeting times are sent to both parents and students in advance, and occur between 8:00 am and 8:15 am each day of the week. The fundamental benefit and rationale behind our 1-1 Tutoring programme is to ensure every individual in our Secondary school knows at least one teacher very well, and they have an adult they can trust and receive support from. Students from different year groups will be targeted for 1-1 tutoring support at key times during the school year, for example in the lead up to examinations. Academic Intervention Framework The aim of our academic intervention framework is to support students to allow them to achieve their potential and to ensure no individuals ‘fall through the gap’ academically. We aim to identify barriers to learning at an early stage in order to support students in overcoming any obstacles preventing them from progress. The framework illustrates a stepped process indicating the action taken, who is responsible (student and staff member), and the timeframe for the action to occur. You can access our detailed Intervention Framework on the Parent Portal. Assessment, Recording and Reporting Assessments enable students and teacher to identify strengths and areas for improvement and allow them to evaluate progress and learning experience. A wide variety of both formative and summative assessment procedures are used by subject teachers to evaluate and differentiate their delivery of the curriculum and each lesson. In addition to summative assessments in each subject to ascertain the level a student has achieved, day-to-day formative assessments take place to gather information on what an individual or group of children understand or do not understand and how future teaching will be adapted to account for this. Students are given verbal feedback on their work whenever possible. This will occur during lessons, and after homework and tests have been completed. Written feedback is a regular occurrence in each subject, though due to the low staff to student ratios we are afforded, personalised verbal feedback is the norm. Each student in the Secondary school receives three short reports a year providing a snapshot of progress including current and target attainment levels, as well as qualitative information pertaining to homework and attitudes to learning. In addition, one written report is sent home each year containing an overview of each student’s progress in each subject. The National Curriculum of England and Wales is a framework used by UK schools to ensure that learning and teaching is balanced and consistent. Our school uses the National Curriculum as a guideline to teaching but places student learning in a regional and global setting. Your child’s attainment will be reported in different ways, dependent on what stage of their school career they are at. 7


SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17 Attendance Our mission calls upon us to fulfil an individual’s potential. Regular attendance is a pre-requisite for success in school; conversely those who are not in class will miss important learning opportunities. Poor attendance can lead to underachievement, particularly in Key Stage 4 where classes and studies become more demanding. It is vital that we work together with families to ensure every child is in school and being challenged to meet their potential. The Secondary school expectation is that every student maintains a 95% attendance record throughout the year. Attendance letters will be sent home with attendance details as a reminder of our policy, as appropriate. Awards Each year the school celebrates the achievement of our students through an awards ceremony in June. In addition to faculty and subject awards, the following whole school awards are handed out to students from all grades: Spirit Award Awarded to one student from each year group for having a positive attitude, working to potential, demonstrating courtesy, cooperation, and consideration towards others, and for participating in a wide variety of school events. Outstanding Achievement Award Awarded to one student from each year group for demonstrating consistent effort and engagement in all learning opportunities. Takes increasing responsibility for their learning and has made significant academic gains throughout the year. Distinction Award Awarded to one student from each year group for demonstrating a positive ethos to school life, leading by example, and distinguishing themselves in most/all areas of the curriculum. Excel-Exceed-Excellence Award Awarded to one student across all year groups for demonstrating perseverance, independence and initiative to excel. Has demonstrated a commitment to and positive involvement in the areas of academics, cultural pursuits, sporting endeavour, and citizenship. Head of School’s Award Awarded to one student across all year groups for demonstrating leading attainment, ability or behaviour in both cultural and sporting aspects of our school and has distinguished themselves in most/all areas of the curriculum. The recipient has set an example to all at our school in citizenship through social interactions, showing consideration, cooperation, and courtesy to others.

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SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17 Cafeteria Our school cafeteria is open before and after school and at morning break and lunchtime. Boardwalk CafÊ serves hot meals (including a vegetarian option), snacks, and drinks. Students can purchase a swipe card from the cafeteria manager anytime enabling a cashless option when purchasing meals. The cafeteria also accepts Octopus cards. Code of Conduct Our Secondary school Code of Conduct has three clear aims: To promote a culture of excellence in teaching and learning. To ensure a supportive, happy and secure environment for learning. To encourage the physical and emotional wellbeing of each individual. It contains a positive behavior policy illustrating steps to success, as well as restorative steps in cases whereby a student makes a bad decision or their behavior warrants addressing. Positive Behaviour Policy In order to acknowledge and celebrate positive examples of students’ learning and conduct, teachers will make use of the following strategies as shown on the following pages:

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SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17 Level of celebration

Little and often

Strategy

Stamps or stickers

Example

Awarded by

Completion of learning activities to a good Tutor and subject quality, valuable learning contributions and teacher supportive behaviour to peers or staff. The accumulation of stickers and stamps (3 to 5) will lead to the award of house points.

House points

Examples as for the award of stamps or stickers, but with an expectation that house points are used for instances where learning activities and contributions are to a very good quality

Performance or conduct that excels an Medium and Excel, Exceed, individual’s expectation. occasional and Excellence Significantly high quality performance and conduct, for example: Praise Large and rare

postcards

- Assessments, presentations, projects

Tutor and subject teacher

Completed by subjecxt teacher and awarded by SLT

- Sporting, artistic, or cultural pursuits House Accumulation of 25, 50, 100, and 150 certificates house points. Head of School

HGL / SLT

Exemplification of the values of the DBIS Head of School philosophy and vision.

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SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17 Level of celebration

Strategy

Example

Secondary Awarded at the end of the school year under School the following categories: Awards - School Spirit

Awarded by

SLT

- Sports - Outstanding Achievement - Mathematics, English, Science, Humanities, Modern Foreign Languages, Performing Arts - Distinction - Head Girl and Boy

Positive behaviour is promoted at DBIS so that every student feels supported, happy and secure. We recognise that our students are developing. This can mean that they occasionally make mistakes. We aim to put restorative actions in place that guide and support our students towards making better decisions in future, and also help them to develop a sense of personal responsibility.

Level of concern

Low

Strategy

Individual discussion, Occasional warning, Instance name on demonstrating board, issues with moving seat commitment to or group, learning. removal from practical activity.

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Example

Implemented by

Late work submission, poor quality home or class learning, lack of equipment, poor punctuality, poor learning engagement, health and safety concerns, and / or silly behaviour.

Tutor, subject teacher, or EA.


SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17 Level of concern

Strategy

Example

Implemented by

Medium

10 to 30 minute reflective detention. Subject teacher to write issue and detention in diary. Follow up with phone call if action is repeated after first intervention.

10 to 30 minute reflective detention. Subject teacher to write issue and detention in diary. Follow up with phone call if action is repeated after first intervention.

Tutor or subject teacher.

Commitment to learning issues that are repeated. Actions that show a lack of consideration and respect to the DBIS community

Tutor to make contact if there is a common concern across two or more subjects.

Tutor monitors and implements Green House Tutor Target Card.

Tutor to make contact if there is a common concern Inform HGL. across two or more subjects. Tutor to record Green House Tutor Target on ISAMS. Card – report daily to HT.

Green House Tutor Target Card – report daily to HT.

Removal from lesson and reflective detention Actions that show with HGL. HGL to active disregard to the contact parents. DBIS community. Amber HGL Target Card – report daily to HGL. High

Failure to attend a subject / tutor detention, dangerous or aggressive behaviour, continual disruption to learning, ongoing issues with completion of learning activities.

Tutor / subject teacher and HGL. HGL monitors and implements Amber HGL Target Card. HGL to record

Extreme Actions that warrant the immediate attention of HGL. Anything of concern to student welfare. Endangerment to self or others.

Temporary alternative Bullying or harassment, extreme disruption to programme. learning, aggressive or Blue Senior Leadership threatening behaviour, drug Team Report – report or alcohol use, any concern daily to SLT surrounding the immediate wellbeing of a student.

HGL / SLT SLT monitors and implements Blue Senior Leadership Report. SLT to record on ISAMS. 12


SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17 Student Report Card System The aim of a report card is to promote student improvement by building a greater sense of personal responsibility and awareness of how best to make positive choices. The student will be set clear targets to focus on during the report card period and be responsible for the ensuring that the report card is completed by subject teachers. They are also expected to report to a designated member of staff daily. The member of staff responsible will monitor the students’ progress against the targets set and, where appropriate, utilise coaching strategies to encourage the development of positive choices on the part of the student. Green (HT)

Amber (HGL)

Blue (SLT)

Students are put on target card by their House Tutor if they have continuously performed below the expected standards. HT is expected to call home and communicate this to parents. This may also be used if their progress is low due to either attitude to learning or behaviour issues. It can be implemented on the basis of HT’s professional judgement and/or if they receive feedback from two or more subject teachers.

Students are put onto the HGL target card pending the failure of the second HT target card or if the situation is deemed more pressing / severe.

Students are put onto the SLT report pending the failure of the second HGL report or if the situation is deemed extreme. A parental meeting should take place with the SLT prior to the commencement of the report.

A parental meeting should take place with the HT and HGL prior to the commencement of the target The report will last for two card. weeks followed by a review. The report will last for two If unsuccessful, there will be weeks and be followed by a another SLT meeting with review. If unsuccessful, parents to discuss the next The expected duration is two another two weeks of report steps. weeks, followed by a review and may be implemented. Interventions and support to consultation opportunity with Parents to be contacted at complement as necessary. the student concerned. the end of each report cycle. A further two weeks period may then be implemented if sufficient Interventions and support to improvement has not been seen. complement as necessary. Parents to be called and updated via phone call at the end of the two week report period.

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SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17 Communication Clear communication between home and school is essential. There are several avenues we use to communicate with our parent community. They are as follows: Parent Portal – All communication to parents regarding up coming events and information should be found here. Any calendared event will have a parent bulletin for the forth coming 2 weeks. Student Planner – we require our students to write all home learning tasks in detail in their planner. The planner is then to be signed by a parent/guardian once a week. This is then viewed by the tutor ensuring a strong communication network whereby each student is accountable in ensuring home learning activities are noted and completed. School Newsletter – Each Thursday the school’s newsletter is sent home and available on our website. The newsletter provides a snapshot into the weekly school events. Reports – A total of three Short reports and one written report are sent to parents each year with information pertaining to each student’s current and aspirational grades and targets. Twitter – The Secondary Twitter account ( @SecDBIS ) is updated at least twice weekly. The main DBIS account is updated daily with calendar reminders, snapshots of classroom learning, and articles of interest. DBIS Website – The school’s new and improved website is a window into the school giving parents access to information on all aspects of the school’s operations and teaching and learning approaches. The website also provides parents with a link to the Parent Portal. Email Contact – For all general enquiries, parents can email the school office or by phone (+852 2987 7331). Confidentiality Any counselling sessions initiated by the school will have agreed upon and clearly understood boundaries of confidentiality. Any information divulged through the counseling will remain confidential unless a student’s health is at risk or there are child protection issues at hand. Curriculum The Secondary School offers a broad and balanced curriculum covering Key Stage 3 which includes students aged between 11 - 14 years old (Years 7 - 9), and Key Stage 4 which covers students aged 14 - 16 (Years 10 and 11). Students are taught in mixed ability classes with the exception of the core subjects of mathematics, English, and science, whereby students are set according to their current attainment levels and aptitude for the subject. Work takes place both individually and in groups.

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SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17 Mandarin is a compulsory subject alongside either Spanish or French throughout Key Stage 3, after which one language is studied at (I)GCSE level. We follow the English National curriculum with an international feel. In addition to our general subjects, at Key Stage 3 our students take our bespoke project based learning class, Discovery. This one hour skills based class is designed to enhance the four dispositions of collaboration, communication, critical thinking, and communication through project work predominantly done in groups of three. Projects are interdisciplinary, drawing on knowledge from two or more subjects to carry out a comprehensive study in an area of interest. At (I)GCSE 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. PSHCE and physical education form an integral part of all year level academic programmes. Typically students will study 7 or 8 (I)GCSE subjects to prepare them for a range of academic pathways and challenges after life at DBIS through the International Baccalaureate Diploma, A Levels, BTech qualifications or similar. Curriculum Group Leaders The Curriculum Group Leaders are the leaders of learning in all three subject faculties: English and humanities, science and technology, and mathematics and computer science. Curriculum Group Leaders lead planning, initiatives, and assessment practices in their respective areas, leading a group of subject teachers. For a full list of Secondary leaders, please consult the Staff Directory section of the handbook. Early Dismissal If a student wishes to be dismissed early from school, an explanatory note or email should be sent to school - addressed to the student’s House Tutor – by the student’s parent. Parents are reminded that any such request should be made at least 48 hours in advance, should be for exceptional circumstances only, and that any consequent absence from class will be recorded. Educational Trip/Field Trip Guidelines Several subject teachers organise local field trips for various year groups throughout the year. Typically, a letter outlining the details of the trip will be sent home and the student will need parental consent. During the school day, a teacher may take their class off campus for learning activities, and these are considered to be regular class time. Participants in school-organised trips are representatives of the school at all times. As such, they are expected to abide by our Code of Conduct, to follow uniform guidelines, and to demonstrate concern for the well-being of others. The travel component of all local school field trips are covered in the school fees, however, some events require funding from parents. All trips are accompanied by at least one member of the teaching staff, and we set a ratio of one staff member to ten students when on field trips. 15


SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17 Payment for overseas trips including all FOBISIA competitions and Week Without Walls require a deposit in advance to secure flights, followed by the full payment prior to departure. Equipment List The school will send all new and existing parents an equipment list prior to the start of each school year. This list is comprehensive and contains all items necessary to compliment learning in all subjects. In addition, some subjects will loan out textbooks for the academic year. If a student loses a book, he/she will be charged for its replacement. Extra Curriculum Activities (ECA) The extra curriculum programme is key part of fulfilling our aim to provide a holistic education to our students. Students are expected to contribute to wider school life by taking at least one ECA per term. In addition to a sports programme that will rotate each term, there are a variety of activities including the school production, Model United Nations, student council, and subject based clubs on offer throughout the year. Students sign up to sports clubs at the beginning of each term via a Jot form from the PE department, whilst all other clubs are open to attend when they begin. Commitment is a key trait of all DBIS students and we ask that once a student commits to an activity that they attend for the duration of the term/season. Please note that if a sports club or activity takes place off campus and finishes outside of school hours, parents will be notified in advance and that students will be allowed to make their own way home once back at DBIS. To find out more please read the Sport, Creative Arts and General Clubs Guide which can be found on the parent page of the website.

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 whereby class registers are taken. FOBISIA The Federation of British International Schools in Asia (FOBISIA) is a regional group of the leading British International Schools in Asia and has been in existence for over 25 years. As an organisation it applies stringent entry standards to all schools who apply for membership and upholds these same standards for all members through a review cycle that requires an ongoing commitment to excellence and inspection or accreditation by recognised external agencies. The overall aim of the Federation is to promote excellence in education in our schools, and to provide 16


SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17 opportunities for inter-school competitions and enrichment programmes. As a member of FOBISIA for over 4 years, we offer our students several unique opportunities to travel and represent our school in a variety of ways. Our gifted and talented students in the Primary and Secondary School are selected to travel to the international sporting competition, the FOBISIA Games each year, as well as participating in the Modern United Nations (MUN), drama and music festivals, and Mathematics competitions. Graduation DBIS Secondary school aims for all students to obtain I/GCSE qualifications in at least 5 subjects including English and mathematics. The Year 11 graduation is combined with the Secondary Awards event and takes place after the I/GCSE examination series mid-way through June each year. On the same evening each year, all graduates are invited to a Graduation Dinner hosted by all Year 11 teaching staff. Guest Visits All ex-students and family members of students attending DBIS must sign into the Main reception and are required to wear a Visitor’s Pass at all times. Visitors are not permitted to attend classes with students to ensure learning is not disrupted and for insurance liability reasons. Home Learning Home learning is any extended learning that is set by subject teachers which is undertaken outside of lessons for which the student has primary responsibility. We view home learning as an integral part of the learning process. We recommend that all students get into a routine of daily study and independent work in a quiet study area at home. Home learning tasks are intended to: Provide an opportunity for applying learned skills to authentic learning tasks; to reinforce and extending learning opportunities; provide opportunities for creativity and problem solving; support and encourage preparation for assessment tasks; assist in the development and application of time management and organisational skills; promote an independent and responsible approach to learning. House Group Leaders (HGL) The House Group Leaders lead and are responsible for overseeing and supporting the work of a team of House Tutors to ensure the well being and academic progress of Secondary students. They will regulary communicate with parents and share relevant student wellbeing information with staff. A student’s House Group Leader will often manage more time consuming or challenging student wellbeing issues.

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SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17 Our teachers will generally plan for activities to take between one and two hours depending on the year level as outlined below: - One hour a day for Year 7 and 8 students - 90 minutes for Year 9 students - Two hours for Year 10 and 11 students For more information on our homework guidelines and philosophy, please read the 'Secondary Home Learning’ document on the parent portal. House System We run a vertical house system in the Secondary school meaning house tutor groups are made up of students from all year groups 7-11. This allows for leadership and mentoring opportunities in each house, and for students to socialise and communicate with individuals of different ages. There are four house groups: Thunder (black), Lightning (gold), Typhoon (red), and Storm (dark purple). There are three house tutor groups per House, each managed by a house tutor. Each house is led by a house group leader. House assemblies occur each term, as do house competitions which aim to appeal to all students. House points and House competition results all contribute to the annual House Shield award. House Tutors In most cases, your child’s house tutor is the first point of contact with enquiries about academic progress and any pastoral issues. The house tutor will know your child the best and will have detailed knowledge of his/her daily routine. A student’s house tutor spends 10 minutes at the beginning of 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. Information Technology & Acceptable Use All students and parents should read and sign the Acceptable Use Policy (AUP) for Information Technology at DBIS. The AUP can be found on the Parent Portal on the DBIS website.

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SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17 iPads and Laptops The school has a 1:1 iPad programme throughout the Secondary school. This means all students will be loaned an iPad for the duration of their time at the school. The iPad is a tool for learning and is used in a variety of subjects in a variety of ways such as for research, e-learning activities, and taking notes. On occasion, homework tasks can be completed on the iPad at home. Both parents and students are required to sign an iPad Agreement (in addition to the AUP) when they first receive their iPad which makes clear the school’s guidelines for its use. Student's are provided with a replacement iPad every two years. In addition, the school has two sets of class laptops that can be booked by teachers for use in their lessons. Year 10 and 11 students may bring their own laptop into school at their own risk, on completion of a BYOD Agreement (available on the Parent Portal on the DBIS website). Please note that it is the responsibility of our students to use their iPad in an acceptable way at school and our teachers to uphold our Acceptable Use Policy. At home, however, the responsibility falls upon parents and your guidance is key. Setting family rules pertaining to the use of mobile devices is is encouraged to avoid misuse. Leave of absence during term time We are aware that due to the nature of some of the work leave restrictions our parents have that families may make the decision to take their children out during term time. Although some holidays may be considered educational, your child will still miss out on the teaching and learning that their classmates will receive during the holiday. Students returning from a term time holiday are also unprepared for the lessons, which build on the teaching they have missed. The extra time it takes for a teacher to assist a student in catching up also has a potential impact on other students in the class – this is something we all have a responsibility to avoid. If a family decides to take their child(ren) out of school during term time, the following online application form should be submitted: dbis.hk/1AzyI3d . Lockers Students are assigned a locker number at the beginning of the school year. Returning students will keep their same number. Students are responsible for the security of their locker and are advised to purchase a coded padlock to be used at all times. All Year 7 – 10 students must keep their belongings in their locker throughout the school day. The five minute period between lessons can be used to retrieve necessary items for lessons.

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SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17 Lost and Found All lost and found items are kept at the Secondary reception. We ask that all student clothing is clearly labelled with his/her name. At specific times throughout the year we will put all lost and found items on display and if unclaimed we will donate these items to one of our school charities. Medical care If a student becomes unwell while at school, he/she will need to take a medical card given by their teacher and take this to the school nurse. The school nurse will evaluate the student’s medical condition. The school nurse will decide as to when students are required to be collected from school, as directed by the Hong Kong Health Department. The time of handover to a parent or caregiver must be noted and the classroom teacher made aware. If a student has a minor complaint or accident, the school nurse will administer first aid and care in the school’s Medical Room. In the case of a more serious concern, the school will contact the parents and/or emergency services and will make the medical decisions based on the doctor’s recommendations. Parents will be systematically informed if the school contacts emergency services, but it may not always be possible to do this before we do so. Please note, the school’s nurse is not authorised to administer mild medications, such as paracetamol, to students. Prescribed medication can be administered on completion of the prescribed medication form. For more details, please refer to the Student Health page on the school’s website. Parent-Teacher-Student (PTS) Conferences There is one scheduled PTS conference per year per year group. At all other times, parents are welcome to book appointments with house tutors regarding any matter. PTS conferences are held in the evening at school and are aimed at giving parents an insight into their child’s attainment level and progress in all subjects. Areas for improvement are also highlighted to ensure parents and students come away from the conference with clear targets. Appointments run for five minutes and students are encouraged to attend in order to engage in learning conversations and to reflect on progress and areas for improvement. Parental Absence Please notify the school if you are planning to take a trip out of town for more than a day. The school office will require details of appointed guardians and emergency telephone numbers

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SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17

PE Uniform The following procedures should be adhered to in regard to wearing PE uniform at school: PE uniform can be worn to school if a student has and ECA or PE class during the first two lessons of the day, they are then to get changed immediately following the lesson. Students with PE lessons during lesson 3 or 4 are to get changed at morning break and following the lesson. Those with PE lesson during period 5 are to get changed during lunch break and may wear their uniform home. Students with an ECA or sports trip after school are to get changed at the end of the school day. At lunchtime, should students wish to play games on the football pitch they will need to change into a DBIS sports shirt. Permission Forms All new and existing parents will be sent an online permission form in term 3 / beginning of the school year. Parent need to electronically sign the form which gives students advance permission to attend all school trips. Personal Information It is very important for the school to have complete and up to date information about all of our students and those whom we may need to contact in case of emergency. Please complete the on line form in the Parent Portal to update your details. School Cancellation Please familiarise yourself with the school’s ‘Wet Weather and Weather Warning Policy’ regarding the closure of school. The school website will display weather warnings and notification of school closure where applicable. School Email, Apps & Online Storage All students have their own school Gmail account which is the primary source for all communication within school. The school will assign all usernames and passwords once a student joins the school. All school iPads have a number of educational apps that have been pre-loaded to the device. Any apps purchased by the student need to be checked with the relevant subject teacher and should be purchased using the student’s personal App Store account. When at school, a student’s iPad should always be logged into their school App Store account. Games and social networking apps are strictly forbidden. 21


SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17 Online storage of student work should be on the student’s school Google Drive account and/or on their personal folder on the school Shared Drive. School Hours and Contact Details 1:1 Tutoring

08:00 – 08:15

Lesson 4

12:15 – 13:20

Registration

08:15 – 08:25

Lunch

13:20 – 14:10

Lesson 1

08:30 – 09:35

Lesson 5

14:10 – 15:15

Lesson 2

09:40 – 10:45

Break

10:45 – 11.05

Lesson 3

11:05 – 12:10

*5 minutes transfer time between lessons

Contact Details: Website - www.dbis.edu.hk Primary Phone - 2987 7331 Email - dbis@dbis.edu.hk Student Planner At the beginning of the school year, each student receives a Student Planner. The Planner is used to record all homework and upcoming activities and events. The Student Planner also contains a realm of key information pertaining to uniform, pastoral care, key dates and other important information. The Student Planner is used as one form of communication Uniform Our Secondary school uniform should be worn at all times and be in a clean and neat state. There are summer and winter uniform options available at the uniform shop. Jewelry & Make Up The following jewelry items may be worn: a watch, one pair of plain studs or sleepers (gold or silver) in the lower lobe. All other piercing is prohibited. Make-up, acrylic and gel nails are not to be worn, plain nail polish is acceptable. Mufti Day Make-up and jewelry 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/ 22


SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17 tank tops and torn jeans are not permitted. Field Trips School Uniform to be worn (unless otherwise advised) Boys - Uniform:

Boys - PE Uniform:

DBIS navy blue trousers and DBIS blue striped short sleeved shirt (untucked).

DBIS Navy blue PE shorts with DBIS house team PE shirt Or

And/Or

DBIS navy blue shorts and DBIS blue striped short DBIS Navy blue PE shorts with DBIS Navy blue sleeved shirt (untucked). Athletics shirt. Sleeveless or long sleeved school fleece for cooler Footwear: days. Sports shoes with plain, white ankle socks. Footwear: Black shoes that must be neat and tidy (at the discretion of the House Group Leaders). Logos and multi-coloured trim and laces are now approproate. Navy blue ankle socks. Or Navy/black sandals (please note: no socks are to be worn with sandals). Caps:

Caps are available for purchase to be used in hot weather during break times, PE lessons and during any off campus school events.

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SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17 Girl's Uniform:

Girls - PE Uniform:

DBIS navy blue skirts worn with the DBIS blue striped summer blouse (untucked).

DBIS Navy blue PE shorts with DBIS house team PE shirt

Cooler Weather Option:

And/Or

Sleeveless or long sleeved school fleece

DBIS Navy blue PE shorts with DBIS Navy blue Athletics shirt.

Unisex trousers Navy tights with skirt Footwear:

Footwear: Sports shoes with plain, white ankle socks.

See page 23. White ankle socks. Or Navy/black sandals (please note no socks to be worn with sandals). Or Black leather slip on shoes. Caps:

Caps are available for purchase to be used in hot weather during break times, PE lessons and during any off campus school events.

24


SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17 Valuables Students are asked not to bring valuables into school. Occasionally, students may wish to bring valuable items into school as part of a project or other piece of school-related work. Under these circumstances, any valuables should be given to the school office for safe-keeping. Week Without Walls All Secondary school students have the opportunity to take part in our outdoor education / service week in November each year. Overseas and local trips are organised in term three allowing families to opt for trips early and to plan in advance. Our Week Without Walls philosophy centres on providing unique opportunities that foster the development of leadership and inter-personal skills, as well as providing challenge for all in an outdoor setting. Most of our trips also have service elements aimed at developing empathy and understanding of cultures. Withdrawal of Students To withdraw a student, notice in writing by parents must be given to the Head of School not less than 60 days (excludes July and August) before the student leaves the school. If students are not returning to school after the summer holidays, official notice must be given on or before 30 April. The school will charge school fees if the above notice period is not adhered to.

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SECONDARY PARENT & STUDENT HANDBOOK 2016 - 17

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